do: - troup county schoolscommoncore2012.homestead.com/instruction/language… · web viewengage...
TRANSCRIPT
CCGPS K-12 VerticalArticulation of Skills
Reading: Informational Text
Informational Text: Key Ideas and Details
College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Know:
details and examples from informational text can be used as evidence to support an answer
readers refer to explicit information in an informational text to support their conclusions
explicit information is stated directly in the informational textDo:
ask questions about an informational text referring to explicit details and examples from the text
answer questions about an informational text using explicit details and examples from the text to support their answer
find evidence within an informational text to support an answer refer to text when drawing conclusions
Pre-requisite: answer who, what, where, when, why and how questions about
an informational text formulate who, what, where, when, why and how questions
about an informational text determine what information they are being asked to find in the
text monitor their comprehension of a text by asking appropriate
questions as they read
Model using an informational text to ask and answer questions Model how to refer to the text explicitly Provide opportunities for students to engage in conversations
to retell details in the text Model how to make predictions about a text Model and guide students to describe what is directly stated in
the text Encourage and demonstrate for students how to make
connections from the text Guide students to respond orally and in written form when
answering questions
Grade 4HP
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Know:
details and examples from the informational text can be used as evidence to support conclusions drawn from the text
an inference is a logical assumption based on details and
Provide explicit instruction on the concepts of implicit and explicit text messages (inference)
Model note-taking with an emphasis on how to use details from the text (and separating important facts and details from extraneous)
Require text evidence for all claims, both formal and informal,
examples from the informational text and their own prior knowledge and experience
informational text contains explicit and implicit information explicit information is stated directly in the informational text implicit information is drawn from clues in the informational text
Do: identify details and examples from informational text to support
their inferences and conclusionsPre-requisite:
ask questions about an informational text referring to explicit details and examples from the text
answer questions about an informational text using explicit details and examples from the text to support their answer
find evidence within an informational text to support an answer refer to text when drawing conclusions
in writing and in discussion
Grade 5HP
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Know:
a quote is a word, phrase, sentence, or paragraph taken directly from informational text
explicit information is stated directly in informational text an inference is a logical assumption based on details and
examples from informational textDo:
summarize what informational text says, citing evidence from the text and incorporating a relevant quote
draw inferences from informational text, citing evidence from the text and incorporating a relevant quote
justify their choice of quote and how it supports their explanation of informational text
paraphrase information from textPre-requisite:
know the difference between explicit and implicit identify details and examples from informational text to support
their inferences and conclusions
Require textual evidence for all claims and inferences, even in informal class discussion
Model the necessity of providing evidence for claims in circumstances other than textual analysis, for example in making decisions about a class party or field trip
Require students to take notes, modeling appropriate procedures and content
Have students quote, paraphrase, and summarize and explore the accuracy of their content
Explain bias and note when bias appears in summary (a summary should not include “it was a good book about birds” it should only include the infor-mation about the birds!)
Purposefully provide informational texts that challenge your readers
Informational Text: Key Ideas and DetailsCCR Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Grade Grade-Specific Standard Approaches to Instruction
Informational Text 2
Grade 3HP
Determine the main idea of a text; recount the key details and explain how they support the main idea.Know:
main idea of a text is the central thought or point the author is making about a topic
recount means to retell with details main idea is often stated explicitly in informational text an author will often use signal words to introduce supporting
details (e.g., such as, also, for example, one reason)Do:
identify details from the text that were used to determine the main idea
explain how the details from the text support the main idea determine the main idea of a text use signal words to locate supporting details in the text
Pre-requisite: define indent as leaving a blank space at the beginning of a
paragraph determine the main topic of an informational text determine the topic of each paragraph within the text explain how the various paragraphs support the main topic of
the text
Lead students in understanding how to connect details Engage students in using various informational texts to identify
the main idea, and the supporting key details Engage students in discussions about how the main ideas and
key details define what the text is about
Grade 4HP
Determine the main idea of a text and explain how it is supported by key details; summarize the text.Know:
main idea of a text is the central thought or the point the author is making about a topic
main idea of a text is often explicitly stated in informational text key details in an informational text help determine the main
idea a summary contains only the most important details from the
textDo:
identify details from the informational text that support the main idea
explain how details from the text support the main idea select and use key details to summarize the text
Pre-requisite: identify details from the text that were used to determine the
main idea explain how the details from the text support the main idea determine the main idea of a text use signal words to locate supporting details in the text
Engage students in using various informational texts to identify the main idea, and the supporting key details
Model effective summarization and the difference between summary and paraphrase; provide students with opportunities to practice both
Provide strategies for determining main idea in an informational text (for example word frequency, topic sentences)
Informational Text 3
Grade 5HP
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Know:
main idea of a text is the central thought or the point the author is making about a topic
main idea of a text is often explicitly stated in informational text key details in a text help determine the main idea informational text may contain more than one main idea a summary contains only the most important details from the
textDo:
determine if the text has two or more main ideas determine if the text has two or more main ideas identify all the main ideas or points the author is making identify key details from the text that were used to support
each of the identified main ideas identify details and the main idea from the text and use them to
provide a written or oral summary of the textPre-requisite:
identify details from the informational text that support the main idea
explain how details from the text support the main idea select and use key details to summarize the text
Provide students with direction in understanding that there are different reading strategies for different types of informational text (for example, author and cultural context of historical documents is extremely important, whereas the country of origin for a scientific article might not be very important; graphics are usually crucial to understanding a scientific article but may be less important to a newspaper article)
Have students construct “reverse graphic organizers” from technical texts to help them identify key points and supporting evidence
Purposefully choose a variety of informational texts that illustrate more than one main idea
Informational Text 4
Informational Text: Key Ideas and Details
CCR Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Know:
relationships between historical events, technical procedures, and scientific ideas and concepts
language that pertains to time, sequence, and cause/effectDo:
describe relationships between historical events, technical procedures, and scientific ideas and concepts
use language that pertains to time, sequence, and cause/effectPre-requisite:
describe connections between technical procedures, historical events, and scientific ideas or concepts
Purposefully choose your informational text connections to scaffold the cognitive practice of making connections - both obvious and abstract - among multiple genres, authors, and concepts
Model for students how to explain a process through sequenced steps, highlighting the importance of explicit instructions and proper sequencing
Model the use of various graphic organizers to make connections
Grade 4HP
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Know:
events, procedures, ideas, and concepts in different kinds of informational texts
Do: explain events, procedures, ideas, and concepts in different
kinds of texts explain what happened and why based on information in the
textPre-requisite:
describe relationships between procedures, events, ideas, or concepts
Use graphic organizers to illustrate connections and distinctions (such as Venn diagrams and “T” charts)
Require students to create outlines tracing the development of ideas or arguments in informational texts
Proactively provide examples of the kinds of connections to be made within a text (for example point out comparisons and contrasts)
Provide routine writing opportunities that require students to think about and identify connections within text
Grade 5HP
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Use graphic organizers to illustrate connections and distinctions (such as Venn diagrams and “T” charts)
Informational Text 5
Know: relationships and interactions between individuals, events,
ideas, and concepts in different kinds of textsDo:
explain relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts
Pre-requisite: use specific information to explain procedures, events, ideas,
or concepts
Require students to create outlines tracing the development of ideas or arguments in informational texts
Proactively provide examples of the kinds of connections to be made within a text (for example point out comparisons and contrasts)
Provide routine writing opportunities that require students to think about and identify connections within text
Informational Text: Craft and Structure
CCR Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.Know:
historical events are significant occurrences from the past scientific ideas/concepts are important understandings
discovered and/or developed by the scientific community technical procedures elaborate the steps in a specialized
process time is the chronological passing of history sequence is a series of connected events a cause is a reason for an action an effect is the result of an action causes bring about effects in texts an author organizes informational text in specific structures of
chronology, sequence, and cause/effect.Do:
make connections between a series of historical events, scientific ideas/concepts, or steps in technical procedures
describe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect
Demonstrate the use of sentence level context to determine the meaning of words and phrases
Engage students in activities to experiment with words (word games, word wall, sorting words, etc.)
Informational Text 6
Pre-requisite: identify the events, key ideas/concepts, or steps in
informational texts identify words that signal connections in informational texts describe how a series of historical events, scientific
ideas/concepts, or steps in technical procedures are connectedGrade 4HP
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Know:
definitions, examples, and restatements are all types of context clues
a restatement is when something is restated again in a different way
a thesaurus is a book of synonyms and antonyms alphabetically arranged
Do: use context such as definitions, examples, or restatements to
determine the meaning of words or phrases use common Greek and Latin affixes and roots to determine
the meaning of an unknown word use a glossary, dictionary, or thesaurus to determine the
meaning of unknown wordsPre-requisite:
make connections between a series of historical events, scientific ideas/concepts, or steps in technical procedures
describe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect
Engage students in activities to experiment with words (word games, word wall, sorting words, etc.)
Reinforce various strategies for determining meaning of unknown words, especially academic and domain-specific vocabulary, such as context, roots and suffixes, and reference materials
Provide opportunities for focused study of vocabulary from informational text that students will encounter in academic and career situations, such as legal, scientific, or computer terminology
Model and explore techniques for chunking difficult technical text, taking notes, outlining, or other strategies to make texts manageable
Routinely practice summary and paraphrase of complex informational texts
Grade 5HP
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Know:
cause and effect relationships and comparisons in text are types of context clues
the meaning of unfamiliar words may be signaled by cause and effect relationships between ideas
key words in a text may provide clues as to the meaning of an unknown word
Do:
Reinforce the effective and efficient use of various strategies for determining meaning of unknown words, especially academic and domain-specific vocabulary, such as context, roots and suffixes, and reference materials
Provide opportunities for focused study of vocabulary from informational text that students will encounter in academic and career situations, such as legal, scientific, or computer terminology
Model and explore techniques for chunking difficult technical text, annotating, outlining, or other strategies to make texts
Informational Text 7
use cause and effect relationships to determine the meaning of an unknown word
use comparisons in a text to determine the meaning of an unknown word
use common Greek and Latin affixes and roots to determine the meaning of an unknown word
use a glossary, dictionary, or thesaurus to determine the meaning of unknown words
Pre-requisite: determine the meaning of words using strategies and tools
such as context clues, affixes and roots, dictionaries, thesaurus, and glossaries
manageable Routinely practice summary and paraphrase of complex
informational texts
Informational Text: Craft and Structure
CCR Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Use text features and search tools (eg, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Know:
text features, including but not limited to maps, diagrams, timelines, tables, text boxes, photos, and illustrations
key words are specific words or phrases describing images, text, and documents related to a topic, which are used to locate relevant information within a text or when searching the Internet
sidebars are short companion stories next to a larger article which complement, contrast, or give further information related to the article
hyperlinks are words, phrases, or images on a web page that allow the user to click to another web page or web document
different text features and search tools have different purposesDo:
use synonyms and relevant descriptive words to generate key words
use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently
Model using key words, sidebars, and hyperlinks to locate information about a topic
Provide students opportunities to use various text features and search tools
Informational Text 8
use sidebars and hyperlinks to locate relevant information quickly and efficiently
explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic
determine whether information is relevant to a given topic choose the appropriate text feature or search tool to complete
a task efficiently evaluate how text features connect to the greater text
Pre-requisite: use text features to locate specific facts and information in a
text explain how various text features help readers gain information
from a text (eg, bold print is used to give emphasis to text) select the most appropriate text feature to locate a specific
piece of information evaluate how text features connect to the greater text
Grade 4HP
Describe the overall structure (eg, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Know:
text structure refers to the way authors organize information in a text
authors use different structures to communicate events, ideas, concepts and information in a text
readers use text structure to monitor their comprehension and help them make better sense of the information in a text
texts organized chronologically describe events in the order they happened, or tell the ordered steps to do or make something
sequence words (e.g. first, following, soon, finally) indicate a text is organized chronologically
texts organized in a compare/contrast structure tell about the similarities and differences between two or more things
to compare is to show how two or more things are alike to contrast is to show how two or more things are different words that signal a text are organized using a
compare/contrast structure (e.g. same, alike, as opposed to, on the other hand)
texts organized in a cause effect structure describe why one or more events occurred
Provide students with opportunities to “reverse engineer” technical documents, creating outlines from finished texts, in order to make the underlying structure and strategies visible
Identify particularly well-constructed paragraphs, specifically those that effectively support a claim, examine a counter-claim, or address some other very specific informational purpose
Share student writing samples that effectively employ clear organizational structures
Informational Text 9
a cause is an action or event which has one or more outcomes an effect is an action or event which occurs as a result of
another event (the cause) words that signal a text are organized using a cause/effect
structure (e.g. so, because, therefore, consequently, as a result)
texts organized in a problem/solution structure describe a problem then give one or more possible solutions
a problem is an obstacle that has one or more possible solutions
a solution is how a problem is overcome phrases that signal a text is organized using a problem/solution
structure (e.g. the problem is, a possible solution, to solve this, in order to overcome)
texts are organized in a descriptive structure describe a topic by listing characteristics, features, and examples
words that signal a text are organized using a descriptive structure (e.g. for example, characteristics, to illustrate)
Do: determine the overall text structure by using signal or
sequence words and determining how events or ideas relate to one another
evaluate how the text structure connects the events, ideas, concepts and information presented in the text
determine why an author chose a text structure describe the order of events in a chronologically organized text describe the cause and explain why it led to a specific effect describe the problem and possible solution(s) to the problem
from a textPre-requisite:
use synonyms and relevant descriptive words to generate key words
use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently
use sidebars and hyperlinks to locate relevant information quickly and efficiently
explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic
determine whether information is relevant to a given topic choose the appropriate text feature or search tool to complete
Informational Text 10
a task efficiently evaluate how text features connect to the greater text
Grade 5HP
Compare and contrast the overall structure (eg, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.Know:
that chronology, comparison, cause/effect, problem/solution and description are examples of text structure formats
common signal words and transition words which indicate text structures (e.g., chronology, comparison, cause/effect, problem/solution, description)
text structure contributes to the development of events, ideas, concepts, and information within a text
how to identify signal words in an informational textDo:
identify the overall structure of two or more texts describe the similarities and differences in the development of
events, ideas, concepts, and information in two or more textsPre-requisite:
determine the overall text structure by using signal or sequence words and determining how events or ideas relate to one another
evaluate how the text structure connects the events, ideas, concepts and information presented in the text
determine why an author chose a text structure describe the order of events in a chronologically organized text describe the cause and explain why it led to a specific effect describe the problem and possible solution(s) to the problem
from a text
Provide students with opportunities to “reverse engineer” technical documents, creating outlines from finished texts, in order to make the underly-ing structure and strategies visible
Identify particularly well-constructed paragraphs, specifically those that effectively support a claim, examine a counter-claim, or address some other very specific informational purpose
Share student writing samples that effectively employ clear organizational structures
Informational Text 11
Informational Text: Craft and Structure
CCR Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Distinguish their own point of view from that of the author of a text.Know:
a point of view is someone's way of thinking about or position on a subject
readers develop their own point of view when reading a text an author writes a text from his/her own point of view their point of view on a subject does not have to be the same
as the author's point of view a point of view can be influenced by a person's background
and experienceDo:
identify the author's point of view in a text identify their own point of view on the same subject compare their own point of view with the author's, noting the
similarities and differences describe how the author's point of view is shaped by
background and experience (e.g., difference in generation, location, social status, etc.)
Pre-requisite: determine what the author wants to answer, explain, and
describe within the text determine the main purpose of a text give examples of words, phrases, or sentences which indicate
what the author wants to answer, explain, or describe
Provide students opportunities to read informational text from various authors for exposure to different points of view
Encourage students not to be afraid of having a different point of view from the point of view of the author
Grade 4HP
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.Know:
know a firsthand account (primary source) is told from the perspective of a participant in an event
know a secondhand account (secondary source) is told from the perspective of someone who did not participate in the event
know the point of view (firsthand or secondhand) of an account affects the focus and information provided in the account
know there will be similarities and differences between firsthand and secondhand accounts of the same event
Do:
Assign students the task of viewing nightly news and taking notes; students can watch multiple channels comparing coverage and scan also read newspapers together after viewing to compare paper vs. televised news
Use historical texts that provide varying accounts of historical events to illustrate the fact that “history is written by the victors”
Proactively choose texts within a thematic unit that illustrate the manipulation of point of view in informational texts
Informational Text 12
identify important details from the text which indicate the author's focus
determine the focus of both firsthand and secondhand accounts of an event or topic
contrast the details and information provided in different accounts of the same event or topic
compare and contrast a firsthand and secondhand account of the same event or topic
Pre-requisite: identify the author's point of view in a text identify their own point of view on the same subject compare their own point of view with the author's, noting the
similarities and differences describe how the author's point of view is shaped by
background and experience (e.g., difference in generation, location, social status, etc.)
Grade 5HP
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Know:
know an event or topic can be described in various ways by different authors
know an author's account of an event or topic is influenced by his or her point of view
know multiple accounts of the same event or topic can share similarities and differences based on each author's personal point of view
Do: analyze the different points of view used in multiple accounts of
the same event or topic note similarities and differences between multiple accounts of
the same event or topic explain how an author's point of view affects his or her account
of an event or topicPre-requisite:
identify important details from the text which indicate the author's focus
determine the focus of both firsthand and secondhand accounts of an event or topic
contrast the details and information provided in different accounts of the same event or topic
compare and contrast a firsthand and secondhand account of the same event or topic
Assign students the task of viewing nightly news and taking notes; students can watch multiple channels comparing coverage and acan also read newspapers together after viewing to compare paper vs. televised news
Use historical texts that provide varying accounts of historical events to illustrate the fact that “history is written by the victors”
Proactively choose texts within a thematic unit that illustrate the manipulation of point of view in informational texts
Informational Text 13
Informational Text: Integration of Knowledge and Ideas
CCR Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Use information gained from illustrations (eg, maps, photographs) and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).Know:
how to identify common types of illustrations (eg, maps, photographs, diagrams, graphs) in informational text
that the illustrations and words in a text work together to give information about where, when, why, and how key events occur
Do: interpret the information from illustrations and words in a text to
determine where, when, why, and how key events occur explain how they used illustrations and words within a text to
better understand key eventsPre-requisite:
explain the purpose of diagrams, drawings, illustrations, and photographs in informational text
explain what specific information (eg, how it works, parts of, processes) is provided by diagrams, drawings, illustrations, and photographs
Provide students with opportunities to use multiple print and digital sources
Guide students to understand how to use illustrations maps, and photographs to understand the text
Model how to identify commonalities between text and text features, and explain how they support each other
Grade 4HP
Interpret information presented visually, orally, or quantitatively (eg, in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Know:
how to identify common informational text features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
how to identify the purpose of each text features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)
how to read diagrams, timelines, legends, etc. to clarify meaning
Do: interpret information from charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages compare and contrast information from charts, graphs,
Provide students with opportunities to use multiple print and digital sources
Guide students to understand how to use digital charts, graphs, time lines, animations, and interactive elements on Web pages
Informational Text 14
diagrams, time lines, animations, or interactive elements on Web pages
evaluate why information is included or not included in informational text
explain how information presented visually, orally or quantitatively contributes to or improves understanding of informational text
Pre-requisite: interpret the information from illustrations and words in a text to
determine where, when, why, and how key events occur explain how they used illustrations and words within a text to
better understand key eventsGrade 5HP
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Know:
how to locate informational text in print and digital formats strategies to locate answers to questions strategies to solve problems
Do: identify information from multiple sources analyze information for answers to questions or problems determine the most effective and efficient method for
answering a question determine the most effective and efficient method for solving a
problem demonstrate the ability to answer a question quickly demonstrate the ability to solve a problem efficiently
Pre-requisite: interpret information from charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages compare and contrast information from charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages
evaluate why information is included or not included in informational text
explain how information presented visually, orally or quantitatively contributes to or improves understanding of informational text
Provide frequent opportunities for students to consume texts in various formats, including audio books, films, and websites, guiding collaborative discussions on the merits of each medium
Require students to gather information from more than one type of source/media in research or analysis projects
Encourage students to think about the impact of various mediums on the messages they receive; for example how print advertisements differ from television advertisements for the same product
Have students conduct an inventory of the average amount of media consumed by their peers and which types of media most information comes from; students could also discuss the reliability of the most-often-consumed media outlets
*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
Informational Text 15
Informational Text: Integration of Knowledge and Ideas
CCR Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3HP
Describe the logical connection between particular sentences and paragraphs in a text (eg, comparison, cause/effect, first/second/third in a sequence).Know:
comparison is telling the similarities and differences between two or more things
comparisons within a text that cause/effect describes why one or more events occurred cause/effect within a text that sequential order of a text describes events in the order
they happened or tells the ordered steps to do or make something
sequential order within a text authors use different structures to present information within a
textDo:
determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential order
describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points
Pre-requisite: explain what information from the text helps a reader
understand the author's message explain why the author would include certain information in the
text
Model through the use of a read-aloud how to locate reasons to support a point the author makes in a text, and restate these reasons in your own words
Provide students with several opportunities to provide facts that will support specific points of the author in a text by referring directly to the text
Informational Text 16
Grade 4HP
Explain how an author uses reasons and evidence to support particular points in a text.Know:
that reasons and evidence are pieces of information that support particular points within a text
reasons and evidence used to support particular points (e.g., arguments) in a text
Do: explain how an author uses specific reasons and evidence to
support particular points in a text evaluate whether or not the reasons and evidence given
support the particular points posed by the authorPre-requisite:
determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential order
describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points
Engage students in opportunities to use various texts to see how the author uses evidence to support particular points
Model how to use notes to as to explain reasons and evidence the author gives to support a particular point
Grade 5HP
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Know:
to identify particular points (eg, arguments) in a text reasons are used to support particular points in a text know evidence is used to support a particular point in a text
Do: identify which reasons support particular points in a text identify which evidence supports particular points in a text evaluate and explain the connection between
reasons/evidence and particular points in a textPre-requisite:
explain how an author uses specific reasons and evidence to support particular points in a text
evaluate whether or not the reasons and evidence given support the particular points posed by the author
Provide opportunities for students to examine sound logic as opposed to logical fallacies employed in texts and visual texts such as commercials or debates
Require students to explore and understand the basic and most-frequently-used types of persuasive techniques, identifying them in de-bates, ads, and other texts and practicing constructing them as well
Require students to produce valid evidence for claims in all texts and discussion, both formal and informal
Informational Text 17
Informational Text: Integration of Knowledge and Ideas
CCR Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Grade Grade-Specific Standard Approaches to Instruction
Grade 3 Compare and contrast the most important points and key details presented in two texts on the same topic.Know:
that important points in a text are the most important pieces of information the author gives the reader
that key details in a text are pieces of information that support the important points
that some details are more important than othersDo:
compare and contrast how two informational texts on the same topic present the most important points
compare and contrast how two informational texts on the same topic present the key details
Pre-requisite: identify similarities in and differences between two
informational texts on the same topic using the illustrations in the text
identify similarities in and differences between two informational texts on the same topic using the descriptions in the text
identify similarities in and differences between two informational texts on the same topic using the procedures in the text
Engage students in discussing a variety of texts about the same topic to understand that authors may view the same topic in different ways
Engage students in using graphic organizers to compare and contrast
Grade 4 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Know:
that information from two texts can be combined to create a more complete understanding of a topic
key and relevant details on a single topic between two texts how to categorize key details from two texts how to eliminate nonessential information how to synthesize information from two texts on a single topic
Do: speak knowledgeably about a topic, integrating information
from two texts
Integrate short and extended research opportunities into your thematic units that require students to integrate information from multiple sources
Provide writing opportunities that require students to integrate information from multiple sources
Discuss the verbiage of the standard with your students; explore the meaning of true “integration” of information
Informational Text 18
compose a piece of writing on a topic, integrating information from two texts
Pre-requisite: compare and contrast how two informational texts on the same
topic present the most important points compare and contrast how two informational texts on the same
topic present the key detailsGrade 5 Integrate information from several texts on the same topic in order to
write or speak about the subject knowledgeably.Know:
that information on a topic could come from more than one source
Do: identify and compile key and relevant details/information from
several texts (sources) on the same topic categorize key and relevant details/information from several
texts (sources) on the same topic integrate and organize key and relevant details/information
from several texts (sources) in a logical manner speak knowledgeably about a topic integrating information
gathered from several texts (sources) on the same topic compose a piece of writing integrating information from several
sources on the same topicPre-requisite:
speak knowledgeably about a topic, integrating information from two texts
compose a piece of writing on a topic, integrating information from two texts
Integrate short and extended research opportunities into your thematic units that require students to integrate information from multiple sources
Provide writing opportunities that require students to synthesize information from multiple sources into a coherent thesis
Discuss the verbiage of the standard with your students; explore the meaning of true “integration” of information
Informational Text 19
Informational Text: Range of Reading and Level of Text Complexity
CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.
Grade Grade-Specific Standard
Grade 3 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
Grade 4 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Grade 5 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
Informational Text 20