Tutor Easel - Lesson 35 A3

Needed every session:• Recorder• Tutor Easel• Poster Easel• Main Idea tree• Student folders (point

sheets, student record forms, student progress trackers, student planning sheets)

• Dry erase marker• Student Workbook

(Egypt)• Cardstock text

organizers• Coach Correction card• Student Agendas

o Comp only (contains categories game)

o WM + Comp• Coversheet

(WM+Comp only)NEW for this session:• Categories Inference

game worksheet

Lesson 35 Materials List

Tutor EaselLesson 35

A3

Pages that should be in sheet protectors: none!

Lesson 35 OutlineTutor View

Page #Time

Estimate

I. Review rules, behavior, purpose of strategies 1-3 2 min.II. Learn text features and vocabulary 4-6 6 min.III. Check background knowledge 7 2 min.IV. Preview text structure / First read 8-9 3 min.V. Predict the big idea 10 1 min.VI. Second read

i. Find the main idea (after each paragraph)ii. Main Idea Recall (WM+Comp only)

11-47 Up to 16 min.

VII. Check big idea 48-50 3 min.VIII. Categories Inference game 51-52 5 min.IX. Answer questions – In or Out 53-65 10 min.X. Wrap up 66 2 min.

TOTAL 45-50 min.

Your session duration must be 49:00-49:59 min.

INOUT

COMPREHENSION STRATEGIESBefore Reading During Reading After Reading

1. Look for text features

2. Learn vocabulary

3. Check your backgroundknowledge

4. …or build it with media

5. Preview text structure

6. Make a prediction

Enjoy reading! 1. Find the Main Idea

2. Answer questions with In or Out

Use your strategies all week.At the end of the week, track your progress!

LESSON 35

I. Review rules, behavior, purpose of strategies

• Pages 1-3• 2 min. total

MATERIALS

• Rules poster• Student point

sheets

Tutor View Page 1

Turn on the recorder, ask student to say their first and last name, repeat student first and last name, state CIDs, Lesson 35, date, and treatment condition (Comp only OR working memory plus Comp).

Turn to the Rules poster in the poster easel. Start lesson with review of routines and rules using the script in the poster easel. Set out student point sheets.

You’ve learned several different strategies that good readers use to help them understand the text that they read. Who can tell me one of the strategies? Permit student response. Continue until students have named all of the strategies.

When can you use these comprehension strategies? [In tutoring, at school, at home, etc.]

Today, we’re going to practice using each of these comprehension strategies to help us understand and remember what we read. Point to the student view of the easel.

Show student planning sheets. You each made a plan to help you reach your goal of answering more comprehension questions correctly. Let’s stay focused on those plans during our session today.

Award points when appropriate.

Looking for text features

Learning vocabulary words

Checking your background knowledge (or building it with media)

Previewing text structure

Making a prediction

Finding the main idea

The In or Out strategy

Student Group Turn to Page

WM+COMP Go to page 2

COMP ONLY Go to page 3

INOUT



2. Learn vocabulary





Enjoy reading! 1. Find the Main Idea



WM+COMP GROUP ONLY

Student Agenda

Let’s look at the plan for today. Present Student Agenda. We’ve already discussed our team rules and what we learned last time. Check the box with marker. As we go through this session, we’ll check off each section as we finish it. After we’re done reading, we’ll play our memory game. At the end of our session, we’ll answer questions about what we read.

I’ll be watching you guys as I talk to see if you’re following the rules. If you are, I’ll give you points.

Tutor View Page 2

MATERIALS

• Rules poster• Student Agenda• Student point

sheets

Today’s Plan:q Team rules and reviewq Practice Before Reading strategiesq First read q Second read

q Make main ideasq Recall main ideas

q Memory Gameq Answer questions

LESSON 35



INOUT



2. Learn vocabulary





Enjoy Reading! 1. Find the Main Idea



Tutor View Page 3

Student Agenda

Let’s look at the plan for today. Present Student Agenda. We’ve already discussed our team rules and reviewed what we learned last time. Check the box with marker. As we go through this session, we’ll check off each section as we finish it. After we finish reading, we’ll play the Categories game. Then we’ll answer questions about what we read.

I’ll be watching you guys as I talk to see if you’re following the rules. If you are, I’ll give you points.

Today’s Plan:q Team rules and reviewq Practice Before Reading strategiesq First read q Second read

q Make main ideasq Categories gameq Answer questions

MATERIALS

• Rules poster• Student Agenda• Student point

sheets

COMP GROUP ONLYLESSON 35



LESSON 35

II. Learn Text Features & Vocabulary


MATERIALS

• Comprehension Strategies poster

• Text features checklist

• Student workbook: Egypt

• Student point sheets

Tutor View Page 4

Turn to the Comprehension Strategies poster in the poster easel. Today, we’re going to read an informational text that tells the true story of a person’s life. What kind of text is that? [biography] Great!

What do we do before reading a text? [Look at the text features]. That’s right. Turn to the Text Feature Checklist in the poster easel. Hand out the student workbooks. Using the Table of Contents, help students turn to the correct chapter in their books – page 14.

What text features do you see in this text? As the students point out text features, check off the items on the poster easel and follow the script below. Continue until the students have identified all of the text features.

Great job looking for text features. Before we talk about new words to learn, let’s think about the structure of this text. Text features like the title, headings, and pictures are clues. They can tell us what the structure of a text will be.

Based on the text features, who or what do you think this text will be mostly about? [Cleopatra]. Very good! The title and pictures are clues that Cleopatra is the most important who in the passage.

Title [Student A], read the title. [Cleopatra of Egypt: Part 2]

Heading [Student B], does this passage have any headings? [Yes; Rome and Egypt, Death]

Pictures/ Captions

Pictures and their captions give us more clues about what’s important to understand in the passage. Take turns reading the captions. Allow students to read captions. Now think about the headings and the pictures together. What do you think the author wants us to understand? Accept student responses. Scaffold as necessary to help students identify one or more of the following:• Cleopatra tried to persuade Caesar to form an alliance with her• Cleopatra wanted to take Egypt back from her brother

Map

This map shows the land that made up the kingdom of ancient Egypt. What color shows the ancient Egyptian kingdom? [Red]. Good. The yellow shows the land that made up the ancient Roman kingdom. Which kingdom had more land? [ancient Egypt.]

MATERIALS


• Text features checklist



Tutor View Page 5

The title is a clue that the text we’re going to read doesn’t have a Compare-Contrast structure. Why is that? [Because the title mentions only one person, Cleopatra.] Compare-Contrast texts usually have titles like “How were Cleopatra and her brother alike?” Or, “How did Cleopatra and her brother rule Egypt differently?” These kinds of titles tell us we’re about to read compare-contrast texts.

The title and headings of a text also tell us that the text doesn’t have a Problem-Solution structure. If this was a Problem-Solution text, the title might say something like, “Cleopatra’s Big Problem.” If this was a Problem-Solution text, the headings might say something about the solution like, “How Cleopatra Solved the Problem.”

What two structures haven’t we ruled out yet? [Describing and Start-to-Finish]. Very good! Let’s use the headings to figure out the structure.

[Student A], please read the first heading. [Rome and Egypt.] This heading, along with the picture and the map are clues that we’ll read about how Cleopatra of Egypt made a partnership with the Roman ruler at some point in her life.

[Student B], please read the second heading. [Death.] Good. This heading tells us that the last two paragraphs will describe the events that happened near the end of Cleopatra’s life.

So, what structure do you think they will have? [Start-to-Finish] Great job using text features to predict the structure of today’s passage!

Now let’s look at the words in bold. There are four vocabulary words in this text. [Student A], can you find them? [alliance, tomb, determined, persuade]

Where can you look to find the meanings of words? [glossary]. That’s right! Turn there now.

Award points as appropriate.

LESSON 35



Instructions: Use the glossary to find the definition for the vocabulary words.

alliance

tomb

determined

persuade

Tutor View Page 6

The first word is “alliance.” Thumbs up when you have found “alliance” in the glossary. Wait for students to find it. Call on a student to read the definition. [People or countries who agree to support each other because they have a common goal; like a partnership.]

The second word says “tomb.” Thumbs up when you have found “tomb” in the glossary. Wait for students to find it. Call on a student to read the definition. [A building where dead people are kept; like a grave.]

Now, let’s review the meaning of “determined” and “persuade”.

“Determined” means “Being very motivated to succeed.”

TUTOR NOTE: Have a brief conversation with the students about Cleopatra losing the title of Pharaoh to her brother. Ask the students why they think Cleopatra would have been determined to get back her throne.

“Persuade” means “to make another person do or believe something.”

Good work, reading detectives!

MATERIALS

• Text Features poster



TIME CHECK: ≤ 8:00

LESSON 35



CHECK YOUR BACKGROUND KNOWLEDGE

1. What do I already know about ___________?

2. What have I read about ________?

LESSON 35

III. Check background knowledge

• This page only• 2 min. total

Tutor View Page 7

Turn to the Comprehension Strategies poster in the poster easel.What is the next thing we need to do before we begin reading? [Check your background knowledge.] That’s right! Who can tell me what background knowledge is? [It is what you already know about something.] Your background knowledge can help you understand informational text. So, whether you have a lot or very little background knowledge, you should check what you already know. This will prepare you for reading.

Point to the student view of this easel. What two questions do we ask to check our background knowledge? [“What do I already know about _____?” and “What have I read about ____?”] Think about this passage. Point to student view. Who or what should we put in these blanks? [Cleopatra] That’s right! Ask the students to restate the questions with “Cleopatra” in the blanks. Great!

We learned a lot about Cleopatra last time we met, we can use that background knowledge when we read more about her today.

[Student A] What do you remember reading about Cleopatra? Accept appropriate responses.

[Student B] What about you, what do you know about Cleopatra? Accept appropriate responses.

Great job checking your background knowledge, reading detectives! After we read today’s text, we’ll have even more background knowledge about Cleopatra. You’ll be able to use it next time you read about her.

MATERIALS





LESSON 35

IV. Preview text structure & First read


Tutor View Page 8

TUTOR NOTE: You can shorten the script here. At a minimum, students need to state the name and purpose of each structure as well as one TSW from each. Point to the student view of this easel We’ve learned four types of structures. Take turns naming them. [Describing, Start-to-Finish, Problem-Solution, Compare and Contrast.] Very good!

So, we’ve learned four different ways that authors can organize, or structure, the text they write. Now we’ll do the first read. We’ll look for TSWs to help us figure out what structure this passage has.

TUTOR NOTE: Students can take turns reading paragraphs aloud and boxing TSWs OR students can work independently by silently reading the passage to themselves and boxing TSWs. Choose the option that is appropriate for your group. Turn to the next page for TSW key. Students do not need to find all the TSWs. It’s also okay to give students a hint.

MATERIALS




Structure Purpose TSWs

Describingdescribes something, like an animal, a thing, a place or an event

for example, such as, characteristics, traits, features, is/looks/sounds/feels like

Start-to-Finish

tells about events in the order that they really happened. Authors often use this structure when they write a biography.

first, next, then, before, after, in the year___ , when s/he was young/grew up/was __ years old, as a child / adult

Problem-Solution tells about a problem and how it was solved

problem, question, solution, if/then, challenge, difficulty, a way to fix, a way to solve

Compare-Contrast tells how two things are alike and how they’re different

compare/comparison, in contrast, similar/similarities, alike/unlike, different/differences, on the other hand, but

Good job working hard, you two! Take a look at the TSWs you boxed. Now point to the organizer that you think matches the structure of this passage. Does it describe something, tell the events in a person’s life from start to finish, tell about a problem and how it was solved, or tell how two things are alike and how they’re different? Students should point to the Start-to-Finish text organizer. If one or both students selects an incorrect text structure, use the TSW guide below and point out the Start-to-Finish TSWs throughout the story.

Great work, reading detectives! This passage has a Start-to-Finish text structure. This passage is a biography. It tells about events in Cleopatra’s life, in the order they happened. Knowing the structure will help you figure out the big idea of the passage.

Point to Student Agenda. We just finished our first read. Check the box.

MATERIALS



• Student Agenda• Student point

sheets

Tutor View Page 9TIME CHECK: ≤ 13:00

LESSON 35

IV. Preview text structure & First read


Instructions: Predict the big idea of the passage.

Whatisthebigideaofthispassage?

A. CleopatrawasthebestpharaohofancientEgypt.

B. CleopatrawasastrongpharaohwhofoughttoruleEgypt.

C. CleopatragothelpfromCaesar.

D. Cleopatra’stimeaspharaohhadmanyinterestingfeatures.

BigIdea

LESSON 35

V. Predict the big idea• This page only• 1 min.

MATERIALS



• Student Agenda• Student point

sheets

Tutor View Page 10

Turn to the Comprehension Strategies poster in the poster easel. What’s the next strategy? [Make a prediction.] Very good! After we preview the text structure, we predict the big idea. Who remembers what the big idea of a passage tells us? [The big idea is what the whole text is about.] That’s right.

Look at the multiple-choice question up here. Ask a student to read the question and possible answers out loud.

Whatisthebigideaofthispassage?


B. CleopatrawasastrongpharaohwhofoughttoruleEgypt.


D. Cleopatra’stimeaspharaohhadmanyinterestingfeatures.

Good reading! Remember, we don’t really know the big idea yet. But, the text features and the text structure gave us some good clues. We know this passage is about Cleopatra, and we know the author uses a Start-to-Finish structure for this passage. What do you predict is the big idea?

Choose an answer, and write a, b, c, or d at the top of your workbook. Remember, your answers don’t have to be the same, and you can change your answer later. So, it’s not permanent. Ask students to explain why they chose their answers. Encourage them to provide evidence from the text features or to explain their reasoning.

Now, we’re going to do the second read. For each paragraph, we’ll find the main and see how it fits on the text organizer. After that, we’ll check our big idea prediction.

Reader and Coach

LESSON 35

VI. Second Read – Find the main idea

• Pages 11-47• Up to 16 min.

total

MATERIALS

• Coach Correction card

• Main Idea poster• Student workbook:

Egypt• Student point sheets

Tutor View Page 11

In this group, you and your partner share two important jobs. What are the two jobs? [Coach and Reader.] That’s right. What does the Reader do? [Reads aloud and does the activities.]What does the Coach do? [Reads along silently and helps partner do the activities.]

Show the Coach Correction card. Remember, it’s the Coach’s job to help the Reader if they make a mistake during Main Idea. You’ll do one job while your partner does the other. You’ll take turns reading the passage paragraph by paragraph.

[Student A] you’re going to be the first Reader. You’re going to read the first paragraph. Remember to read quickly, carefully, and with expression. [Student B] you’re going to be the Coach. You’re going to read along silently and help your partner complete the activities. While the Reader is reading, you’re going to circle the most important who or what whenever it appears.

Today, the Coach will help the Reader make a main idea by following the three steps on our Main Idea poster. If our main idea isn’t quite right, we’ll try again. If we need a little more help, we’ll use a multiple choice question to find the best main idea.

TUTOR NOTE: If the Reader makes a mistake, the Coach should use the Correction card. If the Reader makes a mistake on the second try, the tutor will ask the students to try again using a multiple choice question. If students select an incorrect answer on the multiple choice question, the tutor will use the multiple choice feedback table and the main idea tree correction procedure.

AfterCleopatraescapedherbrother’ssoldiers,shewas

determined tobepharaoh.Shecouldn’tletherbrotherstopher.

ShehadtogetbacktoEgyptandmakesureshewouldbe

pharaoh,nothim.Butsheknewshecouldn’tdoitonherown.

Cleopatraneededhelp.

Instructions: Reader, read quickly, carefully, and with expression. Coach, read along silently.

MATERIALS

• Main Idea poster• Coach Correction

card• Student workbook:


Tutor View Page 12

Tutor should check that the Coach is circling the most important who or what. If Coach makes any circling mistakes, use the key below and the script on the back of the Main Idea poster to correct.

Turn to the Main Idea poster in the poster easel and set the blank Main Idea tree on the table in front of students. Now, it’s time for Main Idea. [Student A], you were the Reader this time, so you’ll find the main idea for this paragraph. Coach, you’re going to help the reader go through our three steps to find the main idea. Coach, what’s the first step? [Name the most important who or what.]

If necessary, prompt coach to ask remaining main idea questions. If the Reader does not provide answers close to the suggested answers below, prompt the Coach to use the Coach Correction card. Reader should try a second time. If the Reader makes a mistake on the second try with the open-ended Main Idea answer, tutor should present the multiple choice question on the following page.

PARAGRAPH 1– MAIN IDEA ANSWERS

Most important who or what Cleopatra

Most important thing was determined to be pharaoh

Main Idea statement Cleopatra was determined to be pharaoh.

Incorrect response on 2nd try Go to page 13

Response close to suggested answersWM + COMP Go to page 15


LESSON 35



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1. Whatisthebestmainideaforthisparagraph?

A. Cleopatrashouldhavetriedtogetalongwithherbrother.

B. Cleopatrawascapturedbyherbrother’ssoldiers.

C. Cleopatrawasdeterminedtobepharaoh.

D. Cleopatraknewshecouldn’tdoitonherown.

Instructions: Reader, tell the most important thing about ancient Egypt in the paragraph. Coach, help your partner if needed.

Tutor View Page 13

That was a tough one. let's use this multiple choice question to help us find the best Main Idea. [Student A], you were the Reader this time so you’ll pick the best main idea. [Student B], you need to pay attention to your partner in case they need help.

First, think about where on the tree each sentence in the paragraph belongs. Does it tell us the most important thing about Cleopatra, or is it a detail? Allow student to think for up to 1 minute.

Have you figured out the main idea? Let’s see. Look at the multiple-choice question.[Student A], please read the question and the possible answers aloud.

1. What is the best main idea for this paragraph?

A. Cleopatra should have tried to get along with her brother.

B. Cleopatra was captured by her brother’s soldiers.

C. Cleopatra was determined to be pharaoh.D. Cleopatra knew she couldn’t do it on her own.

[Student A], what’s your answer? Accept student response. Coach, do you agree or disagree?

MATERIALS

• Main Idea tree• Main Idea poster• Student workbook:


LESSON 35



total







A. Cleopatrashouldhavetriedtogetalongwithherbrother.

B. Cleopatrawascapturedbyherbrother’ssoldiers.

C. Cleopatrawasdeterminedtobepharaoh.

D. Cleopatraknewshecouldn’tdoitonherown.

Instructions: Listen for multiple choice feedback.

Tutor View Page 14

Table 1a. Multiple-Choice Feedback

SelectedAnswer

Tutor Feedback

AThis answer isn’t right. It doesn’t say anywhere in the paragraph that Cleopatra should have tried to get along with her brother. Let’s use the Main Idea tree to find the most important thing about Cleopatra.

Use Table 1b to complete the retell and Main Idea tree correction procedure. Then, give students another chance to answer the question. If incorrect a second time, provide the correct answer.

B

This answer isn’t quite right. This answer says that Cleopatra was captured by her brother’s soldiers. But this paragraph talks about what happened after Cleopatra escaped her brother’s soldiers. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


C That’s right! Now, do step 3 and say the main idea. [Cleopatra was determined to be pharaoh.]

DThis answer is really a detail. The whole paragraph isn’t about how Cleopatra knew she couldn’t do it on her own. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


Table 1b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. After Cleopatra escaped her brother’s soldiers, / she was determined to be pharaoh. Detail / MI Branch / Trunk2. She couldn’t let her brother stop her. detail Branch3. She had to get back to Egypt and make sure she would be pharaoh, not him. detail Branch4. But she knew she couldn’t do it on her own. detail Branch5. Cleopatra needed help. detail BranchCleopatra was determined to be pharaoh. MI Trunk

1. _________________________________

Instructions: Recall the Main Ideas in order.

WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student A], tell me the Main Idea of paragraph 1.

1. Cleopatra was determined to be pharaoh.

Great effort! I need you both to remember the Main Idea because I’m going to ask you about it later.

Tutor View Page 15

If student recalls all Main Ideas in order:

Terrific! You earned ( # ) points for the team. Award at least 1 point to each student.

If student cannot recall Main Ideas OR recalls them in the wrong order:

Good try! [Student A], your turn. Can you recall the Main Idea? If yes, award same amount of points as above. If not, provide the correct answer and award points for effort as

appropriate.

MATERIALS

• Cover sheet• Main Idea strategy

poster• Student workbooks:


LESSON 35



total

Instructions: Decide where the main idea belongs on the text organizer.

MainIdea:Cleopatrawasdeterminedtobepharaoh.






Tutor View Page 16

Set the cardstock Start-to-Finish organizer in front of the students. Point to where you think the main idea goes on the Start-to-Finish text organizer. Where should we put this main idea? Accept logical responses.

MATERIALS

• Cardstock Start-to-Finish text organizer



LESSON 35



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StarttoFinish

TSWs

• first• next• then• before• after• intheyear____• whens/he…

• wasyoung• grewup• was__yearsold

• asachild• asanadult

Cleopatra was determined to be pharaoh.

BigIdeaWhatisthebigideaofthispassage?A. Cleopatrawasthebestpharaoh

ofancientEgypt.B. Cleopatrawasastrongpharaoh

whofoughttoruleEgypt.C. CleopatragothelpfromCaesar.D. Cleopatra’stimeaspharaohhad

manyinterestingfeatures.

Tutor View Page 17

Good job reading detectives! This main idea tells about how Cleopatra was determined to be pharaoh. It is the first event that happened in this part of Cleopatra’s biography, so it goes at the top of the Start-to-Finish text organizer.

Now, let’s check our big idea prediction. Take another look at the answer you picked. Do you still like your answer? If you do, you can keep it, or you can change your prediction. If students change their prediction, encourage them to provide evidence from the text that supports their change and to explain their reasoning.

MATERIALS




LESSON 35



total

Next,CleopatrawenttoRometofindhelp.Shemeta

famousRomanleadernamedCaesar.Shepersuaded himtohelp

herfightherbrothersothatshecouldruleEgyptagain.Caesargave

Cleopatrasoldiersandadvicewhenshefoughtherbrotherto

becomepharaohagain.

Instructions: Reader, read quickly, carefully, and with expression. Coach, read along silently and circle the most important who or what.



If necessary, prompt coach to ask remaining main idea questions. If the Reader does not provide answers close to the suggested answers below, prompt the Coach to use the Coach Correction card. Reader should try a second time. If the Reader makes a mistake on the second try, tutor should have reader try again using the multiple choice question on the following page.

MATERIALS




Tutor View Page 18


Turn to the Main Idea poster in the poster easel and set the blank Main Idea tree on the table in front of students. Now, it’s time for Main Idea. [Student B], you were the Reader this time, so you’ll find the main idea for this paragraph. Coach, you’re going to help the reader go through our three steps to find the main idea. Coach, what’s the first step? [Name the most important who or what.]


PARAGRAPH 2 – MAIN IDEA ANSWERS


Most important thing got help from Caesar

Main Idea statement Cleopatra got help from Caesar.




LESSON 35



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becomepharaohagain.


A. CleopatrametafamousRomanleadernamedCaesar.

B. Cleopatraprobablydidn’tlikeherbrotherverymuch.


D. CleopatragaveCaesarsoldiersandadviceforrulingRome.


Tutor View Page 19

That was a tough one. let's use this multiple choice question to help us find the best Main Idea. [Student B], you were the Reader this time so you’ll pick the best main idea. [Student A], you need to pay attention to your partner in case they need help.


Have you figured out the main idea? Let’s see. Look at the multiple-choice question.[Student B], please read the question and the possible answers aloud.


A. Cleopatra met a famous Roman leader named Caesar.

B. Cleopatra probably didn’t like her brother very much.

C. Cleopatra got help from Caesar.D. Cleopatra gave Caesar soldiers and advice for ruling Rome.

[Student B], what’s your answer? Accept student response. Coach, do you agree or disagree?

MATERIALS



LESSON 35



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becomepharaohagain.


A. CleopatrametafamousRomanleadernamedCaesar.

B. Cleopatraprobablydidn’tlikeherbrotherverymuch.


D. CleopatragaveCaesarsoldiersandadviceforrulingRome.


Tutor View Page 20


SelectedAnswer

Tutor Feedback

AThis answer is really a detail. The whole paragraph isn’t about how Cleopatra met a famous Roman leader named Caesar. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


B

That answer isn’t right. It doesn’t say anywhere in the paragraph that Cleopatra probably didn’t like her brother very much. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


C That’s right! Now, do step 3 and say the main idea. [Cleopatra got help from Caesar.]

D

This answer isn’t quite right. This answer says that Cleopatra gave Caesar soldiers and advice for ruling Rome. But this paragraph says Caesar gave Cleopatra soldiers and advice when she fought her brother to become pharaoh again. She was trying to rule Egypt, not Rome. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


Table 2b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. Next, Cleopatra went to Rome to find help. detail Branch2. She met a famous Roman leader named Caesar. detail Branch3. She persuaded him to help her fight her brother so that she could rule Egypt

again. Detail /(close to MI)

Branch/ (trunk)

4. Caesar gave Cleopatra soldiers and advice when she fought her brother to become pharaoh again.

detail Branch

Cleopatra got help from Caesar. MI Trunk

1. _________________________________2. _________________________________


WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student B], tell me the Main Idea of paragraphs 1 and 2.


2. Cleopatra got help from Caesar.

Great effort! I need you both to remember those Main Ideas because I’m going to ask you about them later.

Tutor View Page 21





appropriate.

MATERIALS




LESSON 35



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MainIdea:CleopatragothelpfromCaesar.





becomepharaohagain.

Tutor View Page 22


MATERIALS




LESSON 35



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StarttoFinish

TSWs





Cleopatra got help from Caesar.





Tutor View Page 23

You’re right! This main idea tells about how Cleopatra got help from Caesar. It is the next event that happened in Cleopatra’s life, so it goes in the next spot on the Start-to-Finish text organizer.


MATERIALS




LESSON 35



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If less than 23 min. left (> 27:00)

• Read the 3rd paragraph aloud. • Turn to Tutor View Page 29.• Tell students the Main Idea of the 3rd

paragraph

Thiswasthebeginningofagreatfriendship.After

Cleopatratookoverfromherbrother,CleopatraandCaesar

agreednottofighteachother.Fortwentyyears,EgyptandRome

hadastrongalliance.Thetwocountrieshelpedeachotherfight

enemiesandwinnewlands.


MATERIALS




Tutor View Page 24

Tutor should check that the Coach is circling the most important who or what. This paragraph is tricky, it’s okay to give the Coach a hint. If Coach makes any circling mistakes, use the key below and the script on the back of the Main Idea poster to correct.




Most important who or what Egypt and Rome

Most important thing had a strong alliance (a great friendship)

Main Idea statement Egypt and Rome had a strong alliance (a great friendship).




LESSON 35



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A. EgyptandRomehadastrongalliance.

B. CleopatraandCaesaragreedtoruleEgypttogether.

C. EgyptandRomeshouldhavealsotradedcropsandothergoods.

D. Thetwocountriesfoughtenemiestogether.


Tutor View Page 25

That was a tough one. let's use this multiple choice question to help us find the best Main Idea. [Student A], you were the Reader this time so you’ll pick the best main idea. [Student B], you need to pay attention to your partner in case they need help.

First, think about where on the tree each sentence in the paragraph belongs. Does it tell us the most important thing about the Olympic torch, or is it a detail? Allow student to think for up to 1 minute.

Have you figured out the main idea? Let’s see. Look at the multiple-choice question.

[Student A], please read the question and the possible answers aloud.


A. Egypt and Rome had an alliance.

B. Cleopatra and Caesar agreed to rule Egypt together.

C. Egypt and Rome should have also traded crops and other goods.

D. The two countries fought enemies together.


MATERIALS



LESSON 35



total







A. EgyptandRomehadastrongalliance.

B. CleopatraandCaesaragreedtoruleEgypttogether.

C. EgyptandRomeshouldhavealsotradedcropsandothergoods.

D. Thetwocountriesfoughtenemiestogether.


Tutor View Page 26

Table 3a. Multiple-Choice Feedback SelectedAnswer

Tutor Feedback

A That’s right! Now, do step 3 and say the main idea. [Egypt and Rome had a strong alliance.]

B

This answer isn’t right. It doesn’t say anywhere in the paragraph that Cleopatra and Caesar agreed to rule Egypt together. Let’s use the Main Idea tree to find the most important thing about Egypt and Rome.


C

This answer isn’t right. It doesn’t say anywhere in the paragraph that Egypt and Rome should have also traded crops and other goods. Let’s use the Main Idea tree to find the most important thing about Egypt and Rome.


DThis answer is really a detail. The whole paragraph isn’t the two countries fought enemies together. Let’s use the Main Idea tree to find the most important thing about Egypt and Rome.


Table 3b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. This was the beginning of a great friendship. MI Trunk2. After Cleopatra took over from her brother, Cleopatra and Caesar agreed not to

fight each other. detail Branch

3. For twenty years, Egypt and Rome had a strong alliance. MI Trunk4. The two countries helped each other fight enemies and win new lands. detail Branch

1. _________________________________2. _________________________________3. _________________________________


WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student A], tell me the Main Idea of paragraphs 1, 2 and 3.



3. Egypt and Rome had a strong alliance (a great friendship).


Tutor View Page 27





appropriate.

MATERIALS




LESSON 35



total

MainIdea:EgyptandRomehadastrongalliance.







Tutor View Page 28


MATERIALS




LESSON 35



total

StarttoFinish

TSWs






Egypt and Rome had a strong alliance.





Tutor View Page 29

You’re right! This main idea tells about how Egypt and Rome had a strong alliance. It is the next event that happened in Cleopatra’s life, so it goes in the next spot on the Start-to-Finish text organizer.


MATERIALS




LESSON 35



total


• Read the 4thparagraph aloud. • Turn to Tutor View Page 35.• Tell students the Main Idea of the 4th

paragraph

Death

Goodthingsdon’talwayslast.CaesardidnotruleRomeforever.

Afterhedied,anewgroupofpeopleruledRome.Atfirst,threemen

triedtosharepower.Oneofthemendidn’twanttosharepower.His

namewasOctavian.HewantedtoruleRomebyhimself.Thismattered

toCleopatrabecauseOctavianalsowantedtoruleEgypt!


MATERIALS




Tutor View Page 30





Most important who or what Octavian

Most important thing didn’t want to share power

Main Idea statement Octavian didn’t want to share power.




LESSON 35



total

Death







A. AfterCaesardied,anewgroupofpeopleruledRome.

B. Octaviandidn’twanttosharepower.

C. OctavianwantedtoruleRome,butnotEgypt.

D. OctavianwastoogreedyforwantingtoruleRomebyhimself.


Tutor View Page 31

This is a tough one! let's use this multiple choice question to help us find the best Main Idea. [Student B], you were the Reader this time so you’ll pick the best main idea. [Student A], you need to pay attention to your partner in case they need help.

First, think about where on the tree each sentence in the paragraph belongs. Does it tell us the most important thing about Octavian, or is it a detail? Allow student to think for up to 1 minute.


[Student B], please read the question and the possible answers aloud.


A. After Caesar died, a new group of people ruled Rome.

B. Octavian didn’t want to share power.

C. Octavian wanted to rule Rome, but not Egypt.D. Octavian was too greedy for wanting to rule Rome by himself.


MATERIALS



LESSON 35



total

Death







A. AfterCaesardied,anewgroupofpeopleruledRome.

B. Octaviandidn’twanttosharepower.

C. OctavianwantedtoruleRome,butnotEgypt.

D. OctavianwastoogreedyforwantingtoruleRomebyhimself.


Tutor View Page 32


SelectedAnswer

Tutor Feedback

AThis answer is really a detail. The whole paragraph isn’t about after Caesar died, a new group of people ruled Rome. Let’s use the Main Idea tree to find the most important thing about Octavian.


B That’s right! Now, do step 3 and say the main idea. [Octavian didn’t want to share power.]

C

This answer isn’t right. It says that the Octavian wanted to rule Rome, but not Egypt. But the paragraph says that Octavian also wanted to rule Egypt. Let’s use the Main Idea tree to find the most important thing about Octavian.


D

That answer isn’t right. It doesn’t say anywhere in the paragraph that Octavian was too greedy for wanting to rule Rome by himself. Let’s use the Main Idea tree to find the most important thing about Octavian.


Table 4b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. Good things don’t always last. detail Branch2. Caesar did not rule Rome forever. detail Branch3. After he died, a new group of people ruled Rome. detail Branch4. At first, three men tried to share power. detail Branch5. One of the men didn’t want to share power. MI Trunk6. His name was Octavian. detail Branch7. He wanted to rule Rome by himself. detail Branch8. This mattered to Cleopatra because Octavian also wanted to rule Egypt! detail BranchOctavian didn’t want to share power. MI Trunk

1. _________________________________2. _________________________________3. _________________________________4. _________________________________


WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student B], tell me the Main Idea of paragraphs 1, 2, 3 and 4.



3. Egypt and Rome had a strong alliance.

4. Octavian didn’t want to share power.


Tutor View Page 33





appropriate.

MATERIALS




LESSON 35



total


MainIdea:Octaviandidn’twanttosharepower.

Death






Tutor View Page 34


MATERIALS




LESSON 35



total

StarttoFinish

TSWs







Octavian didn’t want to share power.





Tutor View Page 35

You’re right! This main idea tells the next event that happened in Cleopatra’s life. Octavian didn’t want to share power! So, it goes in the next spot on the Start-to-Finish text organizer.


MATERIALS




LESSON 35



total


• Read the 5th paragraph aloud. • Turn to Tutor View Page 41.• Tell students the Main Idea of the 5th

paragraph

Onceagain,CleopatrahadtofighttoruleEgypt.Thistime,

shefoughtawaragainstOctavian.Sheworkedhardtoprotecther

country.Butshelostthewar.


MATERIALS




Tutor View Page 36






Most important thing Lost the war with Octavian.

Main Idea statement Cleopatra lost the war with Octavian.




LESSON 35



total





A. CleopatrashouldhavepersuadedOctaviantokeepthealliance.

B. CleopatralostthewarwithOctavian.

C. CleopatraprotectedhercountryfromOctavian.

D. Onceagain,CleopatrahadtofighttoruleRome.


Tutor View Page 37

This is a tough one. let's use this multiple choice question to help us find the best Main Idea. [Student A], you were the Reader this time so you’ll pick the best main idea. [Student B], you need to pay attention to your partner in case they need help.



[Student A], please read the question and the possible answers aloud.


A. Cleopatra should have persuaded Octavian to keep the alliance.

B. Cleopatra lost the war with Octavian.

C. Cleopatra protected her country from Octavian.

D. Once again, Cleopatra had to fight to rule Rome.


MATERIALS



LESSON 35



total





A. CleopatrashouldhavepersuadedOctaviantokeepthealliance.

B. CleopatralostthewarwithOctavian.

C. CleopatraprotectedhercountryfromOctavian.

D. Onceagain,CleopatrahadtofighttoruleRome.


Tutor View Page 38


SelectedAnswer

Tutor Feedback

A

This answer isn’t right. It doesn’t say anywhere in the paragraph that Cleopatra should have persuaded Octavian to keep the alliance. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


BThat’s right! Now, do step 3 and say the main idea. [Cleopatra lost the war with Octavian.]

CThis answer isn’t quite right. The whole paragraph isn’t about how Cleopatra protected her country from Octavian -she actually lost the war. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


D

This answer isn’t right. It says that Cleopatra had to fight to rule Rome. But the paragraph says that Cleopatra had to fight to rule Egypt. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


Table 5b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. Once again, Cleopatra had to fight to rule Egypt. detail Branch2. This time, she fought a war against Octavian. detail Branch3. She worked hard to protect her country. detail Branch4. But she lost the war. MI TrunkCleopatra lost the war with Octavian. MI Trunk

1. _________________________________2. _________________________________3. _________________________________4. _________________________________5. _________________________________


WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student A], tell me the Main Idea of paragraphs 1, 2, 3, 4 and 5.





5. Cleopatra lost the war with Octavian.


Tutor View Page 39





appropriate.

MATERIALS




LESSON 35



total


MainIdea:CleopatralostthewarwithOctavian.




Tutor View Page 40


MATERIALS




LESSON 35



total

StarttoFinish

TSWs








Cleopatra fought a war against Octavian.





Tutor View Page 41

Good job reading detectives! This main idea tells about how Cleopatra lost the war with Octavian. It is the next event that happened in Cleopatra’s life, so it goes in the next spot on the Start-to-Finish text organizer.


MATERIALS



LESSON 35



total



• Read the 6th paragraph aloud. • Turn to Tutor View Page 47.• Tell students the Main Idea of the 6th

paragraph

Cleopatradiedin30B.C.E.Nooneknowswhereshewas

buried.Hertomb hasneverbeenfound!Cleopatrawasthelast

pharaohofancientEgypt.


MATERIALS




Tutor View Page 42






Most important thing No one knows where her tomb is

Main Idea statement No one knows where Cleopatra’s tomb is.




LESSON 35



total






B. Cleopatra’stombisinEgypt.

C. Cleopatradiedin30B.C.E.

D. NooneknowswhereCleopatra’stombis.


Tutor View Page 43

This is a tough one! let's use this multiple choice question to help us find the best Main Idea. [Student B], you were the Reader this time so you’ll pick the best main idea. [Student A], you need to pay attention to your partner in case they need help.



[Student B], please read the question and the possible answers aloud.


A. Cleopatra was the best pharaoh of ancient Egypt.

B. Cleopatra’s tomb is in Egypt.

C. Cleopatra died in 30 B.C.E.D. No one knows where Cleopatra’s tomb is.


MATERIALS



LESSON 35



total






B. Cleopatra’stombisinEgypt.

C. Cleopatradiedin30B.C.E.

D. NooneknowswhereCleopatra’stombis.


Tutor View Page 44


SelectedAnswer

Tutor Feedback

A

This answer isn’t right. It doesn’t say anywhere in the paragraph that Cleopatra was the best pharaoh of ancient Egypt. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


B

That answer isn’t right. This says that Cleopatra’s tomb is in Egypt. But the paragraph says that her tomb has never been found. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


CThis answer is really a detail. The whole paragraph isn’t about how Cleopatra died in 30 B.C.E. Let’s use the Main Idea tree to find the most important thing about Cleopatra.


D That’s right! Now, do step 3 and say the main idea. [No one knows where Cleopatra’s tomb is.]

Table 6b. Correct answers for Main Idea treeSentence MI or detail Trunk or Branch1. Cleopatra died in 30 B.C.E. detail Branch2. No one knows where she was buried. MI Trunk3. Her tomb has never been found! MI Trunk4. Cleopatra was the last pharaoh of ancient Egypt. detail Branch

No one knows where Cleopatra’s tomb is. MI Trunk

1. _________________________________2. _________________________________3. _________________________________4. _________________________________5. _________________________________6. _________________________________


WM+COMP GROUP ONLY

Place a cover sheet over the students’ workbooks. [Student B], tell me the Main Idea of paragraphs 1, 2, 3, 4, 5 and 6.





5. Cleopatra lost the war with Octavian.

6. No one knows where Cleopatra’s tomb is.

Tutor View Page 45





appropriate.

MATERIALS




LESSON 35



total


MainIdea:NooneknowswhereCleopatra’stombis.




Tutor View Page 46


MATERIALS




LESSON 35



total

StarttoFinish

TSWs








Cleopatra lost the war with Octavian.

No one knows where Cleopatra’s tomb is.





Tutor View Page 47

That’s right! This main idea tells us that no one knows where Cleopatra’s tomb is. This paragraph tells the last event that happened in Cleopatra’s life, so it goes in the last spot on the Start-to-Finish text organizer.


MATERIALS




LESSON 35



total

StarttoFinish

TSWs













Cleopatra lost the war with Octvian.

Tutor View Page 48

Turn to the Main Idea poster in the poster easel. Just like how we use these steps to find the main idea in a paragraph, we’re going to use them to find the big idea in a passage. Take turns reading the main ideas aloud. [Student A], read the first main idea. Students read all 6 paragraph main ideas out loud.

Now work together to use these main ideas from each paragraph to find the big idea of the whole passage. What’s the first step [Student B]? [Name the most important who or what.] Great! Take 30 seconds to talk to each other and figure out who or what is the most important thing in this whole passage. Give me a thumbs up when you’re ready. Allow students time to discuss. Okay reading detectives, who or what is the most important thing in this text. [Cleopatra.] Good job!

Have you figured out the big idea? let's look at the multiple-choice question to help us find the big idea. You two work together to decide on an answer. Give me a thumbs up when you’re ready. Allow students time to discuss. Okay reading detectives, what’s the most important thing you learned about Cleopatra in this whole passage?

Correct answer: B

MATERIALS



LESSON 35

VII. Check the Big idea• Pages 48-50• 3 min. total

StudentResponse Turnto

B Page 50

A,C,orD Page49

StarttoFinish

TSWs














Tutor View Page 49

Let’s see. To find the big idea, we need to think about all of the main ideas. We need to figure out the most important thing about Cleopatra in the whole passage. Each of these main ideas tells us about an event in Cleopatra’s life.

Point to the first two main ideas. These two main ideas tell about how Cleopatra got help from Cesar to fight her brother and become the pharaoh of Egypt.

Point to the third main idea. This main idea tells about how Cleopatra made a partnership with Rome. This made Egypt strong and safe.

Point to the third and fourth main ideas. These two main ideas tell about how Cleopatra had to fight once again to rule Egypt. This time, she lost.

Point to the last main idea. This main idea tells us that nobody knows where Cleopatra’s tomb is.

We know this passage has a Start-to-Finish structure, so the big idea will tell the most important information about Cleopatra’s life.

Let’s look at the multiple-choice question one more time.Give students a second chance to select the correct answer [B]. If incorrect a second time, tell students the correct answer.

MATERIALS



LESSON 35






StarttoFinish

TSWs






Egypt and Rome had a strong allinace.




Tutor View Page 50

Great work, reading detectives! What’s the last step of the Main Idea strategy? [Say the main idea.] Good. Let’s all say the big idea of this passage: Cleopatra was a strong pharaoh who fought to rule Egypt.

What clues did you use to predict the big idea? [pictures/captions, TSWs] That’s right! Great work, reading detectives.

Point to Student Agenda.

MATERIALS


Egypt• Student Agenda• Student point sheets

WM + COMPWe just finished our second read. We finished finding and recalling main ideas. Check the box(es).

COMP ONLYWe just finished our second read. We finished finding the main ideas. Check the box(es).


WM+COMP Go to page 51


LESSON 35


Instructions: Circle the Main Ideas related to the Big Idea in the Topic Box.

Eyesonworksheet

WM+COMP GROUP ONLYLESSON 35

VIII. Inferencing activity• This page only• 5 min. total

Distribute worksheets to students. Okay, now it’s time for the Categories game. When I say “go,” circle only the Main Ideas related to the Big Idea in the Topic Box. When you’re finished, put your pencil down. Then, I’ll ask one of you to tell me all of the Main Ideas you circled without looking at your worksheets. Ready… go! Allow students to work until both are finished.

Now that you’re both done, swap worksheets and check your partner’s work. Students swap worksheets. Make sure your partner only circled the Main Ideas related to the Big Idea in the Topic Box. Correct MI: 1) Cleopatra was determined to be pharaoh; 2) Cleopatra got help from Caesar; 3) Cleopatra lost the war with Octavian; 4) No one knows where Cleopatra’s tomb is.

Great job on the worksheets, team! Remove worksheets from the students’ view. Now, [Student A], tell me as many of the circled Main Ideas as you can remember. [Refer to list above.]

If student recalls all circled Main Ideas: Awesome! You earned ( # ) more points for the team. Mark points on each student’s point sheet.

If student cannot recall all circled Main Ideas: Good try! [Student B], your turn. Can you remember any other circled Main Ideas? If student can recall all remaining circled Main Ideas, award same amount of points as above. If not, provide the correct answers and award points for effort, as appropriate.

MATERIALS

• Inferencing worksheets for each student



Tutor View Page 51

If both students made no errors:

Terrific! You earned ( # ) points for the team. Mark points on each student’s point sheet.

If there is an error or a disagreement:

Let’s think more about it. Is (state the Main Idea) related to the Big Idea in the box? Accept response from each student. I think (state the Main Idea) (is / is not) related to the topic because (provide an explanation). Provide a reasonable explanation for why the Main should or should not be circled (e.g., it’s a detail; it’s a MI from a different text, etc.) If time permits, have students refer back to the text too. Mark points for effort, as appropriate.


Instructions: Circle the Main Ideas related to the Big Idea in the Topic Box.

Eyesonworksheet

COMP ONLY GROUP ONLYLESSON 35

VIII. Inferencing activity• This page only• 5 min. total

Distribute worksheets to students. Okay, now it’s time for the Categories game. When I say “go,” circle only the Main Ideas related to the Big Idea in the Topic Box. When you’re finished, put your pencil down. Ready… go! Allow students to work until both are finished.

Now that you’re both done, swap worksheets and check your partner’s work. Students swap worksheets. Make sure your partner only circled the Main Ideas related to the Big Idea in the Topic Box. Correct MI: 1) Cleopatra was determined to be pharaoh; 2) Cleopatra got help from Caesar; 3) Cleopatra lost the war with Octavian; 4) No one knows where Cleopatra’s tomb is.

Great job on the worksheets, team! Award points for accuracy and effort, as appropriate.

MATERIALS

• Inferencing worksheets for each student



Tutor View Page 52

If both students made no errors:

Terrific! You earned ( # ) points for the team. Mark points on each student’s point sheet.

If there is an error or a disagreement:

Let’s think more about it. Is (state the Main Idea) related to the Big Idea in the box? Accept response from each student. I think (state the Main Idea) (is / is not) related to the topic because (provide an explanation). Provide a reasonable explanation for why the Main should or should not be circled (e.g., it’s a detail; it’s a MI from a different text, etc.) If time permits, have students refer back to the text too. Mark points for effort, as appropriate.


Instructions: Use the In or Out strategy to help you answer the factual question.

Eyesonworkbook

Tutor View Page 53

Turn to the In or Out Strategy Poster.

Today we are going to answer 1 question at a time. We need to stay on the same question because if we can’t find the answer in the passage, then we’ll Brainstorm together.

This means sometimes you might have to wait for your partner. I’ll give you a point whenever I see you being a good team member and waiting patiently.

TUTOR NOTE: If low on time, prioritize either factual or inference questions depending on what your students struggle the most with.

MATERIALS

• In or Out poster• Student workbook:


LESSON 35

IX. Answer questions –In or Out


QuestionType Question# Page#

Factual 1,2,4, and7 54, 58and65

Inference 3,5, and6 55,59,and61



Eyesonworkbook

Tutor View Page 54

Work with your partner to find the Key Words in question [1 / 2]. Give me a thumbs up when you have found the Key Words in the question. Wait for students to show you a thumbs up.

What are the Key Words? [suggested Key Words are underlined in the questions below].Correction script: The words “_______” don’t tell us what the question is mostly asking about.

Work with your partner to find some Key Words that tell you what the question is mostly asking about.

Follow the steps on the In or Out Strategy Poster to answer questions [1 / 2]. If you can prove the answer is in the passage by pointing to the evidence, then you circle an answer. If you can’t prove it, what do you need to do? [Brainstorm and make an inference] Students work independently and then check with each other about the answers. Give the students about 20 seconds to read around the Key Words.1. (factual) What did the two countries do to help each other? Answer is in paragraph 3

a. They had a great friendship for twenty years.b. Cleopatra ruled Egypt again.

c. Fight enemies and win new lands. ß correct answerd. They had a strong alliance.

2. (factual) How did Caesar help Cleopatra fight her brother? Answer is in paragraph 2

a. She became the ruler of Egypt again.b. He gave her soldiers and advice. ß correct answerc. She met a famous Roman leader named Caesar.

d. He helped her trick her brother.

MATERIALS



If less than 1 minutes left (≥49:00)…

• Skip remaining questions• Turn to Tutor View Page 66.

LESSON 35



Eyesonworkbook

Instructions: Use the In or Out strategy to help you answer the comprehension questions.

Tutor View Page 55

Work with your partner to find the Key Words in question 3. Give me a thumbs up when you have found the Key Words in the question. Wait for students to show you a thumbs up.

What are the Key Words? [suggested Key Words are underlined in the questions below].Correction script: The words “_______” don’t tell us what the question is mostly asking

about. Work with your partner to find some Key Words that tell you what the question is mostly asking about.

Follow the steps on the In or Out Strategy Poster to answer question 3. If you can prove the answer is in the passage by pointing to the evidence, then you circle an answer. If you can’t prove it, what do you need to do? [Brainstorm and make an inference] Students work independently and then check with each other about the answers. Give the students about 20 seconds to read around the Key Words.

Does anything in the passage answer the question, “Why did Cleopatra make an alliance with Rome?” [No.]

TUTOR NOTE: If students answer “yes,” ask them to prove it. Provide feedback by saying that

none of the sentences in the passage tell about why Cleopatra made an alliance with Rome after Cesar helped her win back the throne.

3. (inference) Why did Cleopatra make an alliance with Rome?a. Because Cleopatra hated the Romans and wanted to fight them.

b. Because Cleopatra ruled Egypt by herself and she wanted to rule Rome too.

c. Because Cleopatra wanted the Roman leader named Caesar to rule Egypt.

d. Because Cleopatra needed help from Rome to make Egypt a strong country. ß correct answer

MATERIALS



If less than 1 minute left (≥49:00)…

• Skip inference discussion questions on the next page. Scaffold to correct answer and mention the background knowledge students used to find the answer outside the text.

• Turn to Tutor View Page 66.

LESSON 35



Eyesonworkbook


Tutor View Page 56

Okay, so if we can’t prove that the answer is in the passage, then we try to find an answer outside the passage. What do we do next? [Brainstorm] Point to step 5 on the In or Out Strategy poster. That’s right! The answer is probably outside the passage and we need to combine what we read in the passage and what we already know!

Point to the binoculars on the In or Out strategy poster. What do we think about first? [What we read in the passage.] Very good. What did the text say about Egypt and Rome’s alliance?

• Cleopatra and Cesar agreed not to fight each other

• They helped each other fight enemies and win new lands.1. The map shows the lands that were owned by Egypt and Rome. Did Egypt own a lot of land? Do you think

the alliance helped Egypt get all that land?

Great! Point to the backpack on the In or Out strategy poster. What do we think about next? [What we know]. Good. I’ll ask questions about the Key Words. Use the Brainstorm bubble on the In or Out strategy poster and the questions below to model how to ask Brainstorm questions using the Key Words. Make sure students discuss the bullet points.

1. What do you know about alliances? What is an alliance?

• Two or more countries agree to work together. They help each other, agree not fight each other.

• It’s like a partnership.2. What do you know about partnerships? What are one or two good reasons why you two work together as

partners? Why do we work as partners in this group?

• It’s like a friendship. You can share your ideas. If partners work hard together, they can sometimes do better than when each works alone. We work together to become stronger readers.

3. How does working together help each person in the partnership?Have you ever worked with another person on a team?

Are there things a team can do better than just one person working by himself or herself?

Is it sometimes hard to be a teammate?

Do you know anything about partners in sports? In music?

Can brothers and sisters be partners? What about mothers and fathers? What about soldiers on a battlefield?

MATERIALS




• Scaffold to correct answer and mention the background knowledge students used to find the answer outside the text.

• Skip remaining questions.• Turn to Tutor View Page 66.

LESSON 35



Eyesonworkbook


Tutor View Page 57

Great job brainstorming! Point to the equation above the Brainstorm bubble on the In or Out strategy poster. You talked about what you learned in the text and your background knowledge. Now use that information to answer the question in your workbook. Help students as needed to remember what they talked about.

3. (inference) Why did Cleopatra make an alliance with Rome?

a. Because Cleopatra hated the Romans and wanted to fight them.

b. Because Cleopatra ruled Egypt by herself and she wanted to rule Rome too.

c. Because Cleopatra wanted the Roman leader named Caesar to rule Egypt.d. Because Cleopatra needed help from Rome to make Egypt a strong country. ß correct

answer

MATERIALS





LESSON 35




Eyesonworkbook

Tutor View Page 58


What are the Key Words? [suggested Key Words are underlined in the questions below].Correction script: The words “_______” don’t tell us what the question is mostly asking about. Work with your partner to find some Key Words that tell you what the question is mostly asking about.


4. (factual) Why did Cleopatra have to fight to rule Egypt again? Answer is in paragraph 5a) Cleopatra’s brother wanted to rule Egypt.

b) Octavian also wanted to rule Egypt. ß correct answerc) Cleopatra was the last pharaoh of ancient Egypt.

d) Egypt and Rome had an alliance.

MATERIALS





LESSON 35



Eyesonworkbook


Tutor View Page 59




Does anything in the passage answer the question, “Who ruled Egypt after Cleopatra lost the war?”[No.]

TUTOR NOTE: If students answer “yes,” ask them to prove it. Provide feedback by saying thatnone of the sentences in the passage tell who ruled Egypt after Cleopatra lost the war.

5. (inference) Who probably ruled Egypt after Cleopatra lost the war?

a. Caesar.

b. Cleopatra’s brother. c. Octavian. ß correct answerd. The people of Egypt.

MATERIALS






LESSON 35



Eyesonworkbook


Tutor View Page 60

Okay, so if we can’t prove that the answer is in the passage, then we try to find an answer outside the passage. What do we do next? [Brainstorm] Point to step 5 on the In or Out Strategy poster. That’s right! The answer is probably outside the passage and we need to combine what we read in the passage and what we already know!

Point to the binoculars on the In or Out strategy poster. What do we think about first? [What we read in the passage.] Very good. What did the text say about who Cleopatra lost the war with?

• Octavian2. What did the text say that Octavian wanted to do?

• Rule Rome and Egypt

Great! Point to the backpack on the In or Out strategy poster. What do we think about next? [What we know]. Good. I’ll ask questions about the Key Words. Use the Brainstorm bubble on the In or Out strategy poster and the questions below to model how to ask Brainstorm questions using the Key Words. Make sure students discuss the bullet points.1. What happens if you win a fight with someone? Do you get your way? 2. Why do you think Octavian wanted to rule Egypt as well as Rome?

3. What kind of man do you imagine Octavian was?

4. Can you give me an example of someone winning a fight? What happened after the fight?

5. Can bad things happen to someone who wins a fight?

Accept appropriate answers

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• Skip remaining questions.• Turn to Tutor View Page 66.

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5. (inference) Who probably ruled Egypt after Cleopatra lost the war?

a. Caesar.

b. Cleopatra’s brother. c. Octavian. ß correct answer

d. The people of Egypt. MATERIALS





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What are the Key Words? [suggested Key Words are underlined in the questions below].Correction script: The words “_______” don’t tell us what the question is mostly asking

about. Work with your partner to find some Key Words that tell you what the question is mostly asking about.

Follow the steps on the In or Out Strategy Poster to answer question 6. If you can prove the answer is in the passage by pointing to the evidence, then you circle an answer. If you can’t prove it, what do you need to do? [Brainstorm and make an inference.] Students work independently and then check with each other about the answers. Give the students about 20 seconds to read around the Key Words.

Does anything in the passage answer the question, “Why did Octavian want to rule by himself ?” [No.]

TUTOR NOTE: If students answer “yes,” ask them to prove it. Provide feedback by saying that

none of the sentences in the passage tell why Octavian wanted to rule by himself.

6. (open-ended inference) Why did Octavian want to rule by himself ?

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Okay, so if we can’t prove that the answer is in the passage, then we try to find an answer outside the

passage. What do we do next? [Brainstorm] Point to step 5 on the In or Out Strategy poster. That’s right! The answer is probably outside the passage and we need to combine what we read in the passage and what we already know!

Point to the binoculars on the In or Out strategy poster. What do we think about first? [What we read in the passage.] Very good. What did the text say about Octavian and ruling?

• Octavian wanted to rule Egypt and Rome.

• Octavian didn’t want to share power.

Great! Point to the backpack on the In or Out strategy poster. What do we think about next? [What we know]. Good. I’ll ask questions about the Key Words. Use the Brainstorm bubble on the In or Out strategy poster and the questions below to model how to ask Brainstorm questions using the Key Words. Make sure students discuss the bullet points.

1. Remember Cleopatra’s brother? He wanted to rule by himself, too. Why was that? • He didn’t want to share power with his sister.

2. Do you think people always want to share? • Some people do, others don’t.

3. Why do you think Octavian would like to rule by himself ? • He would get to be in charge. • He’d be richer and have more power. • He’d have a bigger kingdom. à Why would having a bigger kingdom be a good thing?

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6. (open-ended inference) Why did Octavian want to rule by himself ?

Accept logical answers. Mention the background knowledge and the information from the text that students used to help them answer the question.

Sample answers:

Octavian wanted all the riches and power for himself.

Octavian didn’t want to share.

Octavian wanted to be in charge.

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7. (factual) How many men tried to share power? Answer is in paragraph 4a. Two.

b. Three. ß correct answerc. Four.

d. Three men and one woman.

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LESSON 35



LESSON 35

X. Wrap up• This page only• 2 min.

MATERIALS

• Rules Poster• Student Agenda• Student point sheets

Tutor View Page 66

Point to the Student Agenda.

Check the box(es) with a marker.

Great job practicing all of the comprehension strategies that you’ve learned in tutoring so far!

If time, review any of the following:

• Inference equation or Brainstorming questions

• Students’ plans for reaching their progress goals

• Definition of the vocabulary words (alliance, tomb, determined, persuade)

• Students’ thoughts on the text

State specific positive behavior and areas to grow during next session; give points for following the rules; and remind the students what to do next time you go and get them from their classrooms.

WM + COMPWe completed our memory game and we just finished answering comprehension questions.

COMP ONLYWe just finished our categories game and answering comprehension questions.

Tutor Easel - Lesson 35 A3

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