Context Clues Name Date

Gyotaku
Read the art history essay.
Then follow the directions in the Text Marking box.

Before cameras were invented, anglers

found a clever way to keep track of fish they

caught. They made fish prints! The process

was easy. Anglers used fresh fish, washable

ink, and rice paper. After making a print,

they cleaned off all the ink with water. This

made the fish fine to sell or eat. Would you

like to make a fish print? Here’s how.

1. Rinse and dry the fish. Lay it flat on Gyotaku (Ghee-oh-TAK-oo) is the
Japanese word for “fish printing.”
a towel.

2. Open out its fins and tail. Hold them in Text Marking
place with bits of clay or tape. Use context clues to unlock word
meanings.
3. Use a brush or sponge to coat the fish
Circle the words anglers
with ink. and transfers.

4. Lay rice paper down on top of the inked ________ Underline context clues
for each word.
fish. Rice paper is soft but strong.

5. Slowly rub along the paper from the fish’s head to tail.

This transfers the ink from the fish to the paper.

6. Gently lift off the paper and let the ink dry.
Informational Passages for Text Marking & Close Reading: Grade 2
© 2015 by Scholastic Teaching Resources
1
 Do More Name Date

Gyotaku
,, Answer each question. Give details from the essay.

1 Another word for anglers is __________________.

tt¶ A. artists tt¶ B. cameras tt¶ C. cleaners tt¶ D. fishermen

What helped you answer? ________________________________________

_________________________________________________________________

_________________________________________________________________

2 Why do you open out the fish’s fins and tails when making a print?
tt¶ A. to get more details in the print tt¶ C. to hold the fish still
tt¶ B. to calm the fish down tt¶ D. to make the fish easier to clean

What helped you answer? ________________________________________

_________________________________________________________________

_________________________________________________________________

3 What led people to invent the art of fish printing?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

4 Some people call gyotaku “transfer printing.” What gets transferred

in this art?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________
Informational Passages for Text Marking & Close Reading: Grade 2
© 2015 by Scholastic Teaching Resources
2
Teaching Routine for Close Reading and Purposeful Text Marking
Any text can become more accessible to readers who have learned to bring various strategies,
such as purposeful text marking, to the reading process. Here is one suggested routine that
may be effective in your classroom.
Preview

44 Engage prior knowledge of the topic of the piece and its genre. Help students link it to
similar topics or examples of the genre they may have read.
44 for which students will be marking the text. Display or distribute
Identify the reading skill
the Comprehension Skill Summary Card that applies to the passage. Go over its key ideas.

Model (for the first passage, to familiarize students with the process)

44 Display the passage, using an interactive whiteboard, document camera, or other resource,
and provide students with their own copy. Preview the text with students by having them
read the title and look at any photographs, illustrations, or other graphic elements.
44 Draw attention to the markings students will use to enhance their understanding of the piece.
Link the text marking box to the Comprehension Skill Summary Card for clarification.
44 Read aloud the passage as students follow along. Guide students to think about the skill
and to note any questions they may have on sticky-notes.
44 Mark the text together.Begin by numbering the paragraphs. Then discuss the choices you
make when marking the text, demonstrating and explaining how the various text elements
support the skill. Check that students understand how to mark the text using the various
icons and graphics shown in the text marking box.

Read

44 Display the passage for a shared reading experience. Do a quick-read of the passage together
to familiarize students with it. Then read it together a second time, pausing as necessary to
answer questions, draw connections, or clarify words as needed. Then read the passage once
more, this time with an eye to the text features described in the text marking box.
44 Invite students to offer ideas for additional markings. These
might include noting unfamiliar
vocabulary, an idiom or phrase they may not understand, or an especially interesting,
unusual, or important detail they want to remember. Model how to use sticky-notes,
colored pencils, highlighters, question marks, or check marks.

Respond

44 Have students read the passage independently. This fourth reading is intended to allow
students to mark the text themselves. It will also prepare them to discuss the piece and offer
their views about it.
44 Have students answer the questions on the companion Do More page. Depending on the
abilities of your students, you might read aloud the questions to them, and then have them
answer orally. Model how to look back at the text markings and other text evidence for
assistance. This will help students provide complete and supported responses.

Informational Passages for Text Marking & Close Reading: Grade 2

© 2015 by Scholastic Teaching Resources
3
 Comprehension Skill Summary Card

To help students review the reading-comprehension skills this lesson addresses and the specific
terms associated within, have them use the reproducible Comprehension Skill Summary Card.
The boldface terms on each card are the same ones students will identify as they mark the text.
You might duplicate and distribute the Comprehension Skill Summary Card before assigning
a passage that focuses on that skill. Discuss the elements of the skill together to ensure that
students fully grasp it.

Tips and Suggestions

44 The text-marking process is versatile and adaptable. While numbering, boxing,

circling, and underlining are the most common methods, you can personalize
the strategy for your class if it helps augment the process. You might have
students use letters to mark text; they can, for example, write MI to indicate
a main idea, D to mark a detail, or F for fact and O for opinion. Whichever
technique you use, focus on the need for consistency of marking.
44 You may wish to extend the text-marking strategy by having students identify
other aspects of writing, such as figurative language or confusing words,
expressions, or idioms. Moreover, you can invite students to write their own
notes and questions in the margins.
sentences around an unknown word.
44 Context means all the words and
Or use details to help you figure out

44 Context clues are hints that can

words you don’t know. Other words

help you figure out the meaning

When you read, you may come to

nearby may help. Look for words

that mean the same or opposite.
Context Clues
Comprehension Skill

of an unknown word.
the meaning.

Informational Passages for Text Marking & Close Reading: Grade 2

© 2015 by Scholastic Teaching Resources
4
 . Sample Text Markings
Context Clues Name Date

Gyotaku
Gyotaku
Read the art history essay.
Then follow the directions in the Text Marking box.
1. D; Sample answer: Later in the sentence that
Before cameras were invented, anglers uses this word, it says “fish they caught.”
found a clever way to keep track of fish they

caught. They made fish prints! The process 2. A; Sample answer: A makes the most sense.
was easy. Anglers used fresh fish, washable If you didn’t open the fins and tail, you might
ink, and rice paper. After making a print,
not see them clearly.
they cleaned off all the ink with water. This

made the fish fine to sell or eat. Would you 3. Sample answer: Fishermen wanted to keep
like to make a fish print? Here’s how. track of fish they caught, but they didn’t have
1. Rinse and dry the fish. Lay it flat on Gyotaku (Ghee-oh-TAK-oo) is the
Japanese word for “fish printing.”
cameras then.
a towel.

2. Open out its fins and tail. Hold them in Text Marking 4. Sample answer: I think transfer means to
place with bits of clay or tape. Use context clues to unlock word move or go from one place to another. The
meanings.
3. Use a brush or sponge to coat the fish
Circle the words anglers
directions tell you to put ink on the fish, lay
with ink. and transfers.
rice paper on it, then rub along the paper. This
4. Lay rice paper down on top of the inked

fish. Rice paper is soft but strong.

________ Underline context clues
for each word. transfers the ink from the fish to the paper.
5. Slowly rub along the paper from the fish’s head to tail.

This transfers the ink from the fish to the paper.

6. Gently lift off the paper and let the ink dry.
Informational Passages for Text Marking & Close Reading: Grade 2
© 2015 by Scholastic Teaching Resources

Informational Passages for Text Marking & Close Reading: Grade 2

© 2015 by Scholastic Teaching Resources
5