Reading Element Card Informational Text Grades 9-12
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'Grades 9–12 Reading Element Card – Informational Text –' 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 Story Coding: Provide the students with a copy of the text the students for students to mark. Give students an example of an inference, summary, or conclusion. Next, provide students with a highlighter. Ask students to find THE piece of evidence that provides the strongest support for the inference, conclusion, or summary. Graphic Organizer
Sort to Understand
Discuss to Understand Online Collaboration
Model 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:
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 Read-Only, Purpose Statement, Support Strategy
Discuss to Understand Reading for a Purpose
Model to Understand
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Suggested Scaffolds and Support
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 9–12 Reading Element Card – Informational Text –' 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
(circle) These are signal words that help me understand what text structures are being used. (-( This is a connection between one idea and another idea.
Model to Understand
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Scaffolds and Support
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 9–12 Reading Element Card – Informational Text –' 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
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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. www.liketoread.com |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 9–12 Reading Element Card – Informational Text –' 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
Code Meaning CI I think this is the Central Idea \*\*\* This part supports the central idea.
Model to Understand
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Scaffolds and Support
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 9–12 Reading Element Card – Informational Text –' 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
Code Meaning CI I think this is the Central Idea \*\*\* This part supports the central idea.
Model to Understand
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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. Grades 9–12 Reading Element Card – Informational Text –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.
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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. | |
910.RI.f5 Evaluate the evidence used to make the argument. | 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:
Discuss to Understand
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Scaffolds and Support
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Grades 9–12 Reading Element Card – Informational Text – 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:
Write to Understand Poster Presentation:
Sort to Understand
Discuss to Understand Socratic seminar
Think-Pair-Share
Model to Understand
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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.
'Grades 9–12 Reading Element Card – Informational Text –' 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. |
1112.RI.f1 Delineate the premises, purposes, argument and specific claims in two or more texts or adapted grade appropriate texts on related topics. | |
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.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:
Discuss to Understand
| ||
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.
'Grades 9–12 Reading Element Card – Informational Text –' 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). |
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). |
Suggested Instructional Strategies:
Write to Understand
Code Meaning (-( I have a connection. ??? This part does not make sense. |
Wow! This was interesting. I want to share. \#\#\# This is an important part.
Discuss to Understand
Model to Understand
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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.
'Grades 11 – 12 Reading Element Card –Informational Text-' 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:
|
Essential Understanding:
Identify a set of ideas or sequence of events within an informational text. THEN Outline points for a given argument. | |
Suggested Instructional Strategies:
Write to Understand Graphic Organizer
Sort to Understand
Discuss to Understand Think-Pair-Share
Model to Understand
| ||
Suggested Scaffolds and Supports
|
\*Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.