ESIM 2- I GUIDE CARD

​EN4LR-I-2 Comprehend Informational Texts.

1.Noting important information through outlining (topic, main idea, supporting details) inductive organization (pyramid)

2.Identifying text types: enumeration-description

3.Identifying author’s purpose a.) entertain b.) inform, explain, describe

4.Drawing conclusions

5.Making a summary

​I-Guide Card
Students will comprehend the informational text about the passage given by identifying the topic, main idea, supporting details, text type, author’s purpose, drawing conclusions, and making a summary.

​Ms. Reyes: Let’s start with noting important information. When we read a passage, we should look for the topic, main idea, and supporting details. This is called using inductive organization—we build understanding from small details to a big idea. Like a pyramid!

Ella: Oh! Like starting from the bottom and going up?

Ms. Reyes: Exactly! For example, if we read a paragraph about how plants grow:

​Topic: Plants
Main Idea: Plants need water, sunlight, and air to grow
Supporting Details: They use sunlight for photosynthesis Water comes from rain or soil Air provides carbon dioxide

​Liam: That makes it easier to understand the whole thing!
Ms. Reyes: Next, we learn how to identify the type of text. Two common types are enumeration and description.
Jayden: What’s enumeration?
Ms. Reyes: Enumeration is when the text lists things in order, like steps or facts. For example: “First, the frog lays eggs. Then, the eggs hatch into tadpoles...” This is an enumeration!

​Ella: And description is when it tells what something looks like?
Ms. Reyes: Correct! A description gives details to help you imagine something, like: “The frog is small and green with smooth skin.”
Ms. Reyes: Now, let’s talk about the author’s purpose. Why did the author write the text? There are three main reasons:

​a) Entertain – to make you enjoy the story.
b) Inform or explain – to teach you something.
c) Describe – to paint a picture with words.

​Liam: If I read a funny story about a talking dog, that’s to entertain?
Ms. Reyes: Yes! But if you're reading a passage about how dogs are trained to help people, that’s to inform or explain.
Ms. Reyes: Now comes a fun skill, drawing conclusions. That means you look at clues in the story and use your own thinking to figure something out.

​Jayden: Like being a reading detective?
Ms. Reyes: Exactly! If a story says, "Tom put on a heavy coat and snow boots," what can you conclude?
Ella: That it’s winter or cold outside!

​Ms. Reyes: Last skill, making a summary. This means telling the main points of a story in a few sentences using your own words.
Liam: Like a short version?
Ms. Reyes: Yes! For example, if the story is about a bear that travels the forest looking for food, your summary might be: “A bear searches for food in the forest and meets other animals along the way.”