Reading Element Card Informational Text Grades 9-12
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[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> | [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 9-12 Reading Element Card – Informational Text – ''Retelling Texts Using Details''''' | + | '''Grades 9-12 Reading Element Card – Informational Text – ''Retelling Texts Using Details'''''<span style="font-family:arial; font-size:150%;">1</span> |
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# '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do. | # '''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. | <nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | ||
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*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | *Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
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==''Distinguishing a Point of View''== | ==''Distinguishing a Point of View''== | ||
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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. | 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. | ||
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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. | 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. | ||
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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. | 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. | ||
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==''Identifying Text Structure''== | ==''Identifying Text Structure''== |
Latest revision as of 13:07, 30 October 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 9-12 Reading Element Card – Informational Text – Retelling Texts Using Details1
Grades 9-10 students: | Grades 11-12 students: | ||
2 | CCSS | CCSS | |
3 | PI | PI | |
4 | CCCs | CCCs | |
Specific 9-10th grade CCCs would be listed here. | Specific 11-12th grade CCCs would be listed here. | ||
5 | 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] Using Details to Describe Text
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. |
PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). | PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). |
CCCs | CCCs |
910.RI.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text or an adapted grade appropriate text.
910.RI.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text or an adapted grade appropriate text. |
1112.RI.b1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text or an adapted grade appropriate text.
1112.RI.b2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries or text or an adapted grade appropriate text. |
Essential Understanding:
Make an inference from an informational text.
THEN
Identify a conclusion from an informational text.
THEN
Identify a summary from an informational text.
THEN
Identify details to support the inference, conclusion, or summary.
|
Essential Understanding:
Make an inference from an informational text.
THEN
Identify a conclusion from an informational text.
THEN
Identify a summary from an informational text.
THEN
Identify details to support the inference, conclusion, or summary.
|
Suggested Instructional Strategies:
Write to Understand
| |
Suggested Scaffolds and Support
| |
Additional Resources
https://www.teachingchannel.org/videos/student-annotated-reading-strategy |
- Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
[edit] Distinguishing a Point of View
Grade 9-10 students: | Grade 11-12 students: |
CCSS:
RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. |
CCSS: RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. |
PI:
H.RI.c Analyzing the author's use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view. H.RI.f Evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats). |
PI:
H.RI.d Describing an author's approach to a topic and evaluating the effectiveness and credibility of arguments presented (e.g., identifying unstated assumptions/subtexts, faulty reasoning, inaccurate information). H.RI.f Evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats). |
CCCs | CCCs |
910.RI.c5 Determine the author's point of view or purpose in a text.
910.RI.c6 Determine/identify the specific language/words that the author uses to advance the point of view or purpose. 910.RI.f3 Determine the speaker's point of view or purpose in a text. |
1112.RI.d1 Determine the author's point of view or purpose in a text.
1112.RI.f3 Determine the speaker's point of view or purpose in a text. |
Essential Understanding:
Identify what an author tells about a topic.
THEN
Identify the author's purpose in telling about a topic.
THEN
Identify the author's opinion about the topic.
|
Essential Understanding:
Identify what an author tells about a topic.
THEN
Identify the author's purpose in telling about a topic.
THEN
Identify the author's opinion about the topic.
|
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
| |
Suggested Scaffolds and Support
|
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] Analyzing Relationships
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. | CCSS: RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
PI: H.RI.c Analyzing the author's use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view. | PI: H.RI.c Analyzing the author's use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view. |
CCCs | CCCs |
910.RI.c1 Analyze key points throughout a text to determine the organizational pattern or text structure.
910.RI.c2 Identify connections between key points. |
1112.RI.c1 Analyze key points throughout a text to determine the organizational pattern or text structure.
1112.RI.c2 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
Essential Understanding:
Identify key ideas in a text.
THEN
Determine text structure for a text.
|
Essential Understanding:
Identify key ideas within a text.
THEN
Determine text structure for a text
|
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
| |
Scaffolds and Support
| |
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] Describing the Main Idea
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | CCSS: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. |
PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). | PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). |
CCCs | CCCs |
910.RI.b6 Provide/create an objective summary of a text. | 1112.RI.b6 Provide/create an objective summary of a text. |
Essential Understanding:
Identify the main idea of a text.
THEN
Identify key details related to the main idea of a text.
THEN
Identify a factual summary/statement about the text.
|
Essential Understanding:
Identify the main idea of a text.
THEN
Identify key details related to the main idea of a text.
THEN
Identify a factual summary/statement about the text.
|
Suggested Instructional Strategies:
Write to Understand
| |
Scaffolds and Supports
| |
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] Describing the Main Idea
Grade 9-10 students: | Grade 11-12 students: | ||||||
CCSS: RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. | CCSS: RI.11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. | ||||||
PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). | PI: H.RI.b Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., concepts, events, issues, or problems explored). | ||||||
CCCs | CCCs | ||||||
910.RI.b3 Determine the central idea of a text
910.RI.b4 Determine how the central idea develops. 910.RI.b5 Determine how key details support the development of the central idea of a text. |
1112.RI.b3 Determine two or more central ideas of a text.
1112.RI.b4 Determine how the central ideas develop. 1112.RI.b5 Determine how key details support the development of the central idea of a text. | ||||||
Essential Understanding:
Identify the main idea in a text.
THEN
Identify key details that link to the main idea.
|
Essential Understanding:
Identify one main idea in a text.
THEN
Identify two or more main ideas in a text.
THEN
List key details that support each main idea.
| ||||||
Suggested Instructional Strategies:
Write to Understand
| |||||||
Scaffolds and Support
| |||||||
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] Analyzing Across Texts
Grade 9-10 students: | Grade 11-12 students: | ||||||
CCSS: RI.9-10.9. Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's "Letter From Birmingham Jail"), including how they address related themes and concepts. | CCSS: RI.11-12.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features. | ||||||
PI: H.RI.e synthesizing complex information across multiple sources to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept/author's message) | PI: H.RI.e synthesizing complex information across multiple sources to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept/author's message) | ||||||
CCCs | CCCs | ||||||
910.RI.e2 Identify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ―Letter from Birmingham Jail).
910.RI.e3 Analyze how seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ―Letter from Birmingham Jail), address similar central ideas. |
1112.RI.e2 identify central ideas and concepts in seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ―Letter from Birmingham Jail).
1112.RI.e3 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington's Farewell Address, the Gettysburg Address, Roosevelt's Four Freedoms speech, King's ―Letter from Birmingham Jail), address similar central ideas. | ||||||
Essential Understanding:
Identify main idea/theme from a U.S. document of significance.
THEN
Identify main idea/theme from several documents.
THEN
List common key details that two or more documents share.
|
Essential Understanding:
Identify main idea/theme from a U.S. document of significance.
THEN
Identify main idea/theme from several documents.
THEN
List common key details that two or more documents share.
| ||||||
Suggested Instructional Strategies:
Write to Understand
| |||||||
Scaffolds and Support
| |||||||
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] Distinguishing a Point of View & Gather Information
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. | CCSS:
RI.11-12.6 Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. RI.11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
PI:
H.RI.d describing an author's approach to a topic and evaluating the effectiveness and credibility of arguments presented (e.g., identifying unstated assumptions/subtexts, faulty reasoning, inaccurate information) H.RI.f evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats) |
PI:
H.RI.d describing an author's approach to a topic and evaluating the effectiveness and credibility of arguments presented (e.g., identifying unstated assumptions/subtexts, faulty reasoning, inaccurate information) H.RI.f evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats) |
CCCs | CCCs |
910.RI.d3 Evaluate the argument/claims that the author makes to determine if the statements are true or false.
910.RI.f2 Assess the validity of the arguments across texts or adapted grade appropriate texts on related topics. 910.RI.f5 Evaluate the evidence used to make the argument. |
1112.RI.d5 Distinguish reliable sources from non-reliable.
1112.RI.d6 Evaluate the premises, purposes, argument that the author makes. 1112.RI.f2 Assess the validity of the premises, purposes, arguments across texts or adapted grade appropriate texts on related topics. 1112.RI.f5 Evaluate the evidence used to make the speaker's argument. |
Essential Understanding:
Find a claim or argument in a text.
THEN
List at least two pieces of evidence the author uses to support their claim.
THEN
Use at least two independent sources to see if evidence supporting the claim/argument is true or false.
|
Essential Understanding:
Find a claim or argument in a text.
THEN
List at least two pieces of evidence the author uses to support their claim.
THEN
Use at least two independent sources to see if evidence supporting the claim/argument is true or false.
|
Suggested Instructional Strategies:
| |
Scaffolds and Support
| |
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] Connecting Diverse Media and Formats
Grade 9-10 students: | Grade 11-12 students: |
CCSS: RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. | CCSS: RI.11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
PI: H.RI.e synthesizing complex information across multiple sources to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept/author's message) | PI: H.RI.e synthesizing complex information across multiple sources to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept/author's message) |
CCCs | CCCs |
910.RI.e1 Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and multimedia), determining which details are emphasized in each account. | 1112.RI.e1 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. |
Essential Understanding:
Identify, from print sources, information about the topic of the informational report.
THEN
Identify, from digital sources, information about the topic of the informational report.
THEN
Compare/contrast how the topic is portrayed in each medium.
|
Essential Understanding:
Locate information within a text related to a given topic.
THEN
Determine the usefulness of the information for a given topic.
|
Suggested Instructional Strategies:
Discuss to Understand
| |
Suggested Scaffolds and Support
|
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] Identifying Text Structure, Gather Information & Distinguishing a Point of View
Grade 9-10 students: | Grade 11-12 students: |
CCSS:
9-10.RI.5 Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). 9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 9-10.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. |
CCSS:
11-12.RI.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). 11-12.SL.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. |
PI: H.RI.c Analyzing the author's use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view.
H.RI.d Describing an author's approach to a topic and evaluating the effectiveness and credibility of arguments presented (e.g., identifying unstated assumptions/subtexts, faulty reasoning, inaccurate information). H.RI.f Evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats). |
PI: H.RI.f Evaluating points of view/perspectives from two or more texts on related topics and justifying the more cogent viewpoint (e.g., different accounts of the same event/issue, use of different media or formats). |
CCCs | CCCs |
910.RI.c3 Analyze in detail how an author's ideas or claims are developed.
910.RI.c4 Identify key sentences or paragraphs that support claims. 910.RI.f4 Determine what arguments the speaker makes. 910.RI.d1 Identify claims and arguments made by the author. 910.RI.d2 Delineate/trace the authors argument and specific claims. 910.RI.f1 Delineate the argument and specific claims in two or more texts or adapted grade appropriate texts on related topics. |
1112.RI.f1 Delineate the premises, purposes, argument and specific claims in two or more texts or adapted grade appropriate texts on related topics.
1112.RI.f4 Determine what arguments the speaker makes. |
Essential Understanding:
Find a claim the author makes in the text.
THEN
List/highlight one or more sentences that support the claim.
THEN
Compare similar claims/evidence from two texts.
|
Essential Understanding:
Find a claim the author makes in the text.
THEN
List/highlight one or more sentences that support the claim.
THEN
Compare similar claims/evidence from two texts.
|
Suggested Instructional Strategies:
| |
Scaffolds and Support
| |
Additional Information:
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] Range of Reading and Level of Text Complexity
Grade 9-10 students: | Grade 11-12 students: | ||||||||||
CCSS: RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently. | CCSS: RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently. | ||||||||||
PI: H.RI.a Flexibly using strategies to derive meaning from a variety of print/non-print texts. | PI: H.RI.a Flexibly using strategies to derive meaning from a variety of print/non-print texts. | ||||||||||
CCCs | CCCs | ||||||||||
910.RI.a1 Use a variety of strategies to derive meaning from a variety print/non-print texts. | 1112.RI.a1 Use a variety of strategies to derive meaning from a variety of print/non-print texts. | ||||||||||
Essential Understanding:
Identify the type of informational text (i.e., literary nonfiction, expository texts, argument or persuasive texts, procedural texts).
THEN
Draw relationships within information texts to derive meaning (e.g., combine what was learned from text with what was learned from information presented visually).
THEN
Use summarizing to derive meaning from informational texts (e.g., monitor comprehension using a graphic organizer).
THEN
Use synthesizing to derive meaning from informational texts (e.g., taking information from multiple, diverse sources).
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Essential Understanding:
Identify the type of informational text (i.e., literary nonfiction, expository texts, argument or persuasive texts, procedural texts).
THEN
Draw relationships within information texts to derive meaning (e.g., combine what was learned from text with what was learned from information presented visually).
THEN
Use summarizing to derive meaning from informational texts (e.g., monitor comprehension using a graphic organizer).
THEN
Use synthesizing to derive meaning from informational texts (e.g., taking information from multiple, diverse sources).
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Suggested Instructional Strategies:
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Scaffolds and Supports
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Additional Resources
Karen Haag's Website: www.liketoread.com Strategies that Work by Stephanie Harvey and Anne Goudvis |
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] Identifying Text Structure
Grade 9-10 students: | Grade 11-12 students: |
CCSS | CCSS: RI.11-12. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. |
PI: | PI: H.RI.c analyzing the author's use of organizational patterns, idea development, or persuasive and propaganda techniques to convey information and advance a point of view |
CCCs | CCCs |
1112.RI.c3 Analyze the structure an author uses in his or her exposition or argument.
1112.RI.c4 Evaluate the effectiveness of the structure an author uses in his or her exposition or argument, to determine whether the structure make points clear, convincing. | |
Essential Understanding:
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Essential Understanding:
Identify a set of ideas or sequence of events within an informational text.
THEN
Outline points for a given argument.
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Suggested Instructional Strategies:
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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.