Reading Element Card Grade 3-5 Informational Text Retelling Texts Using Details
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|width = "20%" style="background-color:#FFFFFF;"|'''Grade 3 students: ''' | |width = "20%" style="background-color:#FFFFFF;"|'''Grade 3 students: ''' | ||
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|width = "20%" style="background-color:#FFFFFF;"|'''Grade 4 students: ''' | |width = "20%" style="background-color:#FFFFFF;"|'''Grade 4 students: ''' | ||
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|width = "20%" style="background-color:#FFFFFF;"|'''Grade 5 students: ''' | |width = "20%" style="background-color:#FFFFFF;"|'''Grade 5 students: ''' | ||
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| style="background-color:#FFFFFF;"|'''CCSS: 3.RI.1 '''Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | | style="background-color:#FFFFFF;"|'''CCSS: 3.RI.1 '''Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | ||
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| style="background-color:#FFFFFF;"|'''CCSS: 4.RI.1 '''Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | | style="background-color:#FFFFFF;"|'''CCSS: 4.RI.1 '''Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | ||
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| style="background-color:#FFFFFF;"|'''CCSS: 5.RI.1 '''Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | | style="background-color:#FFFFFF;"|'''CCSS: 5.RI.1 '''Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. | ||
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| style="background-color:#FFFFFF;"|'''PI: '''E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | | style="background-color:#FFFFFF;"|'''PI: '''E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | ||
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| style="background-color:#FFFFFF;"|'''PI''': E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | | style="background-color:#FFFFFF;"|'''PI''': E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | ||
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| style="background-color:#FFFFFF;"|'''PI: '''M.RI.c using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details | | style="background-color:#FFFFFF;"|'''PI: '''M.RI.c using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details | ||
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| style="background-color:#FFFFFF;"|'''CCCs''' | | style="background-color:#FFFFFF;"|'''CCCs''' | ||
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| style="background-color:#FFFFFF;"|'''CCCs''' | | style="background-color:#FFFFFF;"|'''CCCs''' | ||
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| style="background-color:#FFFFFF;"|'''CCCs''' | | style="background-color:#FFFFFF;"|'''CCCs''' | ||
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| style="background-color:#76923C;"|'''3.RI.i1 '''Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.''' ''' | | style="background-color:#76923C;"|'''3.RI.i1 '''Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.''' ''' | ||
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| style="background-color:#76923C;"|'''4.RI.i1 '''Refer to details and examples in a text when explaining what the text says explicitly.''' ''' | | style="background-color:#76923C;"|'''4.RI.i1 '''Refer to details and examples in a text when explaining what the text says explicitly.''' ''' | ||
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| style="background-color:#76923C;"|'''5.RI.c2 '''Quote accurately from a text when explaining what the text says explicitly. | | style="background-color:#76923C;"|'''5.RI.c2 '''Quote accurately from a text when explaining what the text says explicitly. | ||
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| style="background-color:#76923C;"|'''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. | | style="background-color:#76923C;"|'''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. | ||
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| style="background-color:#76923C;"|'''4.RI.i2 '''Refer to details and examples in a text when drawing basic inferences from an informational text.''' ''' | | style="background-color:#76923C;"|'''4.RI.i2 '''Refer to details and examples in a text when drawing basic inferences from an informational text.''' ''' | ||
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| style="background-color:#76923C;"|'''5.RI.c3 '''Quote accurately from a text to support inferences. | | style="background-color:#76923C;"|'''5.RI.c3 '''Quote accurately from a text to support inferences. | ||
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THEN | THEN | ||
Identify a supporting detail from other details for a provided topic statement. | Identify a supporting detail from other details for a provided topic statement. | ||
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| style="background-color:#FFFFFF;"|'''Essential Understanding:''' | | style="background-color:#FFFFFF;"|'''Essential Understanding:''' | ||
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THEN | THEN | ||
Draw a basic inference. | Draw a basic inference. | ||
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| style="background-color:#FFFFFF;"|'''Essential Understanding:''' | | style="background-color:#FFFFFF;"|'''Essential Understanding:''' | ||
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| − | | style="background-color:#FFFFFF;"|'''Suggested Instructional Strategies: ''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Suggested Instructional Strategies: ''' |
* Example/Non-example (supporting detail, not a supporting detail)\* | * Example/Non-example (supporting detail, not a supporting detail)\* | ||
* QAR (Question, Answer, Relationship): Think and Search- ask a question that may be answered by looking in more than one place in the text; Right There- ask a question that answer is found in only one place | * QAR (Question, Answer, Relationship): Think and Search- ask a question that may be answered by looking in more than one place in the text; Right There- ask a question that answer is found in only one place | ||
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| − | | style="background-color:#FFFFFF;"|'''Scaffolds and Supports ''' | + | | style="background-color:#FFFFFF;" colspan=3|'''Scaffolds and Supports ''' |
* Highlighted text | * Highlighted text | ||
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| − | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | |
Instructional Family | Instructional Family | ||
Reading Informational Text: Key Ideas and Details | Reading Informational Text: Key Ideas and Details | ||
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|width = "100%" style="background-color:#76923C;"|''''''Retelling Texts Using Details'''''' | |width = "100%" style="background-color:#76923C;"|''''''Retelling Texts Using Details'''''' | ||
Revision as of 15:25, 9 September 2013
Grades 3 – 5 Reading Element Card – Informational Text- Retelling Texts Using Details
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| CCSS: 3.RI.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | CCSS: 4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | CCSS: 5.RI.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| PI: E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | PI: E.RI.i identifying, paraphrasing, or summarizing central ideas and supporting details; determining importance of information | PI: M.RI.c using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details |
| CCCs | CCCs | CCCs |
| 3.RI.i1 Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | 4.RI.i1 Refer to details and examples in a text when explaining what the text says explicitly. | 5.RI.c2 Quote accurately from a text when explaining what the text says explicitly. |
| 3.RI.i3 Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | 4.RI.i2 Refer to details and examples in a text when drawing basic inferences from an informational text. | 5.RI.c3 Quote accurately from a text to support inferences.
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| Essential Understanding:
Find explicitly stated information in text. THEN Answer who, what, when, where questions about a text. THEN Identify a supporting detail from other details for a provided topic statement. |
Essential Understanding:
Find explicitly stated information in text. THEN Identify information (details) that are relevant versus those which are not relevant to a topic. THEN Draw a basic inference. |
Essential Understanding:
Find explicitly stated information in text. THEN Draw a basic inference. THEN Use details and examples from text to support a basic inference. |
Suggested Instructional Strategies:
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Scaffolds and Supports
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Instructional Family Reading Informational Text: Key Ideas and Details
| 'Retelling Texts Using Details' |
| 3.RI.i1 Answer questions to demonstrate understanding of a text referring explicitly to the text as the basis for the answers. |
| 3.RI.i3 Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
| 4.RI.i1 Refer to details and examples in a text when explaining what the text says explicitly. |
| 4.RI.i4 Identify supporting details of an informational text. |
| 5.RI.a1 Use a variety of strategies(e.g., use context, affixes and roots) to derive meaning from a variety of print/non-print texts. |
| 5.RI.c2 Quote accurately from a text when explaining what the text says explicitly. |
| 5.RI.c5 Summarize the text or a portion of the text read, read aloud, or presented in diverse media. |
