Question

1. Pick an informational text to evaluate. You can look online or in a library. In the space below, write information about the text that will help your teacher find it later. 2. Objectively summarize the informational text you chose for question 1. Describe both the content and the structure without giving your opinion and without going into too much detail.3. Use this space to summarize the perspective, purpose, and central idea of the informational text you chose for question 1. For each, explain the evidence that helped you make your inferences. Perspective: Purpose: Central idea: 4. Now evaluate how well the author achieves the purpose of the informational text and communicates the central idea — through prose, graphics, text features, or other elements. What might the author have done differently to make the text more effective?5. Identify and describe at least two smaller ideas in the informational text you chose. 6. Evaluate how well the author uses prose, text features, graphics, or other elements to develop the smaller ideas you identified in question 5. Compare and contrast the ways the author develops these ideas. Decide which idea is better communicated and why

Answer 1

Answer:

1. Students and the word red. How would they react to certain circumstances to learn the word red?

2.(Choice 1) Most students love eating red fruits and vegetables, such as apples and potatoes. In Red, students will become familiar with the color word red through a story about various red foods. Detailed photographs and repetitive text support early emergent readers. In addition to working on decoding skills, students will have the opportunity to compare and contrast as well as to connect to prior knowledge to better understand the text.

3.(Choice 1) The idea of the informational text is to teach kids to learn what red is. How to identify red, read the word red, and to know what red is. For example the passage says " Red can me shown in photos, foods they eat, and even everyday things they see such as trucks or cars.

4. The author in this passage thought of everything needed. They had pictures, detailed sentences, ideas, and helpful tips for the students. The author could have gave more explanation in some situations, but other than that the author did amazing in giving us an informational passage to read.

5. The author talked about images. Images of red things to show the students. Such as photos or even things shown in an everyday basis.  And that their are various forms of red.

6. The author used photographs of everyday things to show the students. The author could have added some information about how to explain these things to the students and it would have been perfect.

7. The idea of showing photos and items to the kids is a very interactive way to teach them. But telling them that there are many types of red is a key piece of information. They are both excellent ideas, but the first idea is more interactive and would most likely stick with the students longer. It would help them better understand the color red.

Explanation:

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