Reading Element Card Informational Text Grades 3-5
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+ | {{BACK TO|[[Element Cards]]}} | ||
+ | |||
+ | '''Teaching Informational Text''' | ||
+ | All of the CCCs in this document relate to teaching informational text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC Wiki ([https://wiki.ncscpartners.org/index.php/Main_Page https://wiki.ncscpartners.org/index.php/Main_Page]) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. | ||
+ | Below are some additional resources that may be helpful: | ||
+ | |||
+ | '''NCSC Curriculum Resource Guides''' | ||
+ | Reading Informational Text | ||
+ | Vocabulary Acquisition and Use | ||
+ | * Access these guide here: [https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides] | ||
+ | |||
+ | '''NCSC Content Modules''' | ||
+ | Author's Purpose and Point of View | ||
+ | Main Idea, Theme, and Details | ||
+ | Summarizing and Inferencing | ||
+ | Text Structure | ||
+ | Vocabulary Use and Acquisition | ||
+ | Informational Writing | ||
+ | Persuasive Writing | ||
+ | * Access all Content Modules here: [https://wiki.ncscpartners.org/index.php/Content_Modules https://wiki.ncscpartners.org/index.php/Content_Modules] | ||
+ | |||
+ | '''Websites for additional information''' | ||
+ | [http://aim.cast.org/ http://aim.cast.org] | ||
+ | [http://www.inspiration.com/community/lessons-and-ideas http://www.inspiration.com/community/lessons-and-ideas] | ||
+ | [http://www.edhelper.com/ www.edhelper.com] | ||
+ | [http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension] | ||
+ | [http://learnzillion.com/ http://learnzillion.com] | ||
+ | [http://www.teacherspayteachers.com/ http://www.teacherspayteachers.com] | ||
+ | [http://www.ncte.org/standards/common-core/nonfiction-texts http://www.ncte.org/standards/common-core/nonfiction-texts]<u> </u> | ||
+ | [http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/ http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/]<u> </u> | ||
+ | |||
+ | '''Grades K–2 Reading Element Card – Informational Text –''' ''Retelling Texts Using Details'''''<span style="font-family:arial; font-size:150%;">1</span> | ||
+ | {|border=1 | ||
+ | || | ||
+ | ||'''Grade 3 students: ''' | ||
+ | |||
+ | ||'''Grade 4 students: ''' | ||
+ | |||
+ | ||'''Grade 5 students: ''' | ||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">2</span> | ||
+ | ||'''CCSS ''' | ||
+ | |||
+ | ||'''CCSS ''' | ||
+ | |||
+ | ||'''CCSS ''' | ||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">3</span> | ||
+ | ||'''PI''' | ||
+ | |||
+ | ||'''PI''' | ||
+ | |||
+ | ||'''PI''' | ||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">4</span> | ||
+ | ||'''CCCs''' | ||
+ | |||
+ | ||'''CCCs''' | ||
+ | |||
+ | ||'''CCCs''' | ||
+ | |||
+ | |- | ||
+ | || | ||
+ | |style="background-color:#C2D69B;"|''Specific 3<sup>rd</sup> grade CCCs would be listed here. '' | ||
+ | |||
+ | |style="background-color:#C2D69B;"|''Specific 4<sup>th</sup> grade CCCs would be listed here.'' | ||
+ | |||
+ | |style="background-color:#C2D69B;"|''Specific 5<sup>th</sup> grade CCCs would be listed here.'' | ||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">5</span> | ||
+ | ||'''Essential Understanding:''' | ||
+ | |||
+ | ||'''Essential Understanding:''' | ||
+ | |||
+ | ||'''Essential Understanding:''' | ||
+ | |||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">6</span> | ||
+ | |colspan=3|'''Suggested Instructional Strategies:''' | ||
+ | |||
+ | |||
+ | |- | ||
+ | ||<span style="font-family:arial; font-size:150%;">7</span> | ||
+ | |colspan=3|'''Suggested Scaffolds and Supports:''' | ||
+ | |||
+ | |} | ||
+ | |||
+ | '''Explanations for corresponding line numbers''' | ||
+ | # '''Strand and Instructional Family: '''The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. [https://wiki.ncscpartners.org/index.php/Instructional_Families https://wiki.ncscpartners.org/index.php/Instructional_Families] | ||
+ | # '''Common Core State Standard (CCSS)''': A set of national standards that provide a consistent, clear understanding of what students are expected to learn. [http://www.corestandards.org/ http://www.corestandards.org/] | ||
+ | # '''Progress Indicators (PI):''' The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. [http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf] | ||
+ | # '''Core Content Connectors (CCCs):''' The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family. [https://wiki.ncscpartners.org/index.php/Core_Content_Connectors https://wiki.ncscpartners.org/index.php/Core_Content_Connectors] | ||
+ | # '''Essential Understandings:''' The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student. | ||
+ | # '''Suggested Strategies''': Suggested instructional strategies to teach the specific concepts and skills of the CCC. | ||
+ | # '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do. | ||
+ | <nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | ||
=='''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'''== | ||
Line 52: | Line 153: | ||
'''Write to Understand''' | '''Write to Understand''' | ||
− | * '''KWL Charts: | + | * '''KWL Charts:'''Before, during and after reading a text, create a KWL chart with the class to answer questions about key details in the text. |
− | What we '''K'''now about a topic | + | |
− | What we '''W'''onder about a topic | + | {|border=1 style="border-collapse:collapse;" |
− | What we '''L'''earned about a topic | + | ||What we '''K'''now about a topic |
+ | |||
+ | ||What we '''W'''onder about a topic | ||
+ | |||
+ | ||What we '''L'''earned about a topic | ||
+ | |- | ||
+ | || | ||
+ | |||
+ | |||
+ | || | ||
+ | |||
+ | |||
+ | || | ||
+ | |||
+ | |||
+ | |} | ||
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'''Write to Understand''' | '''Write to Understand''' | ||
− | * '''Informational Data Charts: | + | * '''Informational Data Charts: '''Have a text structure conversation with students. Find a book that represents each of the five different informational text structures. Then, with the students, fill out a data chart to see the types of signal words that are used with each type of text. |
− | '''Description''' | + | {|border=1 style="border-collapse:collapse;" |
− | '''Sequence''' | + | |- |
− | '''Problem/Solution''' | + | ||'''Description''' |
− | '''Compare/Contrast''' | + | ||'''Sequence''' |
− | '''Cause/Effect''' | + | ||'''Problem/Solution''' |
− | + | ||'''Compare/Contrast''' | |
− | '''Signal Words''' | + | ||'''Cause/Effect''' |
− | '''Like''' | + | |- |
+ | ||'''Signal Words''' | ||
+ | ||'''Like''' | ||
'''Similar''' | '''Similar''' | ||
− | '''First''' | + | ||'''First''' |
'''Next''' | '''Next''' | ||
− | '''One problem''' | + | ||'''One problem''' |
'''A way to solve this''' | '''A way to solve this''' | ||
− | '''On one hand''' | + | ||'''On one hand''' |
'''On the other hand''' | '''On the other hand''' | ||
− | '''Because''' | + | ||'''Because''' |
'''If, Only''' | '''If, Only''' | ||
− | + | |} | |
'''Sort to Understand''' | '''Sort to Understand''' | ||
− | * | + | * ''Information Sorting:'' On sorting cards, write several different signal words. On five of the cards, make the following categories: ''Description, Sequence, Problem/Solution, Cause/Effect, ''and ''Compare/Contrast. ''Ask students to sort the signal words under each of the matching text structures. |
|- | |- | ||
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| style="background-color:#C2D69B;"|'''3.RI.h1 Identify the purpose of a variety of text features. ''' | | style="background-color:#C2D69B;"|'''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.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. | 3.RI.h3 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. | ||
Line 731: | Line 850: | ||
'''Write to Understand''' | '''Write to Understand''' | ||
− | * '''Firsthand/Secondhand Coding: | + | * '''Firsthand/Secondhand Coding: '''Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: |
− | Code | + | {|border=1 style="border-collapse:collapse;" |
− | Meaning | + | |- |
− | + | ||Code | |
− | 1 | + | ||Meaning |
− | Underline (using a green marker) firsthand account of information. Place a "1" next to the lines of text that show firsthand accounts. | + | |- |
− | + | ||1 | |
− | 2 | + | ||Underline (using a green marker) firsthand account of information. Place a "1" next to the lines of text that show firsthand accounts. |
− | Underline (using a red marker) secondhand account of information. Place a "2" next to the lines of text that show secondhand accounts. | + | |- |
− | + | ||2 | |
+ | ||Underline (using a red marker) secondhand account of information. Place a "2" next to the lines of text that show secondhand accounts. | ||
+ | |} | ||
* '''Informational Venn Diagrams: '''For texts that have firsthand and secondhand accounts of information, determine the difference between the two using a Venn Diagram. Within the left circle, record firsthand account information. Within the right circle, record secondhand account information. In the middle write how the firsthand and secondhand accounts are similar. | * '''Informational Venn Diagrams: '''For texts that have firsthand and secondhand accounts of information, determine the difference between the two using a Venn Diagram. Within the left circle, record firsthand account information. Within the right circle, record secondhand account information. In the middle write how the firsthand and secondhand accounts are similar. | ||
Line 936: | Line 1,057: | ||
4.RI.n1 Identify facts that an author uses to support a specific point or opinion. | 4.RI.n1 Identify facts that an author uses to support a specific point or opinion. | ||
− | | style="background-color:#C2D69B;"| | + | | style="background-color:#C2D69B;"|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.e3 Identify reasons and evidence that support an author's point(s) in a text. | ||
Line 1,006: | Line 1,127: | ||
=='''Grades 3–5 Reading Element Card – Informational Text – Analyzing Across Texts & Gather Information'''== | =='''Grades 3–5 Reading Element Card – Informational Text – Analyzing Across Texts & Gather Information'''== | ||
{|border=1 | {|border=1 | ||
− | ||'''Grade 3 students: ''' | + | |width="33%"|'''Grade 3 students: ''' |
− | ||'''Grade 4 students: ''' | + | |width="33%"|'''Grade 4 students: ''' |
||'''Grade 5 students: ''' | ||'''Grade 5 students: ''' | ||
Line 1,020: | Line 1,141: | ||
||'''CCSS: ''' | ||'''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.5.7 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. | RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. | ||
Line 1,029: | Line 1,151: | ||
||'''PI:''' | ||'''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.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.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. | M.RI.f Determining relevance or comparability of concepts and supporting details from multiple sources and integrating them to research a topic. | ||
Line 1,085: | Line 1,209: | ||
'''Write to Understand''' | '''Write to Understand''' | ||
* '''Informational Venn Diagrams: '''When researching a topic, compare and contrast the most important points and key details presented in the two informational texts by completing a Venn Diagram. First, brainstorm (individually, in a small group, or with the whole class) what information is shared within the two texts and place that information in the middle of the Venn Diagram. Then, in the outer circles, place information that is not shared between the two texts. | * '''Informational Venn Diagrams: '''When researching a topic, compare and contrast the most important points and key details presented in the two informational texts by completing a Venn Diagram. First, brainstorm (individually, in a small group, or with the whole class) what information is shared within the two texts and place that information in the middle of the Venn Diagram. Then, in the outer circles, place information that is not shared between the two texts. | ||
− | + | [[File:Reading Element Card Informational Text Grades K-2.PNG|center]] | |
* '''Informational Data Charts:'''''' '''To keep track of how information across multiple texts is similar and how it is different, create an informational data chart (similar to the one below). After filling out the chart, students can use the graphic organizer as a discussion point to verbally compare and contrast how two different texts address one similar topic. | * '''Informational Data Charts:'''''' '''To keep track of how information across multiple texts is similar and how it is different, create an informational data chart (similar to the one below). After filling out the chart, students can use the graphic organizer as a discussion point to verbally compare and contrast how two different texts address one similar topic. | ||
− | '''Text | + | {|border=1 style="border-collapse:collapse;" |
− | '''Text | + | || |
− | + | ||'''Text #1''' | |
− | '''Topic Addressed:''' | + | ||'''Text #2''' |
− | Tornadoes | + | |- |
− | Tornadoes | + | ||'''Topic Addressed:''' |
− | + | ||Tornadoes | |
− | '''Region:''' | + | ||Tornadoes |
− | Midwest tornadoes | + | |- |
− | Damaging tornadoes around the world | + | ||'''Region:''' |
− | + | ||Midwest tornadoes | |
− | '''Types of Tornadoes''' | + | ||Damaging tornadoes around the world |
− | Addresses all types of tornadoes | + | |- |
− | Only focuses on the most damaging types of tornadoes | + | ||'''Types of Tornadoes''' |
− | + | ||Addresses all types of tornadoes | |
+ | ||Only focuses on the most damaging types of tornadoes | ||
+ | |} | ||
'''Discuss to Understand''' | '''Discuss to Understand''' | ||
* '''Instructional Conversations: '''Individually, in small groups, or with the whole class, engage in a conversation about how multiple texts address a topic. First, teachers should ask students about their own point of view about a topic using their own background knowledge and what they've learned from the text. Next, the teacher can provide direct information about the topic to build their knowledge. Then, teachers ask different questions about the topic and allow the group to have an open conversation about the topic—specifically noting their point of view. Students should support their ideas by using information they learned from books or other multimedia sources. Questions to ask might include: | * '''Instructional Conversations: '''Individually, in small groups, or with the whole class, engage in a conversation about how multiple texts address a topic. First, teachers should ask students about their own point of view about a topic using their own background knowledge and what they've learned from the text. Next, the teacher can provide direct information about the topic to build their knowledge. Then, teachers ask different questions about the topic and allow the group to have an open conversation about the topic—specifically noting their point of view. Students should support their ideas by using information they learned from books or other multimedia sources. Questions to ask might include: | ||
− | ** What information did you learn from Text | + | ** What information did you learn from Text #1? Text #2? |
** How were the different texts similar? | ** How were the different texts similar? | ||
** How were the texts different? | ** How were the texts different? |
Latest revision as of 13:55, 3 November 2014
BACK TO Element Cards
Teaching Informational Text All of the CCCs in this document relate to teaching informational text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC Wiki (https://wiki.ncscpartners.org/index.php/Main_Page) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. Below are some additional resources that may be helpful:
NCSC Curriculum Resource Guides Reading Informational Text Vocabulary Acquisition and Use
- Access these guide here: https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides
NCSC Content Modules Author's Purpose and Point of View Main Idea, Theme, and Details Summarizing and Inferencing Text Structure Vocabulary Use and Acquisition Informational Writing Persuasive Writing
- Access all Content Modules here: https://wiki.ncscpartners.org/index.php/Content_Modules
Websites for additional information http://aim.cast.org http://www.inspiration.com/community/lessons-and-ideas www.edhelper.com http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://learnzillion.com http://www.teacherspayteachers.com http://www.ncte.org/standards/common-core/nonfiction-texts http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/
Grades K–2 Reading Element Card – Informational Text – Retelling Texts Using Details1
Grade 3 students: | Grade 4 students: | Grade 5 students: | |
2 | CCSS | CCSS | CCSS |
3 | PI | PI | PI |
4 | CCCs | CCCs | CCCs |
Specific 3rd grade CCCs would be listed here. | Specific 4th grade CCCs would be listed here. | Specific 5th grade CCCs would be listed here. | |
5 | Essential Understanding: | Essential Understanding: | Essential Understanding:
|
6 | Suggested Instructional Strategies:
| ||
7 | Suggested Scaffolds and Supports: |
Explanations for corresponding line numbers
- Strand and Instructional Family: The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. https://wiki.ncscpartners.org/index.php/Instructional_Families
- Common Core State Standard (CCSS): A set of national standards that provide a consistent, clear understanding of what students are expected to learn. http://www.corestandards.org/
- Progress Indicators (PI): The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
- Core Content Connectors (CCCs): The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family. https://wiki.ncscpartners.org/index.php/Core_Content_Connectors
- Essential Understandings: The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student.
- Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC.
- Suggested Supports and Scaffolds: Suggested supports and scaffolds for students to be able to demonstrate what they know and can do.
*Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty.
[edit] 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
| ||||||||
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.
[edit] 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.
|
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.
[edit] 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.
[edit] 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.
[edit] 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.
[edit] 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
|
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
[edit] 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. |
||
Essential Understanding:
Answer simple connection questions about the text. THEN
Identify the author's point-of-view. |
||
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.
[edit] 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.
[edit] 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
| ||
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.
[edit] 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
| ||
Suggested Scaffolds and Supports
|
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
[edit] 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.
|
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
Discuss to Understand
| ||||||||||||||
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.