Reading Element Card Informational Text Grades 6-8
Grades 6–8 Reading Element Card – Informational Text – Using Details to Describe Text
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS:
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2 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. RI.6.3 Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. |
CCSS: RI.7.3 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: RI.8.2 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 Tex't
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS:
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.9 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: RI.8.1 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 –' Using Details to Describe Text & Analyzing Relationships
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |
CCSS: RI.7.3. 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).
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CCSS: RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | ||
PI: M.RI.g Analyzing how an author develops ideas and supports a thesis or reasoning. | 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.g1 Identify key individuals, events, or ideas in a text.
6.RI.g2 Determine how key individuals, events, or ideas are introduced in a text. 6.RI.g3 Determine how key individuals, events, or ideas are illustrated in a text. 6.RI.g4 Determine how key individuals, events, or ideas are elaborated or expanded on in a text. |
7.RI.j5 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). | 8.Ri.j6 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). | ||
Essential Understanding:
Identify important people, events, or ideas in the text. THEN Identify a description of an event or individual in a text. THEN Create a timeline of how one individual or idea is developed in text selection. |
Essential Understanding:
Identify important people, events, or ideas in text. THEN Create a timeline of how one individual or idea is developed in text selection. THEN Identify the relationship between people, events, or ideas in a text from a list. |
Essential Understanding:
Identify important people, events, or ideas in text. THEN Create a timeline of how one individual or idea is developed in text selection. THEN Identify the relationship between people, events, or ideas in a text from a list. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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Scaffolds ad Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. 'Grades 6–8 Reading Element Card – Informational Text –' Describing the Main Idea
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: | CCSS: RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text. | CCSS: RI.8.2 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: | 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 | ||
7.RI.j2 Determine the central idea of a text.
7RI.j3 Analyze the development of the central idea over the course of the text. |
8.RI.j3 Determine two or more central ideas in a text.
8.RI.j4 Analyze the development of the central ideas over the course of the text. | |||
Essential Understanding:
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Essential Understanding:
Identify a key idea within a text. THEN Determine the central or main idea for a text. |
Essential Understanding:
Identify key ideas within a text. THEN Determine central or main idea in a text. | ||
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 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 6–8 Reading Element Card – Informational Text –' Distinguishing a Point of View
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.6.6 Determine an author's point of view or purpose in a text and explain how it is conveyed in the text. | CCSS: RI.7.6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. | CCSS: RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. | ||
PI: M.RI.e Identifying author's purpose, viewpoint, or potential bias and explaining its impact on the reader. | 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 | ||
5.RI.e1 Note important similarities and differences in the point of view of multiple accounts of the same event or topic.
6.RI.e1 Determine an author's point of view or purpose in a text and explain how it is conveyed. |
7.RI.k6 Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. | 8.RI.k3 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. | ||
Essential Understanding:
Identify author's purpose. THEN List two examples of how the purpose is conveyed. |
Essential Understanding:
Identify author's point of view or purpose in text. THEN List two examples of how the purpose is conveyed. |
Essential Understanding:
Identify author's point of view or purpose in text. THEN List two examples of how the purpose is conveyed. |
Suggested Instructional Strategies:
Write to Understand
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Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. 'Grades 6–8 Reading Element Card – Informational Text –' Identifying Text Structure
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. | CCSS: RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. | CCSS: RI.8.5. Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. | ||
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. | PI: M.RI.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. | PI: M.RI.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. | ||
CCCs | CCCs | CCCs | ||
6.RI.b1 Use signal words as a means of locating information (e.g., knowing that "because" or "as a result of" may help link a cause to a result). | 7.RI.i1 Use signal words as a means of locating information. | 8.RI.i1 Use signal words as a means of locating information. | ||
Essential Understanding:
Identify signal words in a text. THEN Locate answers to questions by identifying signal words and the associated text pattern/structure. |
Essential Understanding:
Identify signal words in a text. THEN Locate answers to questions by identifying signal words and the associated text pattern/structure. |
Essential Understanding:
Identify signal words in text. THEN Locate answers to questions by identifying signal words and the associated text pattern/structure. | ||
Suggested Instructional Strategies:
Write to Understand
Description Sequence Problem/Solution Compare/Contrast Cause/Effect Signal Words Like Similar First Next One problem A way to solve this On one hand On the other hand Because If, Only
Sort to Understand
Model to Understand Place a brief informational piece with clear structure and signal words on the overhead or interactive whiteboard. As you read aloud, highlight the signal words. When appropriate, place pieces of information in a graphic organizer to show how the signal words helped to locate important information (e.g., if the author has used a chronological structure, place the sentences with the signal words that demonstrate the chronology on a timeline. For example, the informational piece titled A Few Steps Along the Way: Making Our Constitution uses headings with dates. These headings can be placed on a timeline to show the structure. This piece is from a mini page and can be located here: http://dc.lib.unc.edu/cdm/compoundobject/collection/minipage/id/2669/rec/4). | ||||
Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. Grades 6–8 Reading Element Card – Informational Text –' Range of Reading and Level of Text Complexity'
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS:
RI.5.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the highend of the grades 4–5 text complexity band independently and proficiently. RI.6.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
CCSS: RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | CCSS: RI.8.10 By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently. | ||
PI: M.RI.a Flexibly using strategies to derive meaning from a variety of print/non-print texts. | PI: M.RI.h Flexibly using strategies to derive meaning from a variety of print/non-print texts. | PI: M.RI.h Flexibly using strategies to derive meaning from a variety of print/non-print texts. | ||
CCCs | CCCs | CCCs | ||
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.
6.RI.a1 Use a variety of strategies to (e.g., use context, affixes and roots) derive meaning from a variety of print/non-print texts. |
7.RI.h1 Use a variety of strategies (e.g., use context, affixes and roots, use reference materials) to derive meaning from a variety of print/non-print texts. | 8.RI.h1 Use a variety of strategies (e.g., use context, affixes and roots, use reference materials) to derive meaning from a variety of print/non-print texts. | ||
Essential Understanding:
Identify common prefixes, suffixes, and root words in text. THEN Use common affixes to help define words (morphemic analysis). THEN Use context to help define the words. THEN Verify definition in dictionary. |
Essential Understanding:
Identify common prefixes, suffixes, and root words in text. THEN Use common affixes to help define words (morphemic analysis). THEN Use context to help define the words. THEN Verify definition in dictionary. |
Essential Understanding:
Identify common prefixes, suffixes, and root words in text. THEN Use common affixes to help define words (morphemic analysis). THEN Use context to help define the words. THEN Verify definition in dictionary. |
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 6–8 Reading Element Card –Informational Text –' Recognizing Features of Text
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: NO CCSS | CCSS: NO CCSS | CCSS: NO CCSS | ||
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. | PI: M.RI.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. | PI: M.RI.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. | ||
CCCs | CCCs | CCCs | ||
6.RI.b2 Use search tools or text features as a means of locating relevant information. | 7.RI.i2 Use text features to locate information. | 8.RI.i2 Use text features as a means of locating information. | ||
Essential Understanding:
List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). THEN Decide which search tools/text features best help locate important information in text. THEN Use appropriate search tools/text features to locate information. |
Essential Understanding:
List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). THEN Decide which search tools/text features best help locate important information in text. THEN Use appropriate search tools/text features to locate information. |
Essential Understanding:
List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). THEN Decide which search tools/text features best help locate important information in text. THEN Use appropriate search tools/text features to locate information. | ||
Suggested Instructional Strategies:
Write to Understand
What we Know about a topic What we Wonder about a topic What we Learned about a topic
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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\* 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, Describing the Main Idea & Analyzing Across Texts
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS:
RI.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.7.9 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:
RI.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
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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. | 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. | ||
7.RI.j6 Use supporting evidence to summarize central ideas, draw inferences, or analyze connections within or across texts. | ||||
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 –' Identifying Text Structure
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: RI.5.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | CCSS: RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. | CCSS: RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. | ||
PI: M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. | 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.d1 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. | 7.RI.k1 Determine the structure of a text. | 8.RI.k1 Determine the structure of a text. | ||
Essential Understanding:
Identify informational text structure for one text. THEN Identify informational text structure for multiple texts. |
Essential Understanding:
Identify signal words that are commonly used in different text structures (first, next, then in sequencing, for example). |
Essential Understanding:
Identify signal words that are commonly used in different text structures (first, next, then in sequencing, for example). | ||
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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\* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 6–8 Reading Element Card – Informational Text –' Identifying Text Structure
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS: | CCSS: RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. | CCSS: RI.8.5 Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept. | ||
PI: | PI:
M.RI.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. 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.i Utilizing knowledge of text structures and genre features to locate, organize, or analyze important information. 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 | ||
7.RI.i3 Outline a given text to show how ideas build upon one another.
7.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas. |
8.RI.i3 Outline the structure (i.e., sentence that identifies key concept(s), supporting details) within a paragraph.
8.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas. | |||
Essential Understanding:
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Essential Understanding:
Identify key ideas in a text. THEN Organize ideas given in a text or list into an outline. |
Essential Understanding:
Identify key ideas in a text. THEN Identify main idea within a paragraph. THEN Identify supporting details within a paragraph. | ||
Suggested Instructional Strategies:
Write to Understand
Description Sequence Problem/Solution Compare/Contrast Cause/Effect Signal Words Like Similar First Next One problem A way to solve this On one hand On the other hand Because If, Only
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Scaffolds and Supports
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Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. |
Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
'Grades 6–8 Reading Element Card – Informational Text –' Connecting Diverse Media and Formats
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS:
RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. |
CCSS:
RI.6.7 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. SL.6.2 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: RI.6.8 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: RI.7.8 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: RI.8.8 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
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Annotating the text
Model to Understand
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Suggested Scaffolds and Supports
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Additional Information
Annotating a text:
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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 – Analyzing Across Texts
Grade 6 students: | Grade 7 students: | Grade 8 students: | ||
CCSS:
RI.6.9 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). RI.6.7 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:
RI.7.7 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). RI.7.9 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:
RI.8.9 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
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.