Reading Element Card Informational Text Grades K-2
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'''Teaching Informational Text''' | '''Teaching Informational Text''' | ||
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[http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/ http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/]<u> </u> | [http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/ http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/]<u> </u> | ||
| − | '''Grades | + | '''Grades K–2 Reading Element Card – Informational Text –''' ''Retelling Texts Using Details'''''<span style="font-family:arial; font-size:150%;">1</span> |
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| − | ||''Specific | + | |style="background-color:#C2D69B;"|''Specific K grade CCCs would be listed here. '' |
| − | ||''Specific | + | |style="background-color:#C2D69B;"|''Specific 1<sup>st</sup> grade CCCs would be listed here.'' |
| − | ||''Specific | + | |style="background-color:#C2D69B;"|''Specific 2<sup>nd</sup> grade CCCs would be listed here.'' |
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<nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | <nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | ||
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | =='''Grades K–2 Reading Element Card – Informational Text – Using Details to Describe Text & Describing the Main Idea'''== |
{|border=1 | {|border=1 | ||
| − | | | + | ||'''Grade K students: ''' |
| − | | | + | ||'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
| − | ||'''CCSS:''' | + | ||'''CCSS:'''RI.K.1 With prompting and support, ask and answer questions about key details in a text. |
| − | RI.K.1 With prompting and support, ask and answer questions about key details in a text. | + | |
RI.K'''.'''2 With Prompting and support, identify the main topic and retell key details of a text. | RI.K'''.'''2 With Prompting and support, identify the main topic and retell key details of a text. | ||
| − | ||'''CCSS:''' | + | ||'''CCSS:'''RI.1.1 Ask and answer questions about key details in a text. |
| − | RI.1.1 Ask and answer questions about key details in a text. | + | |
RI.1.2 Identify the main topic and retell key details of a text. | RI.1.2 Identify the main topic and retell key details of a text. | ||
| − | ||'''CCSS:''' | + | ||'''CCSS:'''RI.1.7 Use the illustrations and details in a text to describe its key ideas. |
| − | RI.1.7 Use the illustrations and details in a text to describe its key ideas. | + | |
RI.2.1 Ask and answer such questions as ''who, what, where, when, why'', and ''how ''to demonstrate understanding of key details in a text. | RI.2.1 Ask and answer such questions as ''who, what, where, when, why'', and ''how ''to demonstrate understanding of key details in a text. | ||
| + | |||
RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | ||
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| − | ||K.RI.d1 With prompting and support, answer questions about key details in a text. | + | |style="background-color:#C2D69B;"|K.RI.d1 With prompting and support, answer questions about key details in a text. |
K.RI.d3 With prompting and support, retell/identify key details in text. | K.RI.d3 With prompting and support, retell/identify key details in text. | ||
| + | |||
K.HD.d3 Discuss key details and main topic of a preferred text. | K.HD.d3 Discuss key details and main topic of a preferred text. | ||
| − | ||1.RI.d1 Answer questions about key details in a text read, read aloud, or viewed. | + | |style="background-color:#C2D69B;"|1.RI.d1 Answer questions about key details in a text read, read aloud, or viewed. |
1.RI.d3 Retell/Identify key details in a text. | 1.RI.d3 Retell/Identify key details in a text. | ||
| + | |||
1.HD.d5 Discuss key details and main topic of a preferred text. | 1.HD.d5 Discuss key details and main topic of a preferred text. | ||
| − | ||2.RI.d1 Answer who, what, where, when, why, and how questions from informational text. | + | |style="background-color:#C2D69B;"|2.RI.d1 Answer who, what, where, when, why, and how questions from informational text. |
2.HD.d4 Discuss key details and main topic of a preferred text. | 2.HD.d4 Discuss key details and main topic of a preferred text. | ||
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||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify photo, diagram, or graphic on a page of informational text. | Identify photo, diagram, or graphic on a page of informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify key details from the text base on a photo, diagram, or graphic. | Identify key details from the text base on a photo, diagram, or graphic. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Answer simple questions about key details from the text. | Answer simple questions about key details from the text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify photo, diagram, or graphic on a page of informational text. | Identify photo, diagram, or graphic on a page of informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify key details from the text based on a photo, diagram, or graphic. | Identify key details from the text based on a photo, diagram, or graphic. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Answer simple questions about key details from the text. | Answer simple questions about key details from the text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Explain the contribution or purpose of illustrations in informational text. | Explain the contribution or purpose of illustrations in informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a key idea from a list that corresponds to an illustration. | Identify a key idea from a list that corresponds to an illustration. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Answer simple questions about a key idea from the text. | Answer simple questions about a key idea from the text. | ||
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'''Write to Understand''' | '''Write to Understand''' | ||
* '''KWL Charts: '''Before, during and after reading a text, create a KWL chart with the class to answer questions about key details in the text. | * '''KWL Charts: '''Before, during and after reading a text, create a KWL chart with the class to answer questions about key details in the text. | ||
| − | What we '''K'''now about a topic | + | {|border=1 style="border-collapse:collapse;" |
| + | ||What we '''K'''now about a topic | ||
| − | 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 |
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'''Discuss to Understand''' | '''Discuss to Understand''' | ||
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* '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself. | * '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself. | ||
'''Key Details''' | '''Key Details''' | ||
| − | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details in a story by using a story graphic organizer. | |
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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. |
| − | '''Grades K–2 Reading Element Card – Informational Text – Using Details to Describe Text & Describing the Main Idea''' | + | =='''Grades K–2 Reading Element Card – Informational Text – Using Details to Describe Text & Describing the Main Idea'''== |
{|border=1 | {|border=1 | ||
| − | | | + | ||'''Grade K students: ''' |
| − | | | + | ||'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
||'''CCSS: '''RI.K.2 With prompting and support, identify the main topic and retell key details of a text. | ||'''CCSS: '''RI.K.2 With prompting and support, identify the main topic and retell key details of a text. | ||
| − | ||'''CCSS:''' | + | ||'''CCSS:'''RI.1.2 Identify the main topic and retell key details of a text. |
| − | RI.1.2 Identify the main topic and retell key details of a text. | + | |
RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | ||
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| − | ||'''PI:''' | + | ||'''PI:'''E.RI.d Approaching informational text with a question to answer; identifying key details and main topics. |
| − | E.RI.d Approaching informational text with a question to answer; identifying key details and main topics. | + | |
E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary). | E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary). | ||
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| − | ||K.RI.d2 With prompting and support, identify the main topic. | + | |style="background-color:#C2D69B;"|K.RI.d2 With prompting and support, identify the main topic. |
K.RI.e1 During shared literacy activities suggest things you might learn about for a given print or non-print text (e.g., What do you think we might learn about in this book?). | K.RI.e1 During shared literacy activities suggest things you might learn about for a given print or non-print text (e.g., What do you think we might learn about in this book?). | ||
| + | |||
K.HD.d3 Discuss key details and main topic of a preferred text. | K.HD.d3 Discuss key details and main topic of a preferred text. | ||
| − | ||1.RI.d2 Identify the main topic of an informational text. | + | |style="background-color:#C2D69B;"|1.RI.d2 Identify the main topic of an informational text. |
1.HD.d5 Discuss key details and main topic of a preferred text. | 1.HD.d5 Discuss key details and main topic of a preferred text. | ||
| − | ||2.RI.d2 Identify the main topic of a multi-paragraph informational text. | + | |style="background-color:#C2D69B;"|2.RI.d2 Identify the main topic of a multi-paragraph informational text. |
2.HD.d4 Discuss key details and main topic of a preferred text. | 2.HD.d4 Discuss key details and main topic of a preferred text. | ||
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'''Write to Understand''' | '''Write to Understand''' | ||
| − | * '''Information Coding for Main Topic: | + | * '''Information Coding for Main Topic:'''Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: |
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| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| + | {|border=1 style="border-collapse:collapse;" | ||
| + | ||Code | ||
| + | ||Meaning | ||
| + | |- | ||
| + | ||_______ | ||
| + | ||Here is the main topic. | ||
| + | |- | ||
| + | ||<nowiki>***</nowiki> | ||
| + | ||A main detail that supports the topic. | ||
| + | |} | ||
'''Discuss to Understand''' | '''Discuss to Understand''' | ||
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* '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud about the main idea and supporting details. | * '''Think Aloud: '''The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud an informational text in front of the class. Then, periodically, the teacher should stop and ask questions out loud about the main idea and supporting details. | ||
'''Key Details''' | '''Key Details''' | ||
| − | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details in a story by using a story graphic organizer. | |
|- | |- | ||
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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. |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | |
| + | =='''Grades K–2 Reading Element Card – Informational Text – Analyzing Relationships'''== | ||
{|border=1 | {|border=1 | ||
| − | |width = " | + | |width="35%"|'''Grade K students: ''' |
| − | |width = " | + | |width="35%"|'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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|- | |- | ||
| − | ||K.RI.f1 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. | + | |style="background-color:#C2D69B;"|K.RI.f1 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. |
| − | ||1.RI.f1 Describe the connection between two individuals, events, or pieces of information in a text. | + | |style="background-color:#C2D69B;"|1.RI.f1 Describe the connection between two individuals, events, or pieces of information in a text. |
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||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Answer simple questions about an individual event, idea, or piece of information. | Answer simple questions about an individual event, idea, or piece of information. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify connections between two individuals, events, or pieces of information. | Identify connections between two individuals, events, or pieces of information. | ||
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'''Write to Understand:''' | '''Write to Understand:''' | ||
* '''Informational Venn Diagrams: '''To get students to understand the connection between two individuals, events, ideas, or pieces of information use a compare/contrast text structure. Brainstorm (individually, in a small group, or with the whole class) how two or more things are alike and/or how they are different. | * '''Informational Venn Diagrams: '''To get students to understand the connection between two individuals, events, ideas, or pieces of information use a compare/contrast text structure. Brainstorm (individually, in a small group, or with the whole class) how two or more things are alike and/or how they are different. | ||
| − | + | [[File:Reading Element Card Informational Text Grades K-2.PNG|center]] | |
* '''Time Lines: '''Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result). | * '''Time Lines: '''Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result). | ||
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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. |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | =='''Grades K–2 Reading Element Card – Informational Text – Identifying Text Structure'''== |
{|border=1 | {|border=1 | ||
|width = "20%" |'''Grade K students: ''' | |width = "20%" |'''Grade K students: ''' | ||
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||'''CCSS:''' | ||'''CCSS:''' | ||
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. | ||
| + | |||
RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. | ||
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| − | ||1.RI.e2 Identify and use various text features (e.g., bold text, titles) to locate key facts or information in a text. | + | |style="background-color:#C2D69B;"|1.RI.e2 Identify and use various text features (e.g., bold text, titles) to locate key facts or information in a text. |
1.HD.e2 Identify text features to aid comprehension. | 1.HD.e2 Identify text features to aid comprehension. | ||
| + | |||
1.HD.e3 Use text features to aid comprehension. | 1.HD.e3 Use text features to aid comprehension. | ||
| − | ||2.RI.e1 Identify and use various text features (e.g., title, bold print, illustrations, glossaries) to locate key facts or information in a text efficiently. | + | |style="background-color:#C2D69B;"|2.RI.e1 Identify and use various text features (e.g., title, bold print, illustrations, glossaries) to locate key facts or information in a text efficiently. |
2.HD.e1 Identify text features to aid comprehension. | 2.HD.e1 Identify text features to aid comprehension. | ||
| + | |||
2.HD.e2 Use text features to aid comprehension. | 2.HD.e2 Use text features to aid comprehension. | ||
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||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify various text features (e.g., bold text, titles) within informational text. | Identify various text features (e.g., bold text, titles) within informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Locate key facts and information using text features. | Locate key facts and information using text features. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify various text features (e.g., title, bold print, illustrations, glossaries) within informational text. | Identify various text features (e.g., title, bold print, illustrations, glossaries) within informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Locate key facts and information using text features. | Locate key facts and information using text features. | ||
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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. |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | =='''Grades K–2 Reading Element Card – Informational Text – Distinguishing a Point of View'''== |
{|border=1 | {|border=1 | ||
|width = "20%" |'''Grade K students: ''' | |width = "20%" |'''Grade K students: ''' | ||
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|- | |- | ||
| − | ||K.RI.g1 Identify the author's purpose in an informational text. | + | |style="background-color:#C2D69B;"|K.RI.g1 Identify the author's purpose in an informational text. |
| − | ||2.RI.g1 Identify the main purpose of a text, including what question the author is answering, explaining, or describing. | + | |style="background-color:#C2D69B;"|2.RI.g1 Identify the main purpose of a text, including what question the author is answering, explaining, or describing. |
| − | ||3.RI.k1 Identify the author's purpose in an informational text. | + | |style="background-color:#C2D69B;"|3.RI.k1 Identify the author's purpose in an informational text. |
|- | |- | ||
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||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify the author of an informational text. | Identify the author of an informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Describe why the author might have written the text. | Describe why the author might have written the text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify the author of an informational text. | Identify the author of an informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Describe why the author might have written the text. | Describe why the author might have written the text. | ||
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Tompkins, G. (2005). ''Patterns of practice. ''Upper Saddle River, NJ: Pearson. | 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. | 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 K–2 Reading Element Card – Informational Text – | + | =='''Grades K–2 Reading Element Card – Informational Text – Distinguishing Point of View & Connecting Diverse Media and Formats'''== |
{|border=1 | {|border=1 | ||
| − | |width = " | + | |width="33%"|'''Grade K students: ''' |
| − | |width = " | + | |width="34%"|'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
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||'''CCSS: ''' | ||'''CCSS: ''' | ||
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | ||
| + | |||
RI.1.7 Use the illustrations and details in a text to describe its key ideas. | RI.1.7 Use the illustrations and details in a text to describe its key ideas. | ||
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||'''PI: ''' | ||'''PI: ''' | ||
E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). | E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). | ||
| + | |||
E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause-effect, compare-contrast relationships). | E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause-effect, compare-contrast relationships). | ||
||'''PI: ''' | ||'''PI: ''' | ||
E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). | E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). | ||
| + | |||
E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships). | E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships). | ||
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| − | ||K.RI.c1 Identify a labeled photo or diagram or graph from within an informational text. | + | |style="background-color:#C2D69B;"|K.RI.c1 Identify a labeled photo or diagram or graph from within an informational text. |
| + | |||
K.RI.f2 With prompting and support, interpret the information provided in photos or diagrams or graphics and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). | K.RI.f2 With prompting and support, interpret the information provided in photos or diagrams or graphics and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). | ||
| − | ||1.RI.c1 Use the photos, diagrams, or graphics and details in a text to describe or identify key ideas. | + | |style="background-color:#C2D69B;"|1.RI.c1 Use the photos, diagrams, or graphics and details in a text to describe or identify key ideas. |
| + | 1.RI.f3 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | ||
| + | |||
| + | |style="background-color:#C2D69B;"|2.RI.e2 Explain or identify what specific images (e.g., a diagram showing how a machine works) teach the reader to do or tell the reader. | ||
| − | |||
2.RI.c1 Use the illustrations and details in a text to describe or identify key ideas. | 2.RI.c1 Use the illustrations and details in a text to describe or identify key ideas. | ||
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| − | |||
| − | |||
| − | |||
|- | |- | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify a photo/diagram/graphic in an informational text. | Identify a photo/diagram/graphic in an informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Answer simple questions about the photo/diagram/graphic. | Answer simple questions about the photo/diagram/graphic. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify a photo/diagram/graphic in an informational text. | Identify a photo/diagram/graphic in an informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Differentiate a photo/diagram/graphic from the caption describing it. | Differentiate a photo/diagram/graphic from the caption describing it. | ||
| Line 693: | Line 709: | ||
|- | |- | ||
|} | |} | ||
| − | 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. |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | |
| + | =='''Grades K–2 Reading Element Card – Informational Text – Describing the Main Idea & Gather Information'''== | ||
{|border=1 | {|border=1 | ||
| − | | | + | ||'''Grade K students: ''' |
| − | | | + | ||'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
| Line 707: | Line 724: | ||
||'''CCSS: '''RI.1.8 Identify the reasons an author gives to support points in a text. | ||'''CCSS: '''RI.1.8 Identify the reasons an author gives to support points in a text. | ||
| − | ||'''CCSS:''' | + | ||'''CCSS:'''RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. |
| − | RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | + | |
RI.2.8 Describe how reasons support specific points the author makes in a text. | RI.2.8 Describe how reasons support specific points the author makes in a text. | ||
| Line 717: | Line 734: | ||
||'''PI: '''E.RI.d Approaching informational texts with a question to answer; identifying key details and main topic'''.''' | ||'''PI: '''E.RI.d Approaching informational texts with a question to answer; identifying key details and main topic'''.''' | ||
| + | |||
E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | ||
| Line 727: | Line 745: | ||
|- | |- | ||
| − | ||K.RI.g2 With prompting and support, identify the facts an author gives to support points in a text. | + | |style="background-color:#C2D69B;"|K.RI.g2 With prompting and support, identify the facts an author gives to support points in a text. |
| − | ||1.RI.g1 Identify the facts and details an author gives to support points in a text. | + | |style="background-color:#C2D69B;"|1.RI.g1 Identify the facts and details an author gives to support points in a text. |
| − | ||2.RI.d3 Identify the focus of a paragraph and the details that support the focus in an informational text. | + | |style="background-color:#C2D69B;"|2.RI.d3 Identify the focus of a paragraph and the details that support the focus in an informational text. |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | 2.RI.g2 Identify the facts and details an author gives to support points in a text. | |
|- | |- | ||
| Line 746: | Line 759: | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify a fact in an informational text. | Identify a fact in an informational text. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail linked to a fact in an informational text. | Identify a detail linked to a fact in an informational text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify a fact. | Identify a fact. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify a detail. | Identify a detail. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the focus of a paragraph within a text. | Identify the focus of a paragraph within a text. | ||
| Line 760: | Line 773: | ||
|colspan=3|'''Suggested Instructional Strategies: ''' | |colspan=3|'''Suggested Instructional Strategies: ''' | ||
| − | <u>'''Write to Understand'' | + | <u>'''Write to Understand'''</u> |
| − | + | ||
| − | + | ||
| − | + | '''Information Coding for Main Topic: Information Coding:'''Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this: | |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| + | {|border=1 style="border-collapse:collapse;" | ||
| + | ||Code | ||
| + | ||Meaning | ||
| + | |- | ||
| + | ||_______ | ||
| + | ||Here is the focus of a paragraph. | ||
| + | |- | ||
| + | ||<nowiki>***</nowiki> | ||
| + | ||This is a fact and detail that support the focus of the paragraph. | ||
| + | |} | ||
'''Graphic Organizer (e.g., bubble)''' | '''Graphic Organizer (e.g., bubble)''' | ||
| Line 781: | Line 798: | ||
* '''Think aloud: '''Model the thought processes that occur while reading the text. This may include: asking questions while reading the text, identifying important details, identifying the topic, and identifying the main idea.<sup>1</sup> | * '''Think aloud: '''Model the thought processes that occur while reading the text. This may include: asking questions while reading the text, identifying important details, identifying the topic, and identifying the main idea.<sup>1</sup> | ||
'''Key Details''' | '''Key Details''' | ||
| − | + | :* Using a text from a read aloud, shared reading lesson, or guided reading lesson, the teacher can model how to select and organize the key details using a story graphic organizer. | |
|- | |- | ||
| Line 807: | Line 824: | ||
|- | |- | ||
|} | |} | ||
| − | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts. | + | <nowiki>*</nowiki> Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts. |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | =='''Grades K–2 Reading Element Card – Informational Text – Analyzing Across Texts'''== |
{|border=1 | {|border=1 | ||
| − | | | + | ||'''Grade K students: ''' |
| − | | | + | ||'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
| Line 839: | Line 856: | ||
|- | |- | ||
| − | ||K.RI.g3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real). | + | |style="background-color:#C2D69B;"|K.RI.g3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real). |
| − | ||1.RI.g2 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures). | + | |style="background-color:#C2D69B;"|1.RI.g2 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures). |
| − | ||2.RI.f1 Compare and contrast the most important points presented by two texts on the same topic. | + | |style="background-color:#C2D69B;"|2.RI.f1 Compare and contrast the most important points presented by two texts on the same topic. |
|- | |- | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify what is the same and what is different for two similar images or photographs. | Identify what is the same and what is different for two similar images or photographs. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
With prompting and support, identify the topic of a text. | With prompting and support, identify the topic of a text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify what is the same and what is different for two similar images or photographs. | Identify what is the same and what is different for two similar images or photographs. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the topic of a text. | Identify the topic of a text. | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify the most important facts of a text on a familiar topic. | Identify the most important facts of a text on a familiar topic. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the most important facts of a second text on the same familiar topic. | Identify the most important facts of a second text on the same familiar topic. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify if two selected facts from the two texts on the topic agree or disagree. | Identify if two selected facts from the two texts on the topic agree or disagree. | ||
| Line 867: | Line 884: | ||
'''Write to Understand''' | '''Write to Understand''' | ||
* '''Informational Venn Diagrams: '''For texts that use a compare/contrast text structure, brainstorm (individually, in a small group, or with the whole class) how two texts about the same topic are similar and how the two texts are different. | * '''Informational Venn Diagrams: '''For texts that use a compare/contrast text structure, brainstorm (individually, in a small group, or with the whole class) how two texts about the same topic are similar and how the two texts are different. | ||
| − | |||
| − | |||
| + | [[File:Reading Element Card Informational Text Grades K-2.PNG|center]] | ||
| Line 878: | Line 894: | ||
* '''Information Sorting: '''On three sorting cards, create three categories with the titles: Text \#1 (name of text), Text \#2 (name of text), and Similar. On the other sorting cards write a list of similarities and differences. Present the students with a sort. Each of those concepts can be a category. On other cards, write corresponding facts that would match under the various categories. Ask students to sort the cards accordingly. | * '''Information Sorting: '''On three sorting cards, create three categories with the titles: Text \#1 (name of text), Text \#2 (name of text), and Similar. On the other sorting cards write a list of similarities and differences. Present the students with a sort. Each of those concepts can be a category. On other cards, write corresponding facts that would match under the various categories. Ask students to sort the cards accordingly. | ||
| − | Text | + | {|border=1 style="border-collapse:collapse;" |
| + | |||
| + | ||Text #1 | ||
Panda Bears | Panda Bears | ||
| − | Similarities | + | ||Similarities |
| − | Text | + | ||Text #2 |
Polar Bears | Polar Bears | ||
| + | |- | ||
| + | ||Live in China | ||
| + | ||Are mammals | ||
| − | + | ||Live in the Arctic | |
| − | + | |} | |
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | + | ||
| − | Live in the Arctic | + | |
| − | + | ||
| − | + | ||
| − | + | ||
|- | |- | ||
| Line 922: | Line 931: | ||
|- | |- | ||
|} | |} | ||
| − | 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. |
| − | + | =='''Grades K–2 Reading Element Card – Informational Text – Analyzing Relationships'''== | |
| − | '''Grades K–2 Reading Element Card – Informational Text – | + | |
{|border=1 | {|border=1 | ||
| − | |width = " | + | |width="30%"|'''Grade K students: ''' |
| − | |width = " | + | |width="30%"|'''Grade 1 students: ''' |
| − | | | + | ||'''Grade 2 students: ''' |
|- | |- | ||
| Line 959: | Line 967: | ||
|| | || | ||
| − | ||2.RI.f2 Identify the sequence of events in an informational text. | + | |style="background-color:#C2D69B;"|2.RI.f2 Identify the sequence of events in an informational text. |
2.RI.f3 Identify the steps in a process in an informational text. | 2.RI.f3 Identify the steps in a process in an informational text. | ||
| + | |||
2.RI.f4 Identify the cause and effect relationships in an informational text. | 2.RI.f4 Identify the cause and effect relationships in an informational text. | ||
| Line 970: | Line 979: | ||
||'''Essential Understanding:''' | ||'''Essential Understanding:''' | ||
Identify the sequence of events from a provided set of familiar events. | Identify the sequence of events from a provided set of familiar events. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the steps in a process from a provided familiar process. | Identify the steps in a process from a provided familiar process. | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
Identify the effect of a provided cause (or vice versa). | Identify the effect of a provided cause (or vice versa). | ||
| − | THEN | + | <div style="text-align:center;">THEN</div> |
With guidance and support, identify the text structure of a text as either sequence or cause/effect. | With guidance and support, identify the text structure of a text as either sequence or cause/effect. | ||
|- | |- | ||
| − | |||
| − | + | |colspan=3|'''Suggested Instructional Strategies: ''' | |
| − | + | ||
'''Write to Understand''' | '''Write to Understand''' | ||
* '''Time Lines: '''Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result). | * '''Time Lines: '''Individually, in pairs, or with the whole class, students can draw a timeline to record important events in history or important milestones in a well-known person's life. Students can create multiple timelines of the same historical period to compare the influence of one thing on something else (e.g. timeline of important events of the Civil Rights movement and a timeline of historical Civil Rights legislature that was passed as a result). | ||
* '''Sequence Graphic Organizer: '''For texts that use a sequential text structure, brainstorm (individually, in a small group, or with the whole class) how the events unfold in a text. As each event unfolds, place the event in each box of the graphic organizer. | * '''Sequence Graphic Organizer: '''For texts that use a sequential text structure, brainstorm (individually, in a small group, or with the whole class) how the events unfold in a text. As each event unfolds, place the event in each box of the graphic organizer. | ||
| − | + | ||
| + | [[File:Reading Element Card Informational Text Grades K-2 1.PNG|center]] | ||
* '''Sketch, Write, Type, or Choose a Pictorial Representation of the Key Events: '''To help students read closely while analyzing the events in an informational text, use system of least prompts<nowiki>*</nowiki> to have students sketch, write, type, (or choose from picture or word options) the key events while focusing on the following questions: | * '''Sketch, Write, Type, or Choose a Pictorial Representation of the Key Events: '''To help students read closely while analyzing the events in an informational text, use system of least prompts<nowiki>*</nowiki> to have students sketch, write, type, (or choose from picture or word options) the key events while focusing on the following questions: | ||
Latest revision as of 11:51, 31 October 2014
BACK TO Element Cards
Teaching Informational Text All of the CCCs in this document relate to teaching informational text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC Wiki (https://wiki.ncscpartners.org/index.php/Main_Page) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. Below are some additional resources that may be helpful:
NCSC Curriculum Resource Guides Reading Informational Text Vocabulary Acquisition and Use
- Access these guide here: https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides
NCSC Content Modules Author's Purpose and Point of View Main Idea, Theme, and Details Summarizing and Inferencing Text Structure Vocabulary Use and Acquisition Informational Writing Persuasive Writing
- Access all Content Modules here: https://wiki.ncscpartners.org/index.php/Content_Modules
Websites for additional information http://aim.cast.org http://www.inspiration.com/community/lessons-and-ideas www.edhelper.com http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://learnzillion.com http://www.teacherspayteachers.com http://www.ncte.org/standards/common-core/nonfiction-texts http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/
Grades K–2 Reading Element Card – Informational Text – Retelling Texts Using Details1
| Grade 3 students: | Grade 4 students: | Grade 5 students: | |
| 2 | CCSS | CCSS | CCSS |
| 3 | PI | PI | PI |
| 4 | CCCs | CCCs | CCCs |
| Specific K grade CCCs would be listed here. | Specific 1st grade CCCs would be listed here. | Specific 2nd grade CCCs would be listed here. | |
| 5 | Essential Understanding: | Essential Understanding: | Essential Understanding:
|
| 6 | Suggested Instructional Strategies:
| ||
| 7 | Suggested Scaffolds and Supports: | ||
Explanations for corresponding line numbers
- Strand and Instructional Family: The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. https://wiki.ncscpartners.org/index.php/Instructional_Families
- Common Core State Standard (CCSS): A set of national standards that provide a consistent, clear understanding of what students are expected to learn. http://www.corestandards.org/
- Progress Indicators (PI): The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
- Core Content Connectors (CCCs): The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family. https://wiki.ncscpartners.org/index.php/Core_Content_Connectors
- Essential Understandings: The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student.
- Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC.
- Suggested Supports and Scaffolds: Suggested supports and scaffolds for students to be able to demonstrate what they know and can do.
*Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty.
[edit] Grades K–2 Reading Element Card – Informational Text – Using Details to Describe Text & Describing the Main Idea
| Grade K students: | Grade 1 students: | Grade 2 students: | ||||||
| CCSS:RI.K.1 With prompting and support, ask and answer questions about key details in a text.
RI.K.2 With Prompting and support, identify the main topic and retell key details of a text.
|
CCSS:RI.1.1 Ask and answer questions about key details in a text.
RI.1.2 Identify the main topic and retell key details of a text.
|
CCSS:RI.1.7 Use the illustrations and details in a text to describe its key ideas.
RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | ||||||
| PI: E.RI.d approaching informational text with a question to answer; identifying key details and main topics. | PI: E.RI.d approaching informational text with a question to answer; identifying key details and main topics. | PI: E.RI.d approaching informational text with a question to answer; identifying key details and main topics. | ||||||
| CCCs | CCCs | CCCs | ||||||
| K.RI.d1 With prompting and support, answer questions about key details in a text.
K.RI.d3 With prompting and support, retell/identify key details in text. K.HD.d3 Discuss key details and main topic of a preferred text. |
1.RI.d1 Answer questions about key details in a text read, read aloud, or viewed.
1.RI.d3 Retell/Identify key details in a text. 1.HD.d5 Discuss key details and main topic of a preferred text. |
2.RI.d1 Answer who, what, where, when, why, and how questions from informational text.
2.HD.d4 Discuss key details and main topic of a preferred text. | ||||||
| Essential Understanding:
Identify photo, diagram, or graphic on a page of informational text. THEN
Identify key details from the text base on a photo, diagram, or graphic. THEN
Answer simple questions about key details from the text. |
Essential Understanding:
Identify photo, diagram, or graphic on a page of informational text. THEN
Identify key details from the text based on a photo, diagram, or graphic. THEN
Answer simple questions about key details from the text. |
Essential Understanding:
Explain the contribution or purpose of illustrations in informational text. THEN
Identify a key idea from a list that corresponds to an illustration. THEN
Answer simple questions about a key idea from the text. | ||||||
| Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Sort to Understand
Model to Understand
Key Details
| ||||||||
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.
[edit] Grades K–2 Reading Element Card – Informational Text – Using Details to Describe Text & Describing the Main Idea
| Grade K students: | Grade 1 students: | Grade 2 students: | ||||||
| CCSS: RI.K.2 With prompting and support, identify the main topic and retell key details of a text. | CCSS:RI.1.2 Identify the main topic and retell key details of a text.
RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. |
CCSS: RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text. | ||||||
| PI:E.RI.d Approaching informational text with a question to answer; identifying key details and main topics.
E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary).
|
PI: RI.d Approaching informational text with a question to answer; identifying key details and main topics. | PI: E.RI.d Approaching informational text with a question to answer; identifying key details and main topics. | ||||||
| CCCs | CCCs | CCCs | ||||||
| K.RI.d2 With prompting and support, identify the main topic.
K.RI.e1 During shared literacy activities suggest things you might learn about for a given print or non-print text (e.g., What do you think we might learn about in this book?). K.HD.d3 Discuss key details and main topic of a preferred text. |
1.RI.d2 Identify the main topic of an informational text.
1.HD.d5 Discuss key details and main topic of a preferred text. |
2.RI.d2 Identify the main topic of a multi-paragraph informational text.
2.HD.d4 Discuss key details and main topic of a preferred text. | ||||||
| Essential Understanding:
With prompting and support, answer simple questions about the topic of an informational text. |
Essential Understanding:
Answer a simple question about the main topic of an informational text. |
Essential Understanding:
Identify the main topic of a simple informational text (e.g., one paragraph). | ||||||
| Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
Key Details
| ||||||||
Scaffolds and Supports
| ||||||||
| 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.
[edit] Grades K–2 Reading Element Card – Informational Text – Analyzing Relationships
| Grade K students: | Grade 1 students: | Grade 2 students: |
| CCSS: RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. | CCSS: RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. | CCSS: |
| PI: E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause-effect, compare-contrast relationships). | PI: E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships) | PI: |
| CCCs | CCCs | CCCs |
| K.RI.f1 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information. | 1.RI.f1 Describe the connection between two individuals, events, or pieces of information in a text. | |
| Essential Understanding:
Answer simple questions about an individual event, idea, or piece of information. |
Essential Understanding:
Answer simple questions about an individual event, idea, or piece of information. THEN
Identify connections between two individuals, events, or pieces of information. |
|
| Suggested Instructional Strategies:
Write to Understand:
Discuss to Understand
Model to Understand
| ||
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.
[edit] Grades K–2 Reading Element Card – Informational Text – Identifying Text Structure
| Grade K students: | Grade 1 students: | Grade 2 students: |
| CCSS: | CCSS:
RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.1.7 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. |
CCSS: RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. |
| PI: | PI: E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary). | PI: E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary). |
| CCCs | CCCs | CCCs |
| 1.RI.e2 Identify and use various text features (e.g., bold text, titles) to locate key facts or information in a text.
1.HD.e2 Identify text features to aid comprehension. 1.HD.e3 Use text features to aid comprehension. |
2.RI.e1 Identify and use various text features (e.g., title, bold print, illustrations, glossaries) to locate key facts or information in a text efficiently.
2.HD.e1 Identify text features to aid comprehension. 2.HD.e2 Use text features to aid comprehension. | |
| Essential Understanding: | Essential Understanding:
Identify various text features (e.g., bold text, titles) within informational text. THEN
Locate key facts and information using text features. |
Essential Understanding:
Identify various text features (e.g., title, bold print, illustrations, glossaries) within informational text. THEN
Locate key facts and information using text features. |
| Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
| ||
Suggested 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.
[edit] Grades K–2 Reading Element Card – Informational Text – Distinguishing a Point of View
| Grade K students: | Grade 1 students: | Grade 2 students: |
| CCSS: RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. | CCSS: RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. | CCSS: RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. |
| PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.k Using supporting evidence to analyze or compare texts or parts of texts: author's purpose, points of view, key ideas/details, different accounts. |
| CCCs | CCCs | CCCs |
| K.RI.g1 Identify the author's purpose in an informational text. | 2.RI.g1 Identify the main purpose of a text, including what question the author is answering, explaining, or describing. | 3.RI.k1 Identify the author's purpose in an informational text. |
| Essential Understanding:
Identify the author of an informational text. |
Essential Understanding:
Identify the author of an informational text. THEN
Describe why the author might have written the text. |
Essential Understanding:
Identify the author of an informational text. THEN
Describe why the author might have written the text. |
| Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
| ||
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.
[edit] Grades K–2 Reading Element Card – Informational Text – Distinguishing Point of View & Connecting Diverse Media and Formats
| Grade K students: | Grade 1 students: | Grade 2 students: |
| CCSS: RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). | CCSS:
RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.1.7 Use the illustrations and details in a text to describe its key ideas. |
CCSS: RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. |
| PI:
E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause-effect, compare-contrast relationships). |
PI:
E.RI.c Recognizing organization and features of informational texts (e.g., describes a topic, finds facts in visual information). E.RI.f Making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships). |
PI: E.RI.e Locating/Interpreting information using a variety of text features (e.g., title, illustrations, bold print, glossary). |
| CCCs | CCCs | CCCs |
| K.RI.c1 Identify a labeled photo or diagram or graph from within an informational text.
K.RI.f2 With prompting and support, interpret the information provided in photos or diagrams or graphics and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
1.RI.c1 Use the photos, diagrams, or graphics and details in a text to describe or identify key ideas.
1.RI.f3 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. |
2.RI.e2 Explain or identify what specific images (e.g., a diagram showing how a machine works) teach the reader to do or tell the reader.
2.RI.c1 Use the illustrations and details in a text to describe or identify key ideas. |
| Essential Understanding:
Identify a photo/diagram/graphic in an informational text. THEN
Answer simple questions about the photo/diagram/graphic. |
Essential Understanding:
Identify a photo/diagram/graphic in an informational text. THEN
Differentiate a photo/diagram/graphic from the caption describing it. |
Essential Understanding:
Identify a specific image in the text that matches a provided description. |
| Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
| ||
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.
[edit] Grades K–2 Reading Element Card – Informational Text – Describing the Main Idea & Gather Information
| Grade K students: | Grade 1 students: | Grade 2 students: | ||||||
| CCSS: RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. | CCSS: RI.1.8 Identify the reasons an author gives to support points in a text. | CCSS:RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
RI.2.8 Describe how reasons support specific points the author makes in a text. | ||||||
| PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.d Approaching informational texts with a question to answer; identifying key details and main topic.
E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | ||||||
| CCCs | CCCs | CCCs | ||||||
| K.RI.g2 With prompting and support, identify the facts an author gives to support points in a text. | 1.RI.g1 Identify the facts and details an author gives to support points in a text. | 2.RI.d3 Identify the focus of a paragraph and the details that support the focus in an informational text.
2.RI.g2 Identify the facts and details an author gives to support points in a text. | ||||||
| Essential Understanding:
With prompting and support, identify a fact in an informational text. |
Essential Understanding:
Identify a fact in an informational text. THEN
Identify a detail linked to a fact in an informational text. |
Essential Understanding:
Identify a fact. THEN
Identify a detail. THEN
Identify the focus of a paragraph within a text. | ||||||
| Suggested Instructional Strategies:
Write to Understand Information Coding for Main Topic: Information Coding:Provide the students with a copy of the text the students for students to mark. Students should then create a coding system to help them mark and understand the text. The coding system might look something like this:
Graphic Organizer (e.g., bubble)
Sort to Understand
Model to Understand
Key Details
| ||||||||
Scaffolds and Supports
| ||||||||
| Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. www.liketoread.com 1Moore, P., & Lyon, A. (2005). New essentials for teaching reading in pre-k-2. (pp. 96-97). New York, New York: Scholastic. | ||||||||
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts.
[edit] Grades K–2 Reading Element Card – Informational Text – Analyzing Across Texts
| Grade K students: | Grade 1 students: | Grade 2 students: | ||||||
| CCSS: RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | CCSS: RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). | CCSS: RI.2.9 Compare and contrast the most important points presented by two texts on the same topic. | ||||||
| PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | PI: E.RI.g Exploring the differences among texts and recognizing author's purpose: texts to "teach" us about… | ||||||
| CCCs | CCCs | CCCs | ||||||
| K.RI.g3 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., imaginary or real bear; photo versus illustration of something not real). | 1.RI.g2 Identify basic similarities in and differences between two texts on the same topic (e.g., illustrations, descriptions, or procedures). | 2.RI.f1 Compare and contrast the most important points presented by two texts on the same topic. | ||||||
| Essential Understanding:
Identify what is the same and what is different for two similar images or photographs. THEN
With prompting and support, identify the topic of a text. |
Essential Understanding:
Identify what is the same and what is different for two similar images or photographs. THEN
Identify the topic of a text. |
Essential Understanding:
Identify the most important facts of a text on a familiar topic. THEN
Identify the most important facts of a second text on the same familiar topic. THEN
Identify if two selected facts from the two texts on the topic agree or disagree. | ||||||
| Suggested Instructional Strategies:
Write to Understand
Sort to Understand
| ||||||||
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.
[edit] Grades K–2 Reading Element Card – Informational Text – Analyzing Relationships
| Grade K students: | Grade 1 students: | Grade 2 students: |
| CCSS: | CCSS: | CCSS: RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. |
| PI: | PI: | PI: E.RI.f making connections among pieces of information (e.g., sequence events, steps in a process, cause- effect, compare-contrast relationships) |
| CCCs | CCCs | CCCs |
| 2.RI.f2 Identify the sequence of events in an informational text.
2.RI.f3 Identify the steps in a process in an informational text. 2.RI.f4 Identify the cause and effect relationships in an informational text. | ||
| Essential Understanding: | Essential Understanding: | Essential Understanding:
Identify the sequence of events from a provided set of familiar events. THEN
Identify the steps in a process from a provided familiar process. THEN
Identify the effect of a provided cause (or vice versa). THEN
With guidance and support, identify the text structure of a text as either sequence or cause/effect. |
| Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
| ||
Scaffolds and Supports
| ||
| Additional Resources
Tompkins, G. (2005). Patterns of practice. Upper Saddle River, NJ: Pearson. | ||
* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies such as time delay, example/non-example and the use of a system of least prompts.
