One-Sentence
Summary Frames
A Reading Comprehension
Strategy
Five Expository Text Patterns
 Chronological/sequence
 Description
enumeration
 Compare/Contrast
 Cause/Effect
 Problem/Solution
Chronological/
Sequence
Frame

______ begins with …, continues with …,
and ends with …
Example:
Success begins with attitude, continues with
hard work and ends with positive outcome.
Description/Definition Frame

A __________________ is a kind of
_______________ that …
Example:
A Daffodil is a kind of flower that blooms in
the early Spring, grows from a perennial
bulb, and gives off a sweet scent.
Compare/Contrast
Frame

___x____ and ____y___ are similar in that they
both …, but ___x___ …, while ___y____ …
Example: Chief John Ross and President Andrew
Jackson are similar in that they both were
leaders of a nation, but John Ross was forced to
give up his nation’s land, while Jackson helped
create a law that took that land.
Cause/Effect
Frame

_________ happens because ….
Example:
During a thunderstorm Lightning happens
because liquid and ice particles collide and
build up an electrical field in the clouds.
Problem/
Solution Frame

_________ wanted …, but …., so …
Example:
Chief John Ross wanted sovereignty over
Cherokee land, but the Indian Removal Act of
1830 allowed the U.S. to force the Cherokee to
move, so the U.S. sent troops in 1838 removing
the Cherokee to Oklahoma in what the
Cherokee called “The Trail of Tears.”
One Sentence Summary Frames

Description


Problem/Solution


_____ begins with …, continues with …, and ends with …
Comparison/Contrast


_____ wanted …, but …, so …
Sequence


_____ is a kind of _____ that ….
x and y are similar in that they are both …, but x …, while y …
Cause/Effect

_____ happens because …
-or-
_____ causes …
Expository Text Patterns
 Chronological/sequence
 Description
enumeration
 Compare/Contrast
 Cause/Effect
 Problem/Solution
Chronological/Sequence

Used to inform readers about a topic by
presenting information though events or steps in
a chronological order using time.
Signal Words
 First, second next not long after
 Initially then before
 Following when finally
 Preceding after on (date)
FRAME: ___x____ and ____y___ are similar in
that they both …, but ___x___ …, while
___y____ …
Description

Used to describe the attributes and features of
people, places, or items
Signal Words
 For instance
 Such as
 Another
FRAME:
for example
in addition
furthermore
also
first
to illustrate
_____ is a kind of _____ that ….
Compare/Contrast
 Used
to illustrate the differences or
similarities of the items being compared
Signal Words
 Different/ from/same as/similar to/
As opposed to/instead of/although/
Compared with/however/as well as/
Either or/unless/but
Frame: x and y are similar in that they are
both …, but x …, while y …
Cause/Effect

Used to show how the facts, events, or concepts
result due to other facts, events, or concepts
Signal Words
 Consequently may be due to since
 This led to…so nevertheless if...then
 Accordingly because of yet
 As a result of in order to also
 For this reason not only…but because
Frame: _____ happens because … or _____
causes ….
Problem/Solution
 Used
to present a problem and possible
solution(s) to a problem
Signal Words
 the problem is the question is
 a solution one answer is
 therefore if….then
Frame: _____ wanted …, but …, so …
One Sentence Summary Frames

Description


Problem/Solution


_____ begins with …, continues with …, and ends with …
Comparison/Contrast


_____ wanted …, but …, so …
Sequence


_____ is a kind of _____ that ….
x and y are similar in that they are both …, but x …, while y …
Cause/Effect

_____ happens because … or _____ causes
Paragraph Frame

________ are different from _________in

several ways. First of all, ________ while

_________. Secondly, _____________

while ______. In addition, ___________

while ______. So, it is evident that

_________________.
Pre-Reading: PAS
 Preview
 Access
 Set
the Text and Critical Vocabulary
and build background Knowledge
the Purpose
Pre-reading Activities
 Preview


the text
Text structure
Signal or transition words
 Pre-teach
critical vocabulary
 Access and build prior knowledge

Make connections
 Ask
meaningful questions
 Set the purpose for reading
Previewing (Survey)
 Examine
headings and sub-headings
 Analyze the genre
 Examine bulleted lists
 Examine pictures, captions, charts,
graphs, and illustrations
 Explicitly discuss expectations
Text Structure
 •Boldface
type (or italics, underline,
ALL CAPITAL LETTERS)
 •Bulleted or numbered points
 •Headings