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The Difference between Facts and Claims

The Difference between Facts and Claims

Facts and Claims

What is the difference between these two declarative sentences?

  1. Abraham Lincoln was assassinated in April of 1865 by John Wilkes Booth.
  2. Abraham Lincoln was assassinated in April of 1865 to keep African-American slaves from gaining U.S. citizenship.

Answer: The assassination is a fact attested by eyewitnesses and medical experts. The reason for the assassination is a claim made by John Wilkes Booth that Lincoln must be killed to prevent granting U.S. citizenship to former slaves.

Knowing the difference between fact and claim is critically important to effective argumentation in both speaking and in writing.

Let’s work at developing a precise definition of these terms: fact and claim.

The word fact is from Latin factum something done, from factus made, from facere to make]

Collins English Dictionary – Complete and Unabridged, 12th Edition 2014 © Harper Collins Publishers 1991, 1994, 1998, 2000, 2003, 2006, 2007, 2009, 2011, 2014

The word claim is from Old French claimer< Latin clāmāre to cry out; (noun)

American Heritage® Dictionary of the English Language, Fifth Edition. Copyright © 2011 by Houghton Mifflin Harcourt Publishing Company. Published by Houghton Mifflin Harcourt Publishing Company. All rights reserved.

Here’s our first definition.

Fact: Something actually done or something said in a meaningful way.

What is fact?

  • Fact is something that could be verifiable in time and space. Example: The wall was painted blue in 2016. The fact would certainly be verifiable if the school office files contained a similar shade of blue paint chip, attached to a dated 2016 receipt for blue paint and a painting contractor’s 2016 dated invoice marked “Paid in Full.”
  • Fact is an objective reflection of reality. A fact exists independent of our sensory experience. Example: “If a classroom’s walls are blue, then someone must have painted them that color.”

What isn’t fact?

  • Fact is not definition. Examples: “It’s a fact that blue is a mix of green and yellow” or “2 +2 = 4 and If A = B and B = C, then A = C.” Definitions simply state that one thing synonymously shares the same essence or characteristics of another thing. Much of math deals with meaningful definitions, called tautologies, not facts, per se.
  • Fact is not opinion. Example: It’s a fact that the wall color is an ugly shade of blue. Explanation: Again, a fact does not state what something is (a definition). A fact does not state a belief. In contrast, an opinion is a belief or inference (interpretation, judgment, conclusion, or generalization). Check out the related article on Teaching Fact and Opinion by the same author.
  • Fact is not a scientific theory. Example: The universe began fifteen billion years ago with the “Big Bang.” Explanation: “Facts and theories are different things, not rungs in a hierarchy of increasing certainty. Facts are the world’s data. Theories are structures of ideas that explain and interpret facts. Facts do not go away when scientists debate rival theories to explain them.” Stephen Jay Gould
  • Fact cannot be wrong.  Example: He got his facts about the blue wall all wrong. Explanation: We really mean that he did not state facts or that he misapplied the use of those facts.
  • Fact is not the same as truth.  Example: It’s a fact that the classroom walls are blue. Explanation: This is known as a category error. We can state the fact that the walls were painted blue or the fact that someone said that they are blue, but this is not the same as truth. There is no process of falsification with facts, as there is with truth. For example, we could not say “It’s not a fact that the classroom walls are black.” Similarly, in a criminal court case, if a defendant pleads not-guilty to the charge that he or she murdered someone, the prosecution must falsify this plea and prove the truth of the guilty charge via evidence, such as facts, in order to convict the defendant.
  • Fact is not a phenomenological representation of reality. Example: The walls appear blue during the day, but have no color at night. Explanation: Just because the blue color appears to disappear at night due to the absence of light, does not mean that this describes reality. To say that the sun rises in the east and sets in the west describes how things appear from our perspective, not what factually occurs.

Here’s our second definition.

Claim: An assertion of belief about what is true or what should be.

What is a claim?

  • A claim can be a judgment. Example: Undocumented immigrants who maintain clean criminal records should be not be deported from our country. Explanation: A claim can weigh evidence and reach a conclusion based upon that evidence.
  • A claim can be an inference. Example: The recent missile tests indicate that the country has developed the means to attack neighboring countries. Explanation: The test results regarding missile capabilities can be logically applied to hypothetical situations.
  • A claim can be an interpretation of evidence. Example: The fact the DNA tested on the murder weapon matches the blood type of the defendant means that the defendant could have fired the weapon that killed his wife. Explanation: The interpretation that the physical evidence links to the defendant is a claim. The fact supports the claim.
  • A claim can express a point of view. Example: The election of that candidate would be horrible for the country. Explanation: A point of view expresses an arguable position and frequently considers contrasting points of views by stating counterarguments and refutations.
  • A claim can be supported by research, expert sources, evidence, reasoning, testimony, and academic reasoning. Example: The new research on cancer cures is promising. Explanation: Specific research and quotations from medical authorities may offer convincing evidence.

What isn’t a claim?

  • A claim is not an opinion. Examples: Mr. Sanchez is the best teacher in the school (opinion). Mr. Sanchez’ students perform above the school average on standardized tests (claim). Explanation: The former opinion cannot be proven to be true. The latter claim could be proven to be true with test evidence and data comparisons.
  • A claim is not evidence. Example: In the book, Walk Two Moons, Phoebe was self-centered when she demanded the best bed at the sleepover. Explanation: In an argumentative essay claims can be stated in the thesis and/or topic sentences. For the balance of the essay, the writer uses reason or evidence (which may include facts) and analysis to support the claim(s).
  • A claim is not description. Example: The sunset’s shades of yellow, red, and orange were quite remarkable. Explanation: Description does not assert a truth as a claim does.

Applications to Speaking and Writing

  • Use facts to support your claims and not vice versa.
  • Using more than one fact to support a specific claim can be effective if the facts are directly related. Avoid using a shotgun approach of loosely related facts.
  • Facts usually do not stand on their own as effective evidence. Facts require careful analysis to relate to the claim(s).
  • Don’t rely upon facts as your sole evidence. Other types of evidence can be convincing. A variety of evidence addresses the needs of a variety of readers and provides balance to how you prove your argument. Check out this article on types of evidence by the same author.
  • A claim is not your argument. A claim is not the same thing as the thesis statement or the topic sentences in an argumentative essay. The claim is your overall belief about what is true. How you prove your claim is your argument and your essay structure provides the means to that end.
  • Keep your claim specific. General claims usually are not provable and resort to mere description.
  • Effective claims usually do not consist of absolute statements about what is right and wrong. They explore ideas, theories, points of view, and concepts. In other words, claims rarely involve simple assertions; they are usually multi-faceted and complex.
  • Always acknowledge possible counterclaims and provide counterarguments when relevant.

*****

Teaching Essays

TEACHING ESSAYS BUNDLE

The author’s TEACHING ESSAYS BUNDLE includes the three printable and digital resources students need to master the CCSS W.1 argumentative and W.2 informational/explanatory essays. Each no-prep resource allows students to work at their own paces via mastery learning. How to Teach Essays includes 42 skill-based essay strategy worksheets (fillable PDFs and 62 Google slides), beginning with simple 3-word paragraphs and proceeding step-by-step to complex multi-paragraph essays. One skill builds upon another. The Essay Skills Worksheets include 97 worksheets (printables and 97 Google slides) to help teachers differentiate writing instruction with both remedial and advanced writing skills. The Eight Writing Process Essays (printables and 170 Google slides) each feature an on-demand diagnostic essay assessment, writing prompt with connected reading, brainstorming, graphic organizer, response, revision, and editing activities. Plus, each essay includes a detailed analytical (not holistic) rubric for assessment-based learning.

Get the Writing Process Essay FREE Resource:

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Grammar Programs

Grammar Programs

Grammar Program Options

Teachers frequently ask which Pennington Publishing grammar program will best meet the needs of their students. Of course most of us use grammar as a catch all term to mean parts of speech, syntax, usage, sentence structure, subjects and predicates, punctuation, quotation marks, and capitalization. For those teachers using the Common Core Standards, they are looking for materials to teach the Language Strand 1, 2, and 3 Standards.

How to Choose the Right Grammar Program

Instructional style and time are the chief criteria in choosing the program which will work best for you and your students. Read the following “quick look” descriptions and make sure to click on any that interest you to see the expanded product description and plenty of program samples on our site. However, before you navigate away from this page, copy down our discount code 3716 to take 10% off of the price of any Pennington Publishing products at check-out.

Traditional and Comprehensive Full-Year Programs

Pennington Publishing provides six grade-level Teaching Grammar and Mechanics programs (grades 4, 5, 6, 7, 8, and high school) to teach each of the CCSS grade-level Standards and Progressive Skills Review (alignment documents included). Absolutely no prep is needed and all answers are provided. YouTube training videos ensure teaching success.

Each of the grade-level programs provides 56 interactive language conventions lessons, designed for twice-per-week direct instruction. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom projection. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson.

Students annotate the full text of the lesson on accompanying student worksheets (included in the program). The worksheets include a practice section, a simple sentence diagram, a mentor text which applies the grammatical lesson focus, and a brief writing application. Students complete two sentence dictation formative assessments and then self-correct from the projected display.

Teaching Grammar and Mechanics

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School

Biweekly grammar, usage, and mechanics unit tests require students to define, identify, and apply their knowledge of these Language Standards in the writing context.

Individualized Assessment-based Instruction: Teaching Grammar and Mechanics also includes all resources for teachers to meet the diverse instructional needs of individual students. Perfect for English-language learners, special education, and remedial students! The program provides diagnostic grammar and mechanics assessments to determine the specific remedial needs of your students.

Teachers individualize instruction according to the results of the diagnostic assessments with targeted grammar, usage, and mechanics worksheets. Each worksheet includes definitions, examples, writing hints, and a practice section. Students self-correct each worksheet to learn from their mistakes and then and complete a short formative assessment. The teacher corrects the formative assessment to determine mastery. Students catch up while they keep up with grade-level instruction.

Teaching Grammar and Mechanics is the most comprehensive and easy to teach grammar and mechanics program I’ve ever taught. It’s got everything! I’m teaching each grade-level Standard and students are filling in the gaps from previous grade level Standards. This program is written by teachers for teachers and their students. You can tell. Takes no prep and hardly any correction. Both veteran teachers like me and new ELA teachers will really appreciate the scripted grammar lessons.”

Robin M.

Review Unit Interactive Notebook

Grammar Interactive Notebook

Grammar Interactive Notebook

The Teaching Grammar and Mechanics Interactive Notebook Grades 4-8 program will help your students master each of the Common Core grade-level grammar and mechanics Standards. This rigorous, fun, and easy-to-teach interactive notebook is neither a fact-filled collection of boring lecture notes, nor a time-wasting portfolio of art projects.

  • Grades 4- 8 lessons aligned to the Common Core (alignment documents included). Note that this is not specifically a grade-level program.
  • 64 Lessons designed in the interactive Cornell Notes format with plenty of online links to help students practice. Lessons take 40 minutes, twice per week.
  • Students are provided the full note-taking text and write only the examples from the teacher display. LESS time copying and MORE time learning. Students self-correct from answers on the display. Plenty of practice in this program.
  • Brief grammar and mechanics sentence dictations to formatively assess whether students have achieved mastery.
  • Students read, laugh, and respond to 64 color grammar cartoons by master cartoonist, David Rickert. 
  • Students use their grammar and mechanics notes to label, color, cut, and glue 3d graphic organizers from easy step-by-step directions. Completed color graphics (the answers) are included to serve as models. No need to create a teacher INB; it’s done for you and for absent student make-up work.
  • Minimal preparation and correction. Just copy off two or three student pages and set out the materials. Students self-correct throughout every INB lesson and with the remedial worksheets to learn from their mistakes and save you time.
  • Biweekly unit tests with answers assess definition, identification, and application of the grammar and mechanics concepts and skills.
  • Diagnostic assessments with over 100 targeted remedial worksheets and online resources. Students complete the worksheet practice, self-correct and edit from the answer booklets, take a brief formative assessment, and mini-conference with you to assess whether students have mastered the Standard.

This interactive notebook is a great resource! My students enjoy learning grammar in a different way.

Shannon M.

Oh my gosh-cannot believe this! Not only does this include graphic organizers, but resource materials and guided instructions. This is amazingly cool!

Writing and Reading Syntax

Syntax in Reading and Writing

Michelle G.

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ELA and Reading Articles and Resources

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

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The Pennington Publishing Blog consists of well over 700 articles, specifically tailored to the interests of ELA and reading intervention teachers. Each article provides useful information, links, and FREE resources. Simply click on any FREE resource to subscribe (such as the one below).

Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Check out curriculum written by teachers for teachers and their students at Pennington Publishing. Enter discount code 3716 to save 10% off any programs.

Also, make sure to check out Pennington Publishing’s FREE ELA and reading assessments to help you pinpoint grammar, usage, mechanics, spelling, and reading deficits. Of course, these assessments are tailored to my assessment-based instructional resources, but they will work with any resources you already use to improve learning.

FREE RESOURCE

Every ELA and reading intervention teacher is interested in improving the vocabulary of their students. Most teach Greek and Latin prefixes, roots, and suffixes (Common Core Standards). But which ones should we teach. Check out this FREE resource including updated research on high frequency Greek and Latin word parts and a clever instructional resource: 25 Greek and Latin Power Words. These 25 words combine the 60 high frequency Greek and Latin prefixes, roots, and suffixes. Once you download a few of my FREE resources or use one of my FREE assessments and see their value for your students, my take is that you will be more interested in purchasing my program resources.

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Essential Study Skills

Pennington Publishing's Essential Study Skills

Essential Study Skills

The 56 lessons inEssential Study Skills (eBook) will teach your students to “work smarter, not harder.” Often, the reason why students fail to achieve their academic potential is not because they don’t try hard enough, but because they have never learned the basic study skills necessary for success. Students who master these skills will spend less time, and accomplish more during homework and study time. Their test study will be more productive and they will get better grades. Reading comprehension and vocabulary will improve. Their writing will make more sense and essays will be easier to plan and complete. They will memorize better and forget less. Their schoolwork will seem easier and will be much more enjoyable.

Lastly, students will feel better about themselves as learners and will be more motivated to succeed. Ideal curriculum for study skill, life skill, advocacy/advisory, opportunity program classes. The easy-to-follow lesson format of 1. Personal Assessment 2. Study Skill Tips and 3. Reflection is ideal for self-guided learning and practice.

Reading Study Skills

  1. Choosing and Reading the Right Books
  2. Reading Habits-The Bad and the Good
  3. Silent Reading Fluency and Speed Reading
  4. Interactive Reading
  5. Building Comprehension-The SCRIP Comprehension Strategies
  6. Inferences-Reading Between the Lines
  7. Marginal Annotations
  8. Reading Non-Fiction Strategies
  9. Skimming and Scanning

Writing Study Skills

  1. Parts of Speech
  2. Grammatical Sentence Openers
  3. Spelling Rules
  4. Punctuation Rules
  5. Writing Complex Sentences
  6. Writing Style Errors
  7. Essay Writing Rules
  8. Introductory Paragraphs
  9. Body Paragraphs
  10. Concluding Paragraphs

Listening/ Note-taking/Test-taking

  1. Active Listening with ED IS PC
  2. Note-taking
  3. Test Preparation
  4. Objective Test-taking Strategies
  5. Matching Test-taking Strategies
  6. Fill-in-the-Blank Test-taking Strategies
  7. Multiple Choice Test-taking Strategies

How to Get Organized and Study Effectively

  1. Study Environment and Time Management
  2. The Daily Review
  3. Grouping Memorization Technique
  4. Association Memorization Technique
  5. Linking Memorization Technique
  6. Catch Words Memorization Technique
  7. Catch Sentences Memorization Technique

Vocabulary Development

  1. Syllabication Rules 35. Greek and Latin Word Parts
  2. Context Clues

Motivation/ Goal-Setting/Attitude

  1. How to Get Motivated 38. How to Avoid Procrastination
  2. How to Set Goals
  3. Positive Mental Attitude

Essential Study Skills Preview

Critical Thinking Openers Toolkit Preview

Your students will greatly benefit from the 40 lessons in Essential Study Skills. 128 pages

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22 Comma Rules

When should you use a comma and when should not? It could be a life or death matter. After all, “Let’s eat Grandma” is considerably different than “Let’s eat, Grandma.” Sometimes these mechanics and grammar rules do serve a purpose.

English language-arts teachers, like copy editors, live by the style guides. Safe to safe, the comma rules are certainly in flux. I subscribe to the “When in doubt, leave it out” generalization when it comes to comma usage. However, it’s always important to know the rule, before you intentionally violate the rule.

Before we jump in, would you like to add a free (for now) extension that automatically inserts all 22 comma rules into your students’ Google docs and slides?

Writer Response

Writing Feedback

Here’s a freebie to add to the Chrome extension toolbar that just might make life a bit easier for teachers this fall: e-Comments Chrome Extension. This free comment insert program for Google docs and slides will save grading time and improve writing feedback. Insert hundreds of customizable Common Core-aligned instructional comments, which identify, explain, and show how to revise writing issues, with just one click from the e-Comments menu. Add your own comments to the menu, including audio, video, and speech-to-text. Includes separate comment banks for grades 3-6, 6-9, 9-12, and AP/College.

2 Speaker Tag In dialogue sentences, place commas before and after a middle speaker tag to the left of both  quotation marks. Question marks and exclamation points can also separate speaker tags from dialogue. Example: “But if you don’t,” he shouted “you will never win.”

3 Speaker Tag In dialogue sentences, place commas before an ending speaker tag to the left of the quotation marks. Question marks and exclamation points can also separate speaker tags from dialogue. Example: “Okay. I will give you another chance,” he responded.

4 Appositive Use commas to set apart appositives. An appositive is a noun or pronoun placed next to another noun or pronoun to identify, define, or describe it. The     appositive can be a word, phrase, or clause. Example: That man, the one with the hat, left town quickly.

5 Commas in Series Use commas after each item in lists (except the last). Use commas after each item in lists, except the last one. Example: John, Jane, and Jose left early.

6 Introductory Word Use commas only after introductory words which receive special emphasis. Examples: Conversely, you could listen. Then I went home.

7 Introductory Phrase Use commas after introductory phrases when followed by a modifying noun or pronoun. Example: Bold and beautiful, the statue was popular. Don’t use commas if the phrase modifies the following noun or pronoun or if another part of speech follows the phrase. Examples: A bold and beautiful statue was popular. Bold and beautiful was the popular statue.

* Exception: Avoid using commas after short (four words or less) introductory prepositional phrases. Examples: Under the tree he hid. Under the shady oak tree, he hid.

8 Introductory Dependent Clauses A dependent clause includes a noun or pronoun and connected verb, but does not express a complete thought. Place a comma following introductory dependent clauses. Examples: Even though I listened, I didn’t understand.

9 Ending Dependent Clause A dependent clause includes a noun or pronoun and connected verb, but does not express a complete thought. Don’t  place a comma before an ending dependent clause. Example: I never got her letter although she did write.

10 Geography Place commas between related geographical place names and after the last place name,  unless it appears the end of a sentence. When the place name is a possessive, this rule does not apply. Examples: She lived in Rome, Italy, for a year. Rome, Italy’s traffic is congested.

11 Dates Use commas to separate number dates and years. Don’t place a comma following the year. Example: It all happened on May 3, 1999. On May 4, 1999 we went back home.

12 Beginning Direct Address Use commas to separate nouns of direct address. The noun can be a word, phrase, or clause. If at the beginning of the sentence, one comma follows. Examples: Kristen, leave some for your sister. Officer Daniels, I need your help. Whoever you are, stop talking.

13 Middle Direct Address Use commas to separate nouns of direct address. The noun can be a word, phrase, or clause. If in the middle of the sentence, one comma goes before and one follows. Examples: If you insist, Dad, I will. If you insist, Your Honor, I will.

14 Ending Direct Address Use commas to separate nouns of direct address. The noun can be a word, phrase, or clause. If at the end of the sentence, one comma goes before the noun. Examples: Just leave a little bit, honey. Just leave a little bit, best girlfriend.

15 Compound Sentence Use commas before coordinating conjunctions to join two independent clauses if one or more of the sentences is long. Example: I liked her, and she definitely said that she liked me.

16 Commas to Enclose Parenthetical Expressions Use commas before and after words that interrupt the flow of the sentence. If the interruption is minimal, you may leave out the commas. Example: The best way to see the game, if you can afford it, is in person.

17 Commas to Set Off Non-restrictive Clauses A nonrestrictive clause can be removed from a sentence without changing the meaning of the sentence. The relative pronouns who, whom, whose, and which, but not that, begin nonrestrictive relative clauses. Use commas to set off nonrestrictive relative clauses from the noun or pronoun before the clause. Example: The girl, who sits in the corner, is sleepy.

18 Commas and Restrictive Clauses A restrictive clause can’t be removed from a sentence without changing the meaning of the sentence. A restrictive clause limits

22 Comma Rules with Examples

22 Comma Rules

the meaning of the independent clause to which it is attached. Don’t use commas before and after restrictive clauses. Example: The student who wins the most votes will be elected Student Council President.

19 Comma and Abbreviations These abbreviations: Sr. (senior), Jr. (junior), and etc. (et cetera) are always preceded by a comma. Don’t place commas after these abbreviations. Examples: Howard, Sr. had Howard, Jr., take out the trash, water the lawn, pull weeds, etc.

20 Comma and Duplicate Words Place commas between repeated words when needed to improve clarity. Examples: Tommy and Pam moved in, in May.

21 Comma to Replace Missing Words Use commas to replace omitted words, especially the word that. Examples: I am a vegetarian; my wife, a meat-eater. Win some, lose some. What I mean is, she hasn’t changed her diet and followed mine.

22 Comma in Parenthetical Citations Place a comma after each author’s name, except the last in a multiple author citation. Don’t use a comma between the author(s) and the page number(s). Example: (Peabody, Jones, and Smith 14) Don’t place a comma between different authors or resource titles citing information; use a semicolon. Examples: (Peabody 16; Jimenez 55) (The Nature of Change; Wrong Policy)

*****

Syntax Programs

Pennington Publishing Grammar Programs

Teaching Grammar, Usage, and Mechanics (Grades 4, 5, 6, 7, 8, and High School) are full-year, traditional, grade-level grammar, usage, and mechanics programs with plenty of remedial practice to help students catch up while they keep up with grade-level standards. Twice-per-week, 30-minute, no prep lessons in print or interactive Google slides with a fun secret agent theme. Simple sentence diagrams, mentor texts, video lessons, sentence dictations. Plenty of practice in the writing context. Includes biweekly tests and a final exam.

Grammar, Usage, and Mechanics Interactive Notebook (Grades 4‒8) is a full-year, no prep interactive notebook without all the mess. Twice-per-week, 30-minute, no prep grammar, usage, and mechanics lessons, formatted in Cornell Notes with cartoon response, writing application, 3D graphic organizers (easy cut and paste foldables), and great resource links. No need to create a teacher INB for student make-up work—it’s done for you! Plus, get remedial worksheets, biweekly tests, and a final exam.

Syntax in Reading and Writing is a function-based, sentence level syntax program, designed to build reading comprehension and increase writing sophistication. The 18 parts of speech, phrases, and clauses lessons are each leveled from basic (elementary) to advanced (middle and high school) and feature 5 lesson components (10–15 minutes each): 1. Learn It!  2. Identify It!  3. Explain It! (analysis of challenging sentences) 4. Revise It! (kernel sentences, sentence expansion, syntactic manipulation) 5. Create It! (Short writing application with the syntactic focus in different genre).

Get the Diagnostic Grammar, Usage, and Mechanics Assessments, Matrix, and Final Exam FREE Resource:

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Predict to Increase Comprehension

SCRIP Comprehension Strategies

SCRIP Comprehension Cues

Readers can develop good reading habits by integrating specific cueing strategies into their reading. These cueing strategies serve as a set of tasks to perform while reading to maintain concentration and determine the meaning of text. Students can predict to increase comprehension with both narrative and expository texts.

The author of this article, Mark Pennington, has developed five cueing strategies, using the SCRIP acronym, which work equally well with expository and narrative text. The SCRIP acronym stands for Summarize, Connect, Re-think, Interpret, and Predict.

Both good and struggling readers can practice these cueing strategies to improve comprehension. Despite what many teachers have learned, reading is not a natural process; it needs to be taught, and not just caught. Teaching students to interact with the text. the SCRIP strategies will help them better understand and better remember what they read.

Good readers learn how to carry on an internal dialog while they read. Many readers consider reading to be a passive activity in which the author talks to the attentive listener. Reading research supports the notion that reading should be active with an ongoing dialogue between reader and author. Up to 50% of comprehension is what the reader brings to the text in terms of prior knowledge. Follow this link here to learn how to teach developing readers to carry on this conversation.

Predict to Increase Comprehension

The fifth cueing strategy in the SCRIP comprehension strategies is Predict. Predict means “to think about what they are going to read based on clues from the reading. It is an ongoing process that actively engages the reader in two ways: The reader’s mind is a jump ahead, trying to figure out what is coming next (making new predictions), while at the same time the reader is revising and refining the old predictions” (Guisinger).

Types of Clues that Inform Prediction for Narrative and Expository Text

Text Structure and Genre

Knowing the structure of a story can help readers make informed predictions. With narrative text, knowledge of the elements of plot: basic situation, problem-conflict, rising action, climax, falling action, and resolution will inform predictions. With informational/explanatory or argumentative text, knowledge of paragraph structure: topic sentence/claims, evidence/reasons, analysis/commentary and/or counterargument/refutations will help the reader more accurately predict the writer’s train of thought or line of argument.

Vocabulary

Paying close attention to transition words and phrases will help the reader make specific predictions. Transitions signal the development of ideas including the following purposes: definition, example, explanation, analysis, comparison, contrast, cause-effect, conclusion, addition, numerical, sequence.

Literary Devices

Recognizing literary devices such as foreshadowing, tone, and mood can assist the reader in making accurate predictions. The writer’s style gives important clues to what will happen next.

Check out the other SCRIP Comprehension Strategies: summaryconnect , re-think, and interpret.

Because teaching the Interpret cueing strategy is the focus of this article, let’s work through a teaching script to teach this Predict cueing strategy.

Predict means to make an educated guess about what will happen or be said next in the text. A good prediction uses the clues presented in a story, article, or textbook to make a logical guess that makes sense. Good readers check their predictions with what actually happens or is said next.”

“When you reach a part of a story, article, or textbook in which a clue to understanding what will happen next appears, pause to predict what will happen as a result of that clue. Your prediction might be what happens immediately after the clue, later in the reading, or at the end of the reading.”

“Continue to read with your prediction at the back of your mind. If additional, related clues appear, adjust your prediction to reflect these clues. Aim at a specific prediction, not a general one.”

“For example, you would probably not be surprised by a fortune in a fortune cookie which reads ‘Your life will have many ups and downs’ because the prediction is so general and could probably apply to everyone who gets that same fortune. However, if you open a fortune cookie to read ‘Tomorrow at 3:10 p.m. you will get a call from someone you haven’t heard from in a long time’ you would be very interested in checking to see it the prediction comes true because of how specific the fortune reads.”

“Let’s take a look at a fairy tale that many of you will have read or heard about and practice how to make and check on predictions.”

Sam and Friends Phonics Books Hi-Lo Readers

Sam and Friends Phonics Books

Here is a one-page version of “The Three Little Pigs” for you to download, print, and distribute to your students. Have students read, break the reading into sections, and complete the summaries, connections, re-thinks, and interprets in their heads. Direct students to answer the Interpret questions. Share out the student answers. Check out a YouTube video demonstration of the Predict Comprehension Strategy, using The Three Little Pigs fairy tale to illustrate this strategy. The storyteller first reads the fairy tale without comment. Next,  the story is read once again as a think-aloud with interruptions to show how readers should predict sections of the reading and check the accuracy of their predictions as they read to monitor and build comprehension.

Get the SCRIP Comprehension Cues FREE Resource:

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Literacy Centers, Reading, Study Skills , , , , ,

Interpret to Increase Comprehension

SCRIP Comprehension Strategies

SCRIP Comprehension Cues

Good reading habits can be developed by using specific cueing strategies. These cueing strategies assign readers a set of tasks to perform while reading to maintain interactive dialogue with the text. Students can interpret to increase comprehension.

The author of this article, Mark Pennington, has developed five comprehension cues, using the SCRIP acronym, which work equally well with expository and narrative text. The SCRIP acronym stands for Summarize, Connect, Re-think, Interpret, and Predict.

Both good and struggling readers can practice these cueing strategies to improve comprehension. Despite what many believe, reading is not a natural process; it needs to be taught, and not just caught. Teaching students to question the text they read by prompting themselves with the SCRIP strategies will help them understand and better remember what they read.

Teaching students to carry on an internal dialog while they read is critically important. Comprehension cues prompt the reader to talk to the text and the author. Check out how to get developing readers to carry on this conversation here.

Interpret to Increase Comprehension

The fourth cueing strategy in the SCRIP comprehension cues is Interpret. Interpret means to determine what an author means in a section of narrative or expository reading text. The meaning may be implied, not stated.

Reading researchers have generally described two skills of interpretation or inference: Cromley and Azevedo (2007) discuss text-to-text and background-to-text interpretations. Others label the two reading skills as coherence or text-connecting and elaborative or gap-filling.

Text-to-Text

The meaning may necessitate synthesizing two or more reading sections to arrive at what the author means. Or the meaning may be derived from breaking up what the author says and examining each part independently as in analysis.

Background-to-Text

The meaning may necessitate filling in the gaps between what the author says and what the author expects that the reader already knows. Correct interpretation can depend on the readers prior knowledge. Pre-teaching necessary prior knowledge may be necessary if the author assumes a certain vault of knowledge or experience to be able to correctly parse what the author adds to, comments upon, or argues against.

Make sure to stress that interpretations are not simply the reader’s opinions. Good interpretations derive from the textual evidence and arrive at what the author means. Interpretations can be right and also wrong.

Unlike the summaryconnect , and re-think cueing strategies, in which the reader needs to divide a reading into meaningful sections for the reader to pause to summarize and make connections, the re-think and interpret strategies are applied when the reader pauses following a section which is confusing or seems inconsistent with the previous section.

Because teaching the Interpret cueing strategy is the focus of this article, let’s work through a teaching script to teach this Interpret cueing strategy.

Interpret means to focus on what the author means. Authors may directly say what they mean right in the lines of the text. They also may suggest what they mean with hints to allow readers to draw their own conclusions. These hints can be found in the tone (feeling/attitude) of the writing, the word choice, or in other parts of the writing that may be more directly stated.”

“When you reach a confusing part of a story, an article, a poem, or your textbook, go back to re-read the last part of the section that you understood completely and then read into the confusing section. Ask yourself what the author means in the confusing section. Often what the author means is not exactly stated. The author may choose to hint at the meaning and require the reader to figure out what is really meant.”

“Additionally, an author might require the reader to figure out the meaning by putting together what is said in one portion of the reading with another. It’s just like explaining a peanut butter and jelly sandwich to someone who has never eaten one. You’ve got to explain what peanut butter is and what jelly is first. Then you can tell how the combination of the two creates a salty and sweet flavor experience.”

“Let’s take a look at a fairy tale that many of you will have read or heard about and practice how to interpret some confusing passages.”

Here is a one-page version of “Goldilocks and the Three Bears” for you to download, print, and distribute to your students. Have students read, break the reading into sections, and complete the summaries, connections, and re-thinks in their heads. Direct students to answer the Interpret questions. Share out the student answers. Check out a YouTube video demonstration of the Interpret Comprehension Strategy, using “Goldilocks and the Three Bears” fairy tale to illustrate this strategy. The storyteller first reads the fairy tale without comment. Next,  the story is read once again as a think-aloud with interruptions to show how readers should re-think sections of the reading as they read to monitor and build comprehension.

If you have found this article to be helpful, check out the next comprehension strategy, “Predict,” and the resources.

*****

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Get the SCRIP Comprehension Cues FREE Resource:

Literacy Centers, Reading, Study Skills , , , , , , ,

Re-think to Increase Comprehension

SCRIP Comprehension Strategies

SCRIP Comprehension Cues

Unfortunately, there are no silver bullets to kill off reading comprehension problems. Poor comprehension tends to be self-perpetuating because a reader’s approach to acquiring meaning from text is habitual. Bad reading habits are reinforced each time a reader reads an online post, book, or magazine unless unless those bad reading habits are replaced with good  reading habits. Good reading habits can be taught and reinforced with specific cueing strategies. The cueing strategies provide readers a set of tasks to perform while reading to maintain active dialogue with what the author says and means. Students need to learn to re-think to increase reading comprehension.

The author of this article, Mark Pennington, has developed five cueing strategies, using the SCRIP acronym, which work equally well with expository and narrative text. The SCRIP acronym stands for Summarize, Connect, Re-think, Interpret, and Predict.

To improve reading comprehension, both good and struggling readers can practice these cueing strategies. Reading is not a natural process; it needs to be taught, not just caught. Developing readers do not have a priori understanding about how to understand and remember what they read. Thus, teachers and parents play a crucial role in helping to develop good readers.

Teaching students to carry on an internal dialog while they read is vitally important. Cueing strategies prompt the reader to dialog with the text and the author. Check out how to get developing readers to carry on this conversation here.

Re-Think to Improve Comprehension

The third cueing strategy in the SCRIP comprehension cues is Re-Think. Re-Think means to look at a section of reading text (narrative or expository) from a different point of view to see if a different meaning is intended by the author, other than the one intitially understood by the reader. It requires and re-thinking.

People who play board games are accustomed to looking at things from different perspectives. In Boggle®, Risk®, Settlers of Catan®, or Scrabble®, players know that seeing things from the opposite side of the game really changes how the player understands or plays the game.

Unlike the summary and connect cueing strategies, in which the reader needs to divide a reading into meaningful sections for the reader to pause to summarize and make connections, the Re-think strategy has the reader pause when the text following the section is confusing or seems inconsistent with the previous section.

Since teaching the Re-think cueing strategy is the focus of this article, let’s work through a teaching script to teach this Re-think cueing strategy.

Re-think means to re-read a section of the text to look at things from a different point of view. When you start reading text which seems different than what you have been reading or if you get confused, don’t keep on reading in the hope that you will catch on to what was meant. The author may actually be saying something different than what you first thought. Or first impressions aren’t always accurate. When we look from another point of view, we oftentimes find a different truth.”

“When you reach that point in a reading text, go back to re-read the last part of the section that you completely understood and then read into the confusing section. Ask how the author may mean something different than what you first thought. In other words, re-trace your steps. Your mom helps you do this when you lose something. She asks, ‘When was the last time you remember having it? What did you do next?’ Do the same in your reading when you get lost; go back to the point where you weren’t lost and then re-read the confusing text.”

“Also, when you re-read be especially alert to overlooked transition change words, such as although, but, and however or negative words or prefixes, such as not or un. These words or word parts can be extremely important to a correct understanding of what the author intends to mean.”

“Let’s take a look at a fairy tale that many of you will have read or heard about and practice how to re-think some confusing passages.”

Here is a one-page version of “Little Red Riding Hood” for you to download, print, and distribute to your students. Have students read, break the reading into sections, and complete the summaries and connections in their heads. Direct students to answer the Re-think questions. Share out the summaries, connections, and Re-Think answers. Check out a YouTube video demonstration of the Re-think Comprehension Cue, using Little Red Riding Hood fairy tale to illustrate this strategy. The storyteller first reads the fairy tale without comment. Next,  the story is read once again as a think-aloud with interruptions to show how readers should re-think sections of the reading as they read to monitor and build comprehension.

If you have found this article to be helpful, check out the next comprehension strategy, “Interpret,” and the resources to teach this cueing strategy.

Get the SCRIP Comprehension Cues FREE Resource:

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Reading, Study Skills , , , , ,