Reading Element Card Informational Text
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=Grades 3–5 Reading Element Card – Informational Text – Describing the Main idea'=
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. 3.RI.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. |
CCSS: 4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. | CCSS: 5.RI.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 Interactive Story Reading2
Group Think
Model to Understand Think aloud
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Suggested Scaffolds and Supports
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Additional Resources
1 Moore, P., & Lyon, A. (2005). New essentials for teaching reading in prek-2. (pp. 96-97). New York, New York: Scholastic. 2 Pinnell, G. S., & Scharer, P. L. (2003).Teaching for comprehension in reading, grades K-2. Strategies for helping children read with ease, confidence, and understanding. New York, New York: Scholastic. Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 3–5 Reading Element Card – Informational Text – Identifying Text Structure'=
Grade 3 students: | Grade 4 students: | Grade 5students: | ||
CCSS:
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CCSS: 4.RI. 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: 5.RI. 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:
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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:
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Essential Understanding:
Identify various informational text structures. THEN Identify signal words associated with each text structure. THEN Identify different ways in which informational texts might be organized. |
Essential Understanding:
Identify a similarity between two pieces of information from a text. THEN Identify a difference between two pieces of information from a text. THEN Identify elements of text structure (e.g., chronology, comparison, cause/effect, problem/solution). | ||
Suggested Instructional Strategies:
Write to Understand Graphic Organizer
Sort to Understand
Discuss to Understand Think-Pair-Share
Model to Understand
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Suggested Scaffolds and Supports
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Additional Resources
Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 3 – 5 Reading Element Card – Informational Text – Identifying Text Structure'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 3.RI.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | CCSS: 4.RI.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: 5.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | ||
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding. | PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding. | PI: M.RI.b Using text structures (e.g., cause-effect, proposition-support), search tools, and genre features (e.g., graphics, captions, indexes) to locate and integrate information. | ||
CCCs | CCCs | CCCs | ||
3.RI.h1 Identify the purpose of a variety of text features.
3.RI.h2 Use text features (keywords, glossary) to locate information relevant to a given topic or question. 3.RI.h3 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. |
4.RI.h1 Use text features (keywords, glossary) to locate information relevant to a given topic or question.
4.RI.h2 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. |
5.RI.b3 Use search tools or text features as a means of locating relevant information. | ||
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN Locate information in a variety of text features. THEN Identify tools (e.g., sidebars, icons, glossary) that help locate information. |
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN Locate information in a variety of text features. THEN Identify tools (e.g., sidebars, icons, glossary) that help locate information. |
Essential Understanding:
Identify the text features (e.g., charts, illustrations, maps, titles). THEN Locate information in a variety of text features. THEN Identify tools (e.g., sidebars, icons, glossary) that help locate information. | ||
Suggested Instructional Strategies:
Sort to Understand
Discuss to Understand Compare Literary Text to Informational Text (compare/contrast)
Text divisions- ask students to identify how the text is organized and presented.
Model to Understand
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Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 3–5 Reading Element Card – Informational Text – Connecting Diverse Media and Formats'=
Grade 3 students: | Grade 4 students: | Grade 5 students: | ||
CCSS: 3.RI.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: 4.RI.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. | CCSS | ||
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding.
E.RI.l Using evidence to show how graphics/ visuals support central ideas. |
PI: E.RI.h Locating relevant key ideas using text features (e.g., table of contents, diagrams, tables, animations) to answer questions and expand understanding.
E.RI.l Using evidence to show how graphics/ visuals support central ideas. |
PI: | ||
CCCs | CCCs | CCCs | ||
3.RI.l1 Identify information learned from illustrations and information learned from the words in an informational text.
3.RI.l2 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). 3.RI.l3 Within informational texts, locate or identify evidence in the text or graphics to support the central ideas. 3.RI.h4 Use illustrations (e.g. maps, photographs) in informational texts to answer questions. |
4.RI.h3 Use illustrations (e.g., maps, photographs, diagrams, timelines) in informational texts to answer questions.
4.RI.h4 Use information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) to answer questions. 4.RI.h5 Explain how the information presented visually, orally, or quantitatively contributes to the understanding of the text. 4.RI.l1 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
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Essential Understanding:
Distinguish between text and illustration (e.g., map, photograph, graphic). THEN Identify an illustration (e.g., map, photograph, graphic). THEN Identify sources of information presented visually. THEN Identify which source (visual or text) provides given information. THEN Recall information from a text feature (e.g. map, photograph, graph). |
Essential Understanding:
Distinguish between text and illustration (e.g., map, photograph, graphics). THEN Identify basic text features (e.g., charts, graphs, diagrams, time lines, maps). THEN Locate information within a simplified chart, map or graph. THEN Identify which source (visual or text) provides given information. THEN Recall information from a text feature (e.g. map, photograph, graph). THEN Explain the purpose of a given chart, map or graph. THEN Describe the purpose of a specified aspect within a chart, map or graph. |
Essential Understanding:
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Suggested Instructional Strategies:
Write to Understand
Sort to Understand
Discuss to Understand Teach using the 5 W's and How Strategy. (Who, What, When, Where, Why, and How)
Model to Understand Teach using QAR. Model the four types of questions:
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Suggested Scaffolds and Supports
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Additional Resource
Realizing Illinois Common Core Teaching and Learning Strategies English & Language Arts Reading Informational Text Grades K-5. Retrieved from: www.isbe.net |
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 3–5 Reading Element Card – Informational Text – Connecting Diverse Media and Formats'=
Grade 3 students: | Grade 4 students: | Grade 5 students: | ||
CCSS: 3.RI.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. | CCSS: 4.RI.8 Explain how an author uses reasons and evidence to support particular points in a text. | CCSS5.RI.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
Sort to Understand
Discuss to Understand Question Quandary/Think-Pair-Share
Model to Understand
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Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 6–8 Reading Element Card – Informational Text – Using Details to Describe Text'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6.RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 6.SL.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
CCSS: 7.RI.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). | CCSS: 8.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. | ||
PI: M.RI.c Using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details.
M.RI.e Identifying author's purpose, viewpoint, or potential bias and explaining its impact on the reader. |
PI: M.RI.j Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., events, people, ideas). | PI: M.RI.j Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., events, people, ideas). | ||
CCCs | CCCs | CCCs | ||
6.RI.c1 Identify prior knowledge of an event or topic.
6.RI.c2 Provide a summary of the text distinct from personal opinions or judgments. 6.RI.c5 Summarize the points a speaker makes. 6.RI.e2 Summarize the points an author makes. |
7.RI.j4 Provide/create an objective summary of a text. | 8.RI.j5 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. |
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
Discuss to Understand Teach using Word Splash
One Sentence Paraphrase (1SP).
Model to Understand Model the following summarizing steps:
Teach students to make notes in the margins (i.e., questions for discussion or future thinking, notes to identify important information, comments about content); notes can be on sticky notes if writing in the book is not appropriate. |
Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 6–8 Reading Element Card – Informational Text – Using Details to Describe Text'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: 7.RI.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
CCSS: 8.RI.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. | ||
PI: M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. | PI: M.RI.j Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., events, people, ideas). | PI: M.RI.j Using supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts (e.g., events, people, ideas). | ||
CCCs | CCCs | CCCs | ||
6.RI.d2 Use textual evidence to support inferences. | 7.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.
7.RI.j6 Use supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts. |
8.RI.j1 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.
8.RI.j2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries. | ||
Essential Understanding:
Make an inference from an informational text. THEN Match evidence to a given inference from a text. |
Essential Understanding:
Make an inference from an informational text. THEN Identify a conclusion from an informational text. THEN Identify a summary of an informational text. THEN Identify a detail 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 of an informational text. THEN Identify a detail to support the inference, conclusion, or summary. |
Suggested Instructional Strategies:
\*This card focuses on making inferences and drawing conclusions. For information on summarizing see 6.RI.c2, 7.RI.j4, 8.RI.j5. Write to Understand
Discuss to Understand
What is this book really about? In one or two sentences, can you summarize the book? What is the author trying to teach you? What have you learned? Model to Understand
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Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 6–8 Reading Element Card – Informational Text – Connecting Diverse Media and Formats'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 5.RI.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
5.SL.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
CCSS: 6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
6.SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. |
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PI: M.RI.c Using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details. | 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.c Using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details. |
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CCCs | CCCs | CCCs | ||
5.RI.c5 Summarize the text or a portion of the text read, read aloud, or presented in diverse media. | 6.RI.b3 Identify what is learned from different media or formats compared to what is learned via written words or spoken words.
6.RI.b4 Summarize information gained from a variety of sources including media or texts. 6.RI.c3 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally). 6.RI.c4 Explain how information gained in diverse media and formats contributes to the understanding of a topic, text, or issue under study. |
Essential Understanding:
Identify the topic of portion of a text or media presentation. THEN Identify the topic of a text or media presentation. THEN Retell details about a text or media presentation. THEN Identify the most important details from a text. THEN Identify the most important detail from a media presentation. |
Essential Understanding:
Identify a topic from a single source. THEN Identify the details, ideas, opinions linked to the topic from a single source. THEN Identify a common topic from two or more diverse sources (e.g., presented visually, quantitatively, orally). THEN Identify common information (e.g., details, ideas, opinions) from multiple diverse sources (e.g., presented visually, quantitatively, orally). |
Essential Understanding:
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Suggested Instructional Strategies
\*This card focuses on topic and gaining information. For information on summarizing see 6.RI.c2, 7.RI.j4, 8.RI.j5. Write to Understand
Discuss to Understand
Model to Understand
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Suggested Scaffolds and Supports
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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 6–8 Reading Element Card – Informational Text – Gather Information'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. | CCSS: 7.RI.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. | CCSS: 8.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. | ||
PI: M.RI.g Analyzing how an author develops ideas and supports a thesis or reasoning. | PI: M.RI.k Analyzing and explaining why and how authors: organize, develop, and present ideas; establish a point of view; or build supporting arguments to affect the text as a whole. | PI: M.RI.k Analyzing and explaining why and how authors: organize, develop, and present ideas; establish a point of view; or build supporting arguments to affect the text as a whole. | ||
CCCs | CCCs | CCCs | ||
6.RI.g5 Identify an argument or claim that the author makes.
6.RI.g6 Evaluate the claim or argument; determine if it is supported by evidence. 6.RI.g7 Distinguish claims or arguments from those that are supported by evidence from those that are not. |
7.RI.k3 Identify an argument or claim that the author makes.
7.RI.k4 Evaluate the claim or argument to determine if they are supported by evidence. 7.RI.k5 Distinguish claims or arguments from those that are supported by evidence from those that are not. |
8.RI.k4 Identify an argument or claim that the author makes.
8.RI.k5 Evaluate the claim or argument to determine if it is supported by evidence. | ||
Essential Understanding:
Identify a fact from the text. THEN Identify a claim from the text. THEN Differentiate a fact versus a claim. |
Essential Understanding:
Identify a fact from the text. THEN Identify a claim from the text. THEN Differentiate a fact vs. a claim. |
Essential Understanding:
Identify a fact from the text. THEN Identify a claim from the text. THEN Differentiate a fact vs. a claim. THEN Match evidence to a claim. | ||
Suggested Instructional Strategies:
Write to Understand Graphic Organizer
File:Insert Picture here.jpg http://creativecommons.org/licenses/by-sa/3.0/
Annotating the text
Model to Understand
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Suggested Scaffolds and Supports
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Additional Information
Annotating a text: https://www.ramapo.edu/crw/files/2013/03/20-2.pdf; http://www.youtube.com/watch?v=IzrWOj0gWHU; Instruction %28SIOP%29/Fall 2011 Class - Where Every Student Learns/Session 01/Fall 2011/01_Beyond the Yellow Highlighter.pdf http://vd-p.d91.k12.id.us/Curriculum_Resources/Sheltered%20Instruction%20%28SIOP%29/Fall%202011%20Class%20-%20Where%20Every%20Student%20Learns/Session%2001/Fall%202011/01_Beyond%20the%20Yellow%20Highlighter.pdf; http://www.readwritethink.org/classroom-resources/lesson-plans/teaching-student-annotation-constructing-1132.html |
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 6–8 Reading Element Card – Informational Text – Analyzing Across Texts'=
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: 6.RI.9 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. |
CCSS: 7.RI.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium's portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
7.RI.9 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
CCSS: 8.RI.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. | ||
PI: M.RI.e Identifying author's purpose, viewpoint, or potential bias and explaining its impact on the reader.
M.RI.f Determining relevance or comparability of concepts and supporting details from multiple sources and integrating them to research a topic. |
PI: M.RI.l Comparing or integrating information from multiple sources to develop deeper understanding of the concept/topic /subject, and resolving conflicting information. | PI: M.RI.l Comparing or integrating information from multiple sources to develop deeper understanding of the concept/topic /subject, and resolving conflicting information. | ||
CCCs | CCCs | CCCs | ||
6.RI.e3 Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
6.RI.f1 Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?). |
7.RI.l1 Compare/contrast how two or more authors write about the same topic.
7.RI.l2 Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. |
8.RI.l1 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. | ||
Essential Understanding:
Identify two texts on the same topic. THEN Locate important information within a text related to a provided topic. THEN Identify statements from the text that agree or disagree on the same topic. THEN Compare two statements about the same topic. |
Essential Understanding:
Identify two texts on the same topic by different authors. THEN Locate important information within a text related to a provided topic. THEN Identify statements from the text that agree or disagree on the same topic. THEN Compare two selections of text on the same topic. |
Essential Understanding:
Identify two texts on the same topic by different authors. THEN Locate important information within a text related to a provided topic. THEN Identify statements from the texts that disagree on the same topic. THEN Distinguish identified statements as fact or interpretation. | ||
Suggested Instructional Strategies:
Write to Understand
Sort to Understand Provide information on a topic from two texts. Have students sort one author's information from another's. Discuss to Understand
Model to Understand
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Suggested Scaffolds and Supports
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Additional Resources: |
\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
=Grades 9–12 Reading Element Card – Informational Text – Using Details to Describe Text'=
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: 9-10.RI.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: 11-12.RI.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 Graphic Organizer
Sort to Understand
Model to Understand
Discuss to Understand
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Suggested Scaffolds and Support
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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.
=Grades 9–12 Reading Element Card – Informational Text – Distinguishing a Point of View=
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: 9-10.RI.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.
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.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).
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.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 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 Then Identify the author's opinion about the topic. | |
Suggested Instructional Strategies:
Write to Understand Read-Only, Purpose Statement, Support Strategy
T-Chart Graphic Organizer
Discuss to Understand Reading for a Purpose
Model to Understand
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Suggested Scaffolds and Support
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=Grades 9–12 Reading Element Card – Informational Text – Connecting Diverse Media and Formats'=
Grade 9-10 students: | Grade 11-12 students: | |
CCSS: 9-10.RI.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: 11-12.RI.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:
Write to Understand Poster Presentation:
Discuss to Understand Socratic seminar\*
Think-Pair-Share\*
Model to Understand
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Suggested Scaffolds and Support
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.