Reading Element Card Informational Text Grades 3-5
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=='''Grades 3–5 Reading Element Card – Informational Text – Using Details to Describe Text'''== | =='''Grades 3–5 Reading Element Card – Informational Text – Using Details to Describe Text'''== |
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Grades 3–5 Reading Element Card – Informational Text – Using Details to Describe Text
Grade 3 students: | Grade 4 students: | Grade 5 students: | ||||||
CCSS: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | CCSS: RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | CCSS: RI.5.1 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.
4.RI.i2 Refer to details and examples in a text when drawing basic inferences from an informational text. |
5.RI.c2 Quote accurately from a text when explaining what the text says explicitly.
5.RI.c3 Quote accurately from a text to support inferences. | ||||||
Essential Understanding:
Answer questions about a text. THEN
Identify places in the text where the text supports an answer. |
Essential Understanding:
Answer questions about a text. THEN
Identify places in the text where the text supports an answer. THEN
Identify a basic inference from an informational text. |
Essential Understanding:
Answer questions about a text. THEN
Identify places in the text where the text supports an answer. THEN
Identify a basic inference from an informational text. | ||||||
Suggested Instructional Strategies:
Write to Understand
Model to Understand
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Describing the Main idea
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. |
CCSS: RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. | CCSS: RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
PI:E.RI.i Identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information.
E.RI.j Attending to signal words, text structure, and semantic cues to interpret and organize information (e.g., sequence, description, compare contrast, cause-effect). E.RI.k Using supporting evidence to analyze or compare texts or parts of texts: author's purpose, points of view, key ideas/details, different accounts. |
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.i2 Determine the main idea of text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
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. 3.RI.j2 Describe the connection between sentences and paragraphs in a text. 3.RI.k5 Determine the main idea of a text; recount the key details and explain how they support the main idea. |
4.RI.i3 Determine the main idea of an informational text.
4.RI.i4 Identify supporting details of an informational text. |
5.RI.c4 Determine the main idea and identify key details to support the main idea. |
Essential Understanding:
Identify the topic of a text of information presented in diverse media. THEN
Identify a supporting detail of the topic in a text. THEN
Identify a supporting detail in diverse media that supports the topic in the medium.
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Essential Understanding:
Identify the topic of a text. THEN
Identify a supporting detail of the topic in a text. |
Essential Understanding:
Identify the topic of a text. THEN
Identify a supporting detail of the topic in a text. |
Suggested Instructional Strategies:
Write to Understand Graphic Organizer (e.g., bubble)
Topic Board/Display
Discuss to Understand
Group Think
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Suggested Scaffolds and Supports
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Additional Resources
1Moore, P., & Lyon, A. (2005). New essentials for teaching reading in prek-2. (pp. 96-97). New York, New York: Scholastic. 2Pinnell, G. S., & Scharer, P. L. (2003).Teaching for comprehension in reading, grades K-2. Strategies for helping children read with ease, confidence, and understanding. New York, New York: Scholastic. Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text –Analyzing Relationships
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: | CCSS: | CCSS: RI.5.3 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. |
PI: | PI: | PI: M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. |
CCCs | CCCs | CCCs |
5.RI.d1 Explain/identify the relationship between two or more individuals, events, ideas, or concepts in historical, scientific, or technical text.
5.RI.d2 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. | ||
Essential Understanding:
Identify two connected individuals, events, or ideas of an informational text. THEN
Identify a second individual, event, or idea in the same informational text. THEN
Compare/contrast individuals, events, or ideas within an informational text using provided information. | ||
Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Identifying Text Structure & Gather Information
Grade 3 students: | Grade 4 students: | Grade 5 students: | |||||||||||
CCSS: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | CCSS: RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | CCSS: RI.5.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | |||||||||||
PI: E.RI.j Attending to signal words, text structure, and semantic cues to interpret and organize information (e.g., sequence, description, compare contrast, cause-effect). | PI: E.RI.j attending to signal words, text structure, and semantic cues to interpret and organize information (e.g., sequence, description, compare contrast, cause-effect) | PI: M.RI.b using text structures (e.g., cause-effect, proposition-support), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information | |||||||||||
CCCs | CCCs | CCCs | |||||||||||
3.RI.j1 Identify signal words that help determine what the text structure is in an informational text. | 4.RI.j1 Identify signal words that help determine what the text structure is in an informational text (e.g., description, problem/solution, time/order, compare/contrast, cause/effect, directions). | 5.RI.b1 Use signal words as a means of locating information (e.g., knowing that "because" or "as a result of" may help link a cause to a result).
5.RI.b2 Use signal word to identify common types of text structure. | |||||||||||
Essential Understanding:
Identify signal words. THEN
Identify informational text structures. THEN
Match a list of given signal words to the appropriate text structure. |
Essential Understanding:
Identify signal words. THEN
Identify informational text structures. THEN
Match a list of given signal words to the appropriate text structure. |
Essential Understanding:
Identify signal words. THEN
Identify informational text structures. THEN
Match a list of given signal words to the appropriate text structure. | |||||||||||
Suggested Instructional Strategies:
Write to Understand
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text –Identifying Text Structure
Grade 3 students: | Grade 4 students: | Grade 5students: |
CCSS: | CCSS: RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | CCSS: RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
PI: | PI: E.RI.j Attending to signal words, text structure, and semantic cues to interpret and organize information (e.g., sequence, description, compare contrast, cause-effect). | PI: M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. |
CCCs | CCCs | CCCs |
4.RI.j2 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
4.RI.j3 Organize information presented in an information text to demonstrate the text structure. |
5.RI.d5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. | |
Essential Understanding: | Essential Understanding:
Identify various informational text structures. THEN
Identify signal words associated with each text structure. THEN
Identify different ways in which informational texts might be organized. |
Essential Understanding:
Identify a similarity between two pieces of information from a text. THEN
Identify a difference between two pieces of information from a text. THEN
Identify elements of text structure (e.g., chronology, comparison, cause/effect, problem/solution). |
Suggested Instructional Strategies:
Write to Understand Graphic Organizer
Sort to Understand
Discuss to Understand Think-Pair-Share
Model to Understand
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Suggested Scaffolds and Supports
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Additional Resources
Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3 – 5 Reading Element Card – Informational Text – Identifying Text Structure
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | CCSS: RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | CCSS: RI.5.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. |
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding. | PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding. | PI: M.RI.b Using text structures (e.g., cause-effect, proposition-support), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information. |
CCCs | CCCs | CCCs |
3.RI.h1 Identify the purpose of a variety of text features.
3.RI.h2 Use text features (keywords, glossary) to locate information relevant to a given topic or question. 3.RI.h3 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. |
4.RI.h1 Use text features (keywords, glossary) to locate information relevant to a given topic or question.
4.RI.h2 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. |
5.RI.b3 Use search tools or text features as a means of locating relevant information. |
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN
Locate information in a variety of text features. THEN
Identify tools (e.g., sidebars, icons, glossary) that help locate information. |
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN
Locate information in a variety of text features. THEN
Identify tools (e.g., sidebars, icons, glossary) that help locate information. |
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN
Locate information in a variety of text features. THEN
Identify tools (e.g., sidebars, icons, glossary) that help locate information. |
Suggested Instructional Strategies:
Sort to Understand
Discuss to Understand Compare Literary Text to Informational Text (compare/contrast)
Text divisions – ask students to identify how the text is organized and presented.
Model to Understand
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Suggested Scaffolds and Supports
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Distinguishing Point of View
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: RI.3.6 Distinguish their own point of view from that of the author of a text. | CCSS: | CCSS: |
PI: E.RI.k using supporting evidence to analyze or compare texts or parts of texts: author's purpose, points of view, key ideas/details, different accounts | PI: | PI: |
CCCs | CCCs | CCCs |
3.RI.k2 Identify own point of view about a topic.
3.RI.k3 Compare own point of view to that of the author. |
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Essential Understanding:
Answer simple connection questions about the text. THEN
Identify the author's point-of-view. |
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Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3 – 5 Reading Element Card – Informational Text –Distinguishing Point of View
Grade 3 students: | Grade 4 students: | Grade 5 students: | ||||||
CCSS: | CCSS: RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. | CCSS: | ||||||
PI: | PI: E.RI.k Using supporting evidence to analyze or compare texts or parts of texts: author's purpose, points of view, key ideas/details, different accounts. | PI: | ||||||
CCCs | CCCs | CCCs | ||||||
4.RI.k1 Determine if information in a text is firsthand or secondhand.
4.RI.k2 Compare and contrast a firsthand and secondhand account of the same event or topic. |
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Essential Understanding:
Identify sources of an informational text. THEN
Identify text that is considered firsthand (i.e., taken directly from the source). |
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Suggested Instructional Strategies:
Write to Understand
\[\[File:Insert Picture here.jpg\]\] Sort to Understand
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Connecting Diverse Media and Formats
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). | CCSS: RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., 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. | CCSS |
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding.
E.RI.l Using evidence to show how graphics/ visuals support central ideas. |
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding.
E.RI.l Using evidence to show how graphics/ visuals support central ideas. |
PI: |
CCCs | CCCs | CCCs |
3.RI.l1 Identify information learned from illustrations and information learned from the words in an informational text.
3.RI.l2 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.l3 Within informational texts, locate or identify evidence in the text or graphics to support the central ideas. 3.RI.h4 Use illustrations (e.g. maps, photographs) in informational texts to answer questions. |
4.RI.h3 Use illustrations (e.g., maps, photographs, diagrams, timelines) in informational texts to answer questions.
4.RI.h4 Use information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) to answer questions. 4.RI.h5 Explain how the information presented visually, orally, or quantitatively contributes to the understanding of the text. 4.RI.l1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
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Essential Understanding:
Distinguish between text and illustration (e.g., map, photograph, graphic). THEN
Identify an illustration (e.g., map, photograph, graphic). THEN
Identify sources of information presented visually. THEN
Identify which source (visual or text) provides given information. THEN
Recall information from a text feature (e.g. map, photograph, graph). |
Essential Understanding:
Distinguish between text and illustration (e.g., map, photograph, graphics). THEN
Identify basic text features (e.g., charts, graphs, diagrams, time lines, maps). THEN
Locate information within a simplified chart, map or graph. THEN
Identify which source (visual or text) provides given information. THEN
Recall information from a text feature (e.g. map, photograph, graph). THEN
Explain the purpose of a given chart, map or graph. THEN
Describe the purpose of a specified aspect within a chart, map or graph. |
Essential Understanding:
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Suggested Instructional Strategies:
Write to Understand
Sort to Understand
Discuss to Understand Teach using the 5 W's and How Strategy. (Who, What, When, Where, Why, and How)
Model to Understand Teach using QAR. Model the four types of questions:
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Suggested Scaffolds and Supports
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Additional Resources
Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Connecting Diverse Media and Formats
Grade 3 students: | Grade 4 students: | Grade 5 students: |
CCSS: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. | CCSS: RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. | CCSS RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
PI: E.RI.n Analyzing how authors use facts, details, and explanations to develop ideas or support their reasoning. | PI:
E.RI.k Using supporting evidence to analyze or compare texts or parts of texts: author's purpose, points of view, key ideas/details, different accounts. E.RI.n Analyzing how authors use facts, details, and explanations to develop ideas or support their reasoning. |
PI:
M.RI.e Identifying author's purpose, viewpoint, or potential bias and explaining its impact on the reader. M.RI.g Analyzing how an author develops ideas and supports a thesis or reasoning. |
CCCs | CCCs | CCCs |
3.RI.n1 Identify facts that an author uses to support a specific point or opinion. | 4.RI.k5 Identify reasons that the author uses to support ideas in an informational text.
4.RI.n1 Identify facts that an author uses to support a specific point or opinion. |
5.RI.e2 Explain how an author uses reasons and evidence to support particular points in a text.
5.RI.e3 Identify reasons and evidence that support an author's point(s) in a text. 5.RI.g1 Identify the author's stated thesis/claim/opinion. 5.RI.g2 Identify evidence the author uses to support stated thesis/claim/opinion. |
Essential Understanding:
Match a fact to a fact given in a text. THEN
Identify one fact in an informational text. THEN
Differentiate between a fact and an opinion. |
Essential Understanding:
Identify the main idea in an informational text. THEN
Identify one reason or fact that supports the main idea in an informational text. |
Essential Understanding:
Identify at least one point or claim the author makes in an informational text. THEN
Identify examples/evidence (one reason, fact, or statement) that supports a point made by the author in an informational text. |
Suggested Instructional Strategies:
Write to Understand Graphic Organizer
\[\[File:Insert Picture here.jpg\]\] http://creativecommons.org/licenses/by-sa/3.0/
Sort to Understand
Discuss to Understand Question Quandary/Think-Pair-Share
Model to Understand
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Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 3–5 Reading Element Card – Informational Text – Analyzing Across Texts & Gather Information
Grade 3 students: | Grade 4 students: | Grade 5 students: | ||||||||||||
CCSS: RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. | CCSS: RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
CCSS:
RI.5.7 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. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | ||||||||||||
PI: E.RI.m Using a variety of sources to research a topic; determining relevance of information; making connections within or across texts. | PI: E.RI.m Using a variety of sources to research a topic; determining relevance of information; making connections within or across texts. | PI:
M.RI.b Using text structures (e.g., cause-effect, proposition-support), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information. M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. M.RI.f Determining relevance or comparability of concepts and supporting details from multiple sources and integrating them to research a topic. | ||||||||||||
CCCs | CCCs | CCCs | ||||||||||||
3.RI.m2 When researching a topic, compare and contrast the most important points and key details presented in two informational texts on the same topic.
3.HD.h2 Compare two or more texts on the same topic or by the same author. |
4.RI.k3 Compare and contrast how different authors use reasons and evidence to support the same topics across texts.
4.RI.m1 Identify the most important information about a topic gathered from two texts on the same topic in order to write or speak about the subject knowledgably. 4.HD.h2 Report out about two or more texts on the same self-selected topic. |
5.RI.b4 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem.
5.RI.d4 Refer to multiple print or digital sources as a support for inferences (e.g., how did you know?). 5.RI.f1 Identify key details from multiple sources on the same topic (e.g., what are the important things that you learned?). 5.RI.f2 Integrate information on a topic from multiple sources to answer a question or support a focus or opinion. | ||||||||||||
Essential Understanding:
Identify key or the most important points or ideas in a text. THEN
Identify key details about the most important point or idea in a text. THEN
Compare/contrast the key points in two texts.
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Essential Understanding:
Identify key or the most important points in a text. THEN
Compare/contrast the key points in two texts. THEN
Identify supporting evidence for a key point within a text. THEN
Compare evidence presented by two authors on the same key point or idea. |
Essential Understanding:
Identify key information from two or more sources for the same topic. THEN
Integrate key information from two sources into one answer/opinion. | ||||||||||||
Suggested Instructional Strategies:
Write to Understand
\[\[File:Insert Picture here.jpg\]\]
Discuss to Understand
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Scaffolds and Supports
| ||||||||||||||
Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.