Reading Element Card Informational Text Grades 6-8
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'''Grades 6–8 Reading Element Card – Informational Text – '''''Using Details to Describe Text'' | '''Grades 6–8 Reading Element Card – Informational Text – '''''Using Details to Describe Text'' | ||
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− | | | + | ||'''Grade 6 students: ''' |
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− | | | + | ||'''Grade 8 students: ''' |
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− | | | + | ||'''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.6.1 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.6.2 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. | 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. |
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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. | 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. | 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). |
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− | | | + | ||'''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). |
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− | | | + | ||'''CCCs ''' |
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− | | | + | ||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.c2 Provide a summary of the text distinct from personal opinions or judgments.''' | ||
6.RI.c5 Summarize the points a speaker makes. | 6.RI.c5 Summarize the points a speaker makes. | ||
6.RI.e2 Summarize the points an author makes. | 6.RI.e2 Summarize the points an author makes. | ||
− | | | + | ||7.RI.j4 Provide/create an objective summary of a text. |
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− | | | + | ||8.RI.j5 Provide/create an objective summary of a text. |
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− | | | + | ||'''Essential Understanding:''' |
Identify the main idea of a text. | Identify the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify key details related to the main idea of a text. | Identify key details related to the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a factual summary/statement about the text. | Identify a factual summary/statement about the text. | ||
− | | | + | ||'''Essential Understanding:''' |
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Identify the main idea of a text. | Identify the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify key details related to the main idea of a text. | Identify key details related to the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a factual summary/statement about the text. | Identify a factual summary/statement about the text. | ||
− | | | + | ||'''Essential Understanding:''' |
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Identify the main idea of a text. | Identify the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify key details related to the main idea of a text. | Identify key details related to the main idea of a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a factual summary/statement about the text. | Identify a factual summary/statement about the text. | ||
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− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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* Highlighted important information; crossed out unimportant information in a version (i.e., read clean version, use marked up version to write summary) | * Highlighted important information; crossed out unimportant information in a version (i.e., read clean version, use marked up version to write summary) | ||
* Sentence strips that summarize the beginning, middle, and end of the text for sequence | * Sentence strips that summarize the beginning, middle, and end of the text for sequence | ||
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'''Grades 6–8 Reading Element Card – Informational Text – '''''Using Details to Describe Tex''''t'' | '''Grades 6–8 Reading Element Card – Informational Text – '''''Using Details to Describe Tex''''t'' | ||
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− | | | + | ||'''Grade 6 students: ''' |
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− | | | + | ||'''CCSS: '''RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
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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.7.1 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. | 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. |
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− | | | + | ||'''PI: '''M.RI.d Using supporting evidence to draw inferences or compare content presented within or across texts. |
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− | | | + | ||'''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). |
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− | | | + | ||'''CCCs''' |
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− | | | + | ||6.RI.d2 Use textual evidence to support inferences. |
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− | | | + | ||'''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. | 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.''' |
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8.RI.j2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries. | 8.RI.j2 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries. | ||
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− | | | + | ||'''Essential Understanding:''' |
Make an inference from an informational text. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Match evidence to a given inference from a text. | Match evidence to a given inference from a text. | ||
− | | | + | ||'''Essential Understanding:''' |
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Make an inference from an informational text. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a conclusion from an informational text. | Identify a conclusion from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a summary of an informational text. | Identify a summary of an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail to support the inference, conclusion, or summary. | Identify a detail to support the inference, conclusion, or summary. | ||
− | | | + | ||'''Essential Understanding:''' |
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Make an inference from an informational text. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a conclusion from an informational text. | Identify a conclusion from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a summary of an informational text. | Identify a summary of an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail to support the inference, conclusion, or summary. | Identify a detail to support the inference, conclusion, or summary. | ||
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− | | | + | ||'''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.'' | ''\*This card focuses on making inferences and drawing conclusions. For information on summarizing see 6.RI.c2, 7.RI.j4, 8.RI.j5.'' | ||
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− | | | + | ||'''Suggested Scaffolds and Supports ''' |
* Use picture/object/tactile representations to illustrate important events or details of events in the text | * Use picture/object/tactile representations to illustrate important events or details of events in the text | ||
* Sentence strips that reflect evidence about the topic | * Sentence strips that reflect evidence about the topic | ||
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'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Using Details to Describe Text & Analyzing Relationships'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Using Details to Describe Text & Analyzing Relationships'' | ||
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− | | | + | ||'''Grade 6 students: ''' |
− | | | + | ||'''Grade 7 students: ''' |
− | | | + | ||'''Grade 8 students: ''' |
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− | | | + | ||'''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). | 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). |
− | | | + | ||'''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). |
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− | | | + | ||'''PI: '''M.RI.g Analyzing how an author develops ideas and supports a thesis or reasoning. |
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− | | | + | ||'''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). |
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− | | | + | ||'''CCCs''' |
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− | | | + | ||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.g2 Determine how key individuals, events, or ideas are introduced in a text. | ||
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6.RI.g3 Determine how key individuals, events, or ideas are illustrated in a text. | 6.RI.g3 Determine how key individuals, events, or ideas are illustrated in a text. | ||
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6.RI.g4 Determine how key individuals, events, or ideas are elaborated or expanded on 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). |
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− | | | + | ||8.Ri.j6 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). |
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− | | | + | ||'''Essential Understanding:''' |
Identify important people, events, or ideas in the text. | Identify important people, events, or ideas in the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a description of an event or individual in a text. | Identify a description of an event or individual in a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Create a timeline of how one individual or idea is developed in text selection. | Create a timeline of how one individual or idea is developed in text selection. | ||
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Identify important people, events, or ideas in text. | Identify important people, events, or ideas in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Create a timeline of how one individual or idea is developed in text selection. | Create a timeline of how one individual or idea is developed in text selection. | ||
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Identify the relationship between people, events, or ideas in a text from a list. | Identify the relationship between people, events, or ideas in a text from a list. | ||
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Identify important people, events, or ideas in text. | Identify important people, events, or ideas in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Create a timeline of how one individual or idea is developed in text selection. | Create a timeline of how one individual or idea is developed in text selection. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the relationship between people, events, or ideas in a text from a list. | Identify the relationship between people, events, or ideas in a text from a list. | ||
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− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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− | | | + | ||'''Scaffolds ad Supports ''' |
* Materials (paper, writing utensils, pictures, symbols, posterboard) for Biography Posters | * Materials (paper, writing utensils, pictures, symbols, posterboard) for Biography Posters | ||
* Blank timelines | * Blank timelines | ||
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− | | | + | ||'''Additional Resources''' |
Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | ||
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'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Describing the Main Idea'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Describing the Main Idea'' | ||
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− | | | + | ||'''Grade 6 students: ''' |
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− | | | + | ||'''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. |
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− | | | + | ||'''PI: ''' |
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− | | | + | ||'''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). |
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− | | | + | ||7.RI.j2 Determine the central idea of a text. |
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7RI.j3 Analyze the development of the central idea over the course of the 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. |
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8.RI.j4 Analyze the development of the central ideas over the course of the text. | 8.RI.j4 Analyze the development of the central ideas over the course of the text. | ||
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− | | | + | ||'''Essential Understanding:''' |
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Identify a key idea within a text. | Identify a key idea within a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Determine the central or main idea for a text. | Determine the central or main idea for a text. | ||
− | | | + | ||'''Essential Understanding:''' |
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Identify key ideas within a text. | Identify key ideas within a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Determine central or main idea in a text. | Determine central or main idea in a text. | ||
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− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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− | | | + | ||'''Scaffolds and Supports ''' |
* Writing materials (paper, markers, crayons) for Sketch-to-Stretch exercise | * Writing materials (paper, markers, crayons) for Sketch-to-Stretch exercise | ||
* Various informational Texts | * Various informational Texts | ||
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− | | | + | ||'''Additional Resources''' |
Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | ||
[http://www.liketoread.com/ www.liketoread.com] | [http://www.liketoread.com/ www.liketoread.com] | ||
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Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies. | ||
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'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Distinguishing a Point of View '' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Distinguishing a Point of View '' | ||
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− | | | + | ||'''Grade 6 students: ''' |
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− | | | + | ||'''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. |
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− | | | + | ||'''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. |
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− | | | + | ||'''CCCs''' |
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− | | | + | ||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. | 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. |
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− | | | + | ||'''Essential Understanding:''' |
Identify author's purpose. | Identify author's purpose. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
List two examples of how the purpose is conveyed. | List two examples of how the purpose is conveyed. | ||
− | | | + | ||'''Essential Understanding:''' |
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Identify author's point of view or purpose in text. | Identify author's point of view or purpose in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
List two examples of how the purpose is conveyed. | List two examples of how the purpose is conveyed. | ||
− | | | + | ||'''Essential Understanding:''' |
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Identify author's point of view or purpose in text. | Identify author's point of view or purpose in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
List two examples of how the purpose is conveyed. | List two examples of how the purpose is conveyed. | ||
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− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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{|border=1 | {|border=1 | ||
− | | | + | ||'''Scaffolds and Supports ''' |
* Squared paper to make cubes | * Squared paper to make cubes | ||
* Graphic Organizer (Venn Diagram) | * Graphic Organizer (Venn Diagram) | ||
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− | | | + | ||'''Additional Resources''' |
Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | ||
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'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | ||
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− | | | + | ||'''Grade 6 students: ''' |
− | | | + | ||'''Grade 7 students: ''' |
− | | | + | ||'''Grade 8 students: ''' |
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|- | |- | ||
− | | | + | ||'''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. | Identify signal words in a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate answers to questions by identifying signal words and the associated text pattern/structure. | Locate answers to questions by identifying signal words and the associated text pattern/structure. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify signal words in a text. | Identify signal words in a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate answers to questions by identifying signal words and the associated text pattern/structure. | Locate answers to questions by identifying signal words and the associated text pattern/structure. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify signal words in text. | Identify signal words in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate answers to questions by identifying signal words and the associated text pattern/structure. | Locate answers to questions by identifying signal words and the associated text pattern/structure. | ||
|- | |- | ||
− | | | + | ||'''Suggested Instructional Strategies:''' |
''' ''' | ''' ''' | ||
'''Write to Understand''' | '''Write to Understand''' | ||
Line 780: | Line 635: | ||
|- | |- | ||
− | | | + | ||'''Scaffolds and Supports ''' |
* Graphic Organizers (blank data charts) | * Graphic Organizers (blank data charts) | ||
* Various informational Texts | * Various informational Texts | ||
Line 796: | Line 651: | ||
* Provide a signal word chart (e.g., [http://www.pinterest.com/source/seedsofsciencerootsofreading.wordpress.com/ http://www.pinterest.com/source/seedsofsciencerootsofreading.wordpress.com/]) | * Provide a signal word chart (e.g., [http://www.pinterest.com/source/seedsofsciencerootsofreading.wordpress.com/ http://www.pinterest.com/source/seedsofsciencerootsofreading.wordpress.com/]) | ||
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''Additional Resources''' |
Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | ||
Line 808: | Line 662: | ||
'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Range of Reading and Level of Text Complexity'''' '' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Range of Reading and Level of Text Complexity'''' '' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.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. | 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. | 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. | Identify common prefixes, suffixes, and root words in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use common affixes to help define words (morphemic analysis). | Use common affixes to help define words (morphemic analysis). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use context to help define the words. | Use context to help define the words. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Verify definition in dictionary. | Verify definition in dictionary. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify common prefixes, suffixes, and root words in text. | Identify common prefixes, suffixes, and root words in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use common affixes to help define words (morphemic analysis). | Use common affixes to help define words (morphemic analysis). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use context to help define the words. | Use context to help define the words. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Verify definition in dictionary. | Verify definition in dictionary. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify common prefixes, suffixes, and root words in text. | Identify common prefixes, suffixes, and root words in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use common affixes to help define words (morphemic analysis). | Use common affixes to help define words (morphemic analysis). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use context to help define the words. | Use context to help define the words. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Verify definition in dictionary. | Verify definition in dictionary. | ||
Line 901: | Line 731: | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''Suggested Instructional Strategies:''' |
'''Write to Understand''' | '''Write to Understand''' | ||
Line 930: | Line 760: | ||
|- | |- | ||
− | | | + | ||'''Scaffolds and Supports ''' |
* Reflective journals | * Reflective journals | ||
* Coding sheets | * Coding sheets | ||
Line 941: | Line 771: | ||
|- | |- | ||
− | | | + | ||'''Additional Resources''' |
Karen Haag's Website: [http://www.liketoread.com/ www.liketoread.com] | Karen Haag's Website: [http://www.liketoread.com/ www.liketoread.com] | ||
''Strategies that Work ''by Stephanie Harvey and Anne Goudvis | ''Strategies that Work ''by Stephanie Harvey and Anne Goudvis | ||
Line 950: | Line 780: | ||
'''Grades 6–8 Reading Element Card –Informational Text –'''''' '''''Recognizing Features of Text'' | '''Grades 6–8 Reading Element Card –Informational Text –'''''' '''''Recognizing Features of Text'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.). | List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Decide which search tools/text features best help locate important information in text. | Decide which search tools/text features best help locate important information in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use appropriate search tools/text features to locate information. | 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.). | List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Decide which search tools/text features best help locate important information in text. | Decide which search tools/text features best help locate important information in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use appropriate search tools/text features to locate information. | 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.). | List common search tools/text features (e.g., Table of Contents, headings, subheadings, sidebars, italics/bold/underline, etc.). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Decide which search tools/text features best help locate important information in text. | Decide which search tools/text features best help locate important information in text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Use appropriate search tools/text features to locate information. | Use appropriate search tools/text features to locate information. | ||
|- | |- | ||
− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
Line 1,039: | Line 845: | ||
What we '''W'''onder about a topic | What we '''W'''onder about a topic | ||
What we '''L'''earned about a topic | What we '''L'''earned about a topic | ||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
− | |||
Line 1,072: | Line 868: | ||
|- | |- | ||
− | | | + | ||'''Suggested Scaffolds and Supports ''' |
* Highlighted information | * Highlighted information | ||
* Add images to information presented visually | * Add images to information presented visually | ||
Line 1,089: | Line 885: | ||
'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Using Details to Describe Text, Describing the Main Idea & Analyzing Across Texts'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Using Details to Describe Text, Describing the Main Idea & Analyzing Across Texts'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.7.1. 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. | 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.8.1 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. | 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. | ||
Line 1,116: | Line 904: | ||
|- | |- | ||
− | | | + | ||'''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. | 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. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Match evidence to a given inference from a text. | Match evidence to a given inference from a text. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Make an inference from an informational text. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a conclusion from an informational text. | Identify a conclusion from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a summary of an informational text. | Identify a summary of an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail to support the inference, conclusion, or summary. | Identify a detail to support the inference, conclusion, or summary. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Make an inference from an informational text. | Make an inference from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a conclusion from an informational text. | Identify a conclusion from an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a summary of an informational text. | Identify a summary of an informational text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail to support the inference, conclusion, or summary. | Identify a detail to support the inference, conclusion, or summary. | ||
Line 1,192: | Line 960: | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.'' | ''\*This card focuses on making inferences and drawing conclusions. For information on summarizing see 6.RI.c2, 7.RI.j4, 8.RI.j5.'' | ||
Line 1,216: | Line 984: | ||
|- | |- | ||
− | | | + | ||'''Suggested Scaffolds and Supports ''' |
* Use picture/object/tactile representations to illustrate important events or details of events in the text | * Use picture/object/tactile representations to illustrate important events or details of events in the text | ||
* Sentence strips that reflect evidence about the topic | * Sentence strips that reflect evidence about the topic | ||
Line 1,238: | Line 1,006: | ||
'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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. | Identify informational text structure for one text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify informational text structure for multiple texts. | 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). | 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). | Identify signal words that are commonly used in different text structures (first, next, then in sequencing, for example). | ||
|- | |- | ||
− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
Line 1,342: | Line 1,086: | ||
|- | |- | ||
− | | | + | ||'''Suggested Scaffolds and Supports ''' |
* Highlighted information within the text (e.g., signal words) | * Highlighted information within the text (e.g., signal words) | ||
* Graphic organizers | * Graphic organizers | ||
Line 1,362: | Line 1,106: | ||
'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Identifying Text Structure'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.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. | 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.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. | 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. | 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. | 8.RI.k2 Determine how the information in each section contribute to the whole or to the development of ideas. | ||
|- | |- | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
− | + | ||
− | | | + | ||'''Essential Understanding:''' |
Identify key ideas in a text. | Identify key ideas in a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Organize ideas given in a text or list into an outline. | Organize ideas given in a text or list into an outline. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify key ideas in a text. | Identify key ideas in a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify main idea within a paragraph. | Identify main idea within a paragraph. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify supporting details within a paragraph. | Identify supporting details within a paragraph. | ||
|- | |- | ||
− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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|- | |- | ||
− | | | + | ||'''Scaffolds and Supports ''' |
* Graphic Organizers (Data Chart) | * Graphic Organizers (Data Chart) | ||
* Sorting cards for Signal Word Sort | * Sorting cards for Signal Word Sort | ||
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|- | |- | ||
− | | | + | ||'''Additional Resources''' |
Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | ||
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'''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Connecting Diverse Media and Formats'' | '''Grades 6–8 Reading Element Card – Informational Text –'''''' '''''Connecting Diverse Media and Formats'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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. | 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. | 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. | 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. | ||
− | |||
− | |||
− | |||
− | |||
|- | |- | ||
− | | | + | ||'''PI: ''' |
M.RI.c Using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details | 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.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. | M.RI.c Using background knowledge of topics to ask and refine questions and summarize central ideas using relevant details. | ||
− | | | + | || |
− | + | ||
− | + | ||
|- | |- | ||
− | | | + | ||'''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.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. | 6.RI.c4 Explain how information gained in diverse media and formats contributes to the understanding of a topic, text, or issue under study. | ||
− | | | + | || |
− | + | ||
− | + | ||
|- | |- | ||
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{|border=1 | {|border=1 | ||
− | | | + | ||'''Essential Understanding:''' |
Identify the topic of portion of a text or media presentation. | Identify the topic of portion of a text or media presentation. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the topic of a text or media presentation. | Identify the topic of a text or media presentation. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Retell details about a text or media presentation. | Retell details about a text or media presentation. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the most important details from a text. | Identify the most important details from a text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the most important detail from a media presentation. | Identify the most important detail from a media presentation. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify a topic from a single source. | Identify a topic from a single source. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the details, ideas, opinions linked to the topic from a single source. | Identify the details, ideas, opinions linked to the topic from a single source. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a common topic from two or more diverse sources (e.g., presented visually, quantitatively, orally). | Identify a common topic from two or more diverse sources (e.g., presented visually, quantitatively, orally). | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify common information (e.g., details, ideas, opinions) from multiple diverse sources (e.g., presented visually, quantitatively, orally). | Identify common information (e.g., details, ideas, opinions) from multiple diverse sources (e.g., presented visually, quantitatively, orally). | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
− | + | ||
|- | |- | ||
− | | | + | ||'''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.'' | ''\*This card focuses on topic and gaining information. For information on summarizing see 6.RI.c2, 7.RI.j4, 8.RI.j5.'' | ||
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|- | |- | ||
− | | | + | ||'''Suggested Scaffolds and Supports''' |
* Pictures, objects or tactile representations to illustrate the topic, events or details | * Pictures, objects or tactile representations to illustrate the topic, events or details | ||
* Sentence strips that reflect supporting details about the topic | * Sentence strips that reflect supporting details about the topic | ||
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'''Grades 6–8 Reading Element Card – Informational Text – '''''Gather Information'' | '''Grades 6–8 Reading Element Card – Informational Text – '''''Gather Information'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.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. | 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.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. | 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. | 8.RI.k5 Evaluate the claim or argument to determine if it is supported by evidence. | ||
|- | |- | ||
− | | | + | ||'''Essential Understanding:''' |
Identify a fact from the text. | Identify a fact from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a claim from the text. | Identify a claim from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Differentiate a fact versus a claim. | Differentiate a fact versus a claim. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify a fact from the text. | Identify a fact from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a claim from the text. | Identify a claim from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Differentiate a fact vs. a claim. | Differentiate a fact vs. a claim. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify a fact from the text. | Identify a fact from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a claim from the text. | Identify a claim from the text. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Differentiate a fact vs. a claim. | Differentiate a fact vs. a claim. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Match evidence to a claim. | Match evidence to a claim. | ||
− | |||
|} | |} | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''Suggested Instructional Strategies: ''' |
'''Write to Understand''' | '''Write to Understand''' | ||
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{|border=1 | {|border=1 | ||
− | | | + | ||'''Suggested Scaffolds and Supports ''' |
* Highlighted information within the text | * Highlighted information within the text | ||
* Graphic organizers | * Graphic organizers | ||
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|- | |- | ||
− | | | + | ||'''Additional Information''' |
'''Annotating a text:''' | '''Annotating a text:''' | ||
* [https://www.ramapo.edu/crw/files/2013/03/20-2.pdf https://www.ramapo.edu/crw/files/2013/03/20-2.pdf] | * [https://www.ramapo.edu/crw/files/2013/03/20-2.pdf https://www.ramapo.edu/crw/files/2013/03/20-2.pdf] | ||
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'''Grades 6–8 Reading Element Card – Informational Text – '''''Analyzing Across Texts'' | '''Grades 6–8 Reading Element Card – Informational Text – '''''Analyzing Across Texts'' | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''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.6.9 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. | 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.7.7 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. | 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.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. | 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?). | 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. | 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. | Identify two texts on the same topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate important information within a text related to a provided topic. | Locate important information within a text related to a provided topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify statements from the text that agree or disagree on the same topic. | Identify statements from the text that agree or disagree on the same topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Compare two statements about the same topic. | Compare two statements about the same topic. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify two texts on the same topic by different authors. | Identify two texts on the same topic by different authors. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate important information within a text related to a provided topic. | Locate important information within a text related to a provided topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify statements from the text that agree or disagree on the same topic. | Identify statements from the text that agree or disagree on the same topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Compare two selections of text on the same topic. | Compare two selections of text on the same topic. | ||
− | | | + | ||'''Essential Understanding:''' |
− | + | ||
− | + | ||
Identify two texts on the same topic by different authors. | Identify two texts on the same topic by different authors. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Locate important information within a text related to a provided topic. | Locate important information within a text related to a provided topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Identify statements from the texts that disagree on the same topic. | Identify statements from the texts that disagree on the same topic. | ||
− | THEN | + | <div style="text-align:center;">THEN</div> |
Distinguish identified statements as fact or interpretation. | Distinguish identified statements as fact or interpretation. | ||
|- | |- | ||
− | | | + | ||'''Suggested Instructional Strategies:''' |
'''Write to Understand''' | '''Write to Understand''' | ||
* '''Venn Diagram Study: '''Use a Venn Diagram to compare texts that address the same topic (e.g., Venn diagram to compare two articles about Lincoln). Use a system of least prompts as needed to provide feedback.\* | * '''Venn Diagram Study: '''Use a Venn Diagram to compare texts that address the same topic (e.g., Venn diagram to compare two articles about Lincoln). Use a system of least prompts as needed to provide feedback.\* | ||
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− | |||
− | |||
Line 1,900: | Line 1,544: | ||
|- | |- | ||
− | | | + | ||'''Suggested Scaffolds and Supports''' |
* Highlighted information within the text | * Highlighted information within the text | ||
* Graphic organizers | * Graphic organizers |
Revision as of 10:24, 30 October 2014
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
|
\* 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). | 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
|
Scaffolds ad Supports
|
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: | 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
\[\[File:Insert Picture here.jpg\]\]
Discuss to Understand
Model to Understand
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Scaffolds and Supports
|
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
|
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
|
\* 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.
|
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
|
Suggested Scaffolds and Supports
|
\* 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
|
\* 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: | 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. | |
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. |
|
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: |
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
|
\* 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
\[\[File:Insert Picture here.jpg\]\] http://creativecommons.org/licenses/by-sa/3.0/
Annotating the text
Model to Understand
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Suggested Scaffolds and Supports
|
Additional Information
Annotating a text:
|
\* 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.