PLEASE HELP WILL GIVE 50 POINTS AND PAY $5 VIA PAYPAL OR WHATEVER NEED THIS FAST IT SHOULD BE EASY 01.10 Write a Summary
You will write a summary of the non-fiction article.

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Copy and paste the entire text of the Robots on Earth into a document.
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Write a main idea sentence for each paragraph of the article.
Put your main idea sentences together to create the first draft of your summary paragraph and include a topic sentence.
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I don't usually do modeling twice in a lesson, but today I'll be reading two pieces, modeling my thinking about both, and using the sentence frames to write summaries for both. I wanted to make sure I give the students a good amount of modeling with identifying the text structures and then using the summary frames since this is something completely new. I'll be using a compare and contrast passage from this site compiled by Readwritethink.org. I chose this one to start because it's about killer bees and honey bees, and I figured my kids would like that. They're into "killer" anything right now. I also chose it because it's a compare and contrast article, and since my kids did so well with that structure, I wanted to use it to start a lesson on something new. I like the kids to feel confident when we start off so that can be more engaged. Sometimes when I give them something new and difficult, they shut down a little. The next passage I'm going to use will be a sequence structure because some of my students thought that structure was descriptive in previous formative assessments, so I want to keep pulling that back in to keep them exposed to the skills. I like the Jane Goodall passage because I know the kids will think the passage is description when, in fact, it's sequence.

As I'm modeling using the summarizing sentence frames, I'm also going to take the opportunity to review text structures by thinking aloud about key words and ideas while reading. The compare and contrast read aloud will be obvious, but it's still important to me to let the kids "see" what I'm thinking. The Jane Goodall modeling is where I really need to place emphasis. I know kids will say it's description because it's "describing Jane Goodall." The text is telling the progression of her work with chimps. I need to specify the key words in this text to point out why it's not descriptive.

Once I've completed the read alouds, I'll move onto the nonfiction summary frames.  I created this after looking at quite a few on the internet. Some that I found were too restrictive for longer texts when I used them in the past. Others were too wordy for my kids to remember. Feel free to modify this for your own needs.  The point of the summary frames are to give the kiddos a guide to use and then slowly pull them away so that the kids can try the summaries on their own. I've allowed my students who struggle with reading to use these longer since it's a lot to remember.

I do like to type them when I'm modeling with the kids so that I can change my spacing when necessary, but I've also just written it out on the SMART board or document projector. The bees summary was pretty easy to write with the frames. The Jane summary frame required some combining of main ideas from a few paragraphs, but worked pretty well.

Explanation:

a low four-wheeled open carriage of a kind formerly used in russia.

explanation:

margot’s silence imply? what will be her relationship with the other children from this point forward? remember, we read about how the most effective authors tap into the power of imagination. we have to use that imagination, and what we have learned about margot, her classmates, and their experiences