Reading Element Card Grade 3-5 Informational Text Retelling Texts Using Details

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Grades 3 – 5 Reading Element Card – Informational Text- Retelling Texts Using Details

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	CCSS: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.	CCSS: 5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
PI: E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information	PI: E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information	PI: M.RI.c using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details
CCCs	CCCs	CCCs
3.RI.i1 Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	4.RI.i1 Refer to details and examples in a text when explaining what the text says explicitly.	5.RI.c2 Quote accurately from a text when explaining what the text says explicitly.
3.RI.i3 Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.	4.RI.i2 Refer to details and examples in a text when drawing basic inferences from an informational text.	5.RI.c3 Quote accurately from a text to support inferences.
Essential Understanding: Find explicitly stated information in text. THEN Answer who, what, when, where questions about a text. THEN Identify a supporting detail from other details for a provided topic statement.	Essential Understanding: Find explicitly stated information in text. THEN Identify information (details) that are relevant versus those which are not relevant to a topic. THEN Draw a basic inference.	Essential Understanding: Find explicitly stated information in text. THEN Draw a basic inference. THEN Use details and examples from text to support a basic inference.
Suggested Instructional Strategies: Example/Non-example (supporting detail, not a supporting detail)\* QAR (Question, Answer, Relationship): Think and Search- ask a question that may be answered by looking in more than one place in the text; Right There- ask a question that answer is found in only one place Information text T-Chart: left of chart has text information; right has student answers about critical thinking questions (e.g., What is the most important information? Why?) Inference Chart: Columns of What happened? What does it mean? Why do you think that?
Scaffolds and Supports Highlighted text

* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Instructional Family

Reading Informational Text: Key Ideas and Details

Retelling Texts Using Details

3.RI.i1 Answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers.

3.RI.i3 Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.RI.i1 Refer to details and examples in a text when explaining what the text says explicitly.

4.RI.i4 Identify supporting details of an informational text.

5.RI.a1 Use a variety of strategies(e.g., use context, affixes and roots) to derive meaning from a variety of print/non-print texts.

5.RI.c2 Quote accurately from a text when explaining what the text says explicitly.

5.RI.c5 Summarize the text or a portion of the text read, read aloud, or presented in diverse media.