Do: - Troup County Schoolscommoncore2012.homestead.com/Instruction/Language… · Web viewEngage students in activities to experiment with words (word games, word wall, sorting

CCGPS K-12 VerticalArticulation of Skills

Reading: Informational Text

Informational Text: Key Ideas and Details

College and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade Grade-Specific Standard Approaches to Instruction

Grade 3HP

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Know:

details and examples from informational text can be used as evidence to support an answer

readers refer to explicit information in an informational text to support their conclusions

explicit information is stated directly in the informational textDo:

ask questions about an informational text referring to explicit details and examples from the text

answer questions about an informational text using explicit details and examples from the text to support their answer

find evidence within an informational text to support an answer refer to text when drawing conclusions

Pre-requisite: answer who, what, where, when, why and how questions about

an informational text formulate who, what, where, when, why and how questions

about an informational text determine what information they are being asked to find in the

text monitor their comprehension of a text by asking appropriate

questions as they read

Model using an informational text to ask and answer questions Model how to refer to the text explicitly Provide opportunities for students to engage in conversations

to retell details in the text Model how to make predictions about a text Model and guide students to describe what is directly stated in

the text Encourage and demonstrate for students how to make

connections from the text Guide students to respond orally and in written form when

answering questions

Grade 4HP

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Know:

details and examples from the informational text can be used as evidence to support conclusions drawn from the text

an inference is a logical assumption based on details and

Provide explicit instruction on the concepts of implicit and explicit text messages (inference)

Model note-taking with an emphasis on how to use details from the text (and separating important facts and details from extraneous)

Require text evidence for all claims, both formal and informal,

examples from the informational text and their own prior knowledge and experience

informational text contains explicit and implicit information explicit information is stated directly in the informational text implicit information is drawn from clues in the informational text

Do: identify details and examples from informational text to support

their inferences and conclusionsPre-requisite:

ask questions about an informational text referring to explicit details and examples from the text

answer questions about an informational text using explicit details and examples from the text to support their answer

find evidence within an informational text to support an answer refer to text when drawing conclusions

in writing and in discussion

Grade 5HP

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Know:

a quote is a word, phrase, sentence, or paragraph taken directly from informational text

explicit information is stated directly in informational text an inference is a logical assumption based on details and

examples from informational textDo:

summarize what informational text says, citing evidence from the text and incorporating a relevant quote

draw inferences from informational text, citing evidence from the text and incorporating a relevant quote

justify their choice of quote and how it supports their explanation of informational text

paraphrase information from textPre-requisite:

know the difference between explicit and implicit identify details and examples from informational text to support

their inferences and conclusions

Require textual evidence for all claims and inferences, even in informal class discussion

Model the necessity of providing evidence for claims in circumstances other than textual analysis, for example in making decisions about a class party or field trip

Require students to take notes, modeling appropriate procedures and content

Have students quote, paraphrase, and summarize and explore the accuracy of their content

Explain bias and note when bias appears in summary (a summary should not include “it was a good book about birds” it should only include the infor-mation about the birds!)

Purposefully provide informational texts that challenge your readers

Informational Text: Key Ideas and DetailsCCR Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Grade Grade-Specific Standard Approaches to Instruction

Informational Text 2

Grade 3HP

Determine the main idea of a text; recount the key details and explain how they support the main idea.Know:

main idea of a text is the central thought or point the author is making about a topic

recount means to retell with details main idea is often stated explicitly in informational text an author will often use signal words to introduce supporting

details (e.g., such as, also, for example, one reason)Do:

identify details from the text that were used to determine the main idea

explain how the details from the text support the main idea determine the main idea of a text use signal words to locate supporting details in the text

Pre-requisite: define indent as leaving a blank space at the beginning of a

paragraph determine the main topic of an informational text determine the topic of each paragraph within the text explain how the various paragraphs support the main topic of

the text

Lead students in understanding how to connect details Engage students in using various informational texts to identify

the main idea, and the supporting key details Engage students in discussions about how the main ideas and

key details define what the text is about

Grade 4HP

Determine the main idea of a text and explain how it is supported by key details; summarize the text.Know:

main idea of a text is the central thought or the point the author is making about a topic

main idea of a text is often explicitly stated in informational text key details in an informational text help determine the main

idea a summary contains only the most important details from the

textDo:

identify details from the informational text that support the main idea

explain how details from the text support the main idea select and use key details to summarize the text

Pre-requisite: identify details from the text that were used to determine the

main idea explain how the details from the text support the main idea determine the main idea of a text use signal words to locate supporting details in the text

Engage students in using various informational texts to identify the main idea, and the supporting key details

Model effective summarization and the difference between summary and paraphrase; provide students with opportunities to practice both

Provide strategies for determining main idea in an informational text (for example word frequency, topic sentences)


Grade 5HP

Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.Know:

main idea of a text is the central thought or the point the author is making about a topic

main idea of a text is often explicitly stated in informational text key details in a text help determine the main idea informational text may contain more than one main idea a summary contains only the most important details from the

textDo:

determine if the text has two or more main ideas determine if the text has two or more main ideas identify all the main ideas or points the author is making identify key details from the text that were used to support

each of the identified main ideas identify details and the main idea from the text and use them to

provide a written or oral summary of the textPre-requisite:

identify details from the informational text that support the main idea

explain how details from the text support the main idea select and use key details to summarize the text

Provide students with direction in understanding that there are different reading strategies for different types of informational text (for example, author and cultural context of historical documents is extremely important, whereas the country of origin for a scientific article might not be very important; graphics are usually crucial to understanding a scientific article but may be less important to a newspaper article)

Have students construct “reverse graphic organizers” from technical texts to help them identify key points and supporting evidence

Purposefully choose a variety of informational texts that illustrate more than one main idea


Informational Text: Key Ideas and Details

CCR Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.


Grade 3HP

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.Know:

relationships between historical events, technical procedures, and scientific ideas and concepts

language that pertains to time, sequence, and cause/effectDo:

describe relationships between historical events, technical procedures, and scientific ideas and concepts

use language that pertains to time, sequence, and cause/effectPre-requisite:

describe connections between technical procedures, historical events, and scientific ideas or concepts

Purposefully choose your informational text connections to scaffold the cognitive practice of making connections - both obvious and abstract - among multiple genres, authors, and concepts

Model for students how to explain a process through sequenced steps, highlighting the importance of explicit instructions and proper sequencing

Model the use of various graphic organizers to make connections

Grade 4HP

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.Know:

events, procedures, ideas, and concepts in different kinds of informational texts

Do: explain events, procedures, ideas, and concepts in different

kinds of texts explain what happened and why based on information in the

textPre-requisite:

describe relationships between procedures, events, ideas, or concepts

Use graphic organizers to illustrate connections and distinctions (such as Venn diagrams and “T” charts)

Require students to create outlines tracing the development of ideas or arguments in informational texts

Proactively provide examples of the kinds of connections to be made within a text (for example point out comparisons and contrasts)

Provide routine writing opportunities that require students to think about and identify connections within text

Grade 5HP

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Use graphic organizers to illustrate connections and distinctions (such as Venn diagrams and “T” charts)


Know: relationships and interactions between individuals, events,

ideas, and concepts in different kinds of textsDo:

explain relationships and interactions between individuals, events, ideas, and concepts in different kinds of texts

Pre-requisite: use specific information to explain procedures, events, ideas,

or concepts

Require students to create outlines tracing the development of ideas or arguments in informational texts

Proactively provide examples of the kinds of connections to be made within a text (for example point out comparisons and contrasts)

Provide routine writing opportunities that require students to think about and identify connections within text

Informational Text: Craft and Structure

CCR Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.


Grade 3HP

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.Know:

historical events are significant occurrences from the past scientific ideas/concepts are important understandings

discovered and/or developed by the scientific community technical procedures elaborate the steps in a specialized

process time is the chronological passing of history sequence is a series of connected events a cause is a reason for an action an effect is the result of an action causes bring about effects in texts an author organizes informational text in specific structures of

chronology, sequence, and cause/effect.Do:

make connections between a series of historical events, scientific ideas/concepts, or steps in technical procedures

describe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect

Demonstrate the use of sentence level context to determine the meaning of words and phrases

Engage students in activities to experiment with words (word games, word wall, sorting words, etc.)


Pre-requisite: identify the events, key ideas/concepts, or steps in

informational texts identify words that signal connections in informational texts describe how a series of historical events, scientific

ideas/concepts, or steps in technical procedures are connectedGrade 4HP

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.Know:

definitions, examples, and restatements are all types of context clues

a restatement is when something is restated again in a different way

a thesaurus is a book of synonyms and antonyms alphabetically arranged

Do: use context such as definitions, examples, or restatements to

determine the meaning of words or phrases use common Greek and Latin affixes and roots to determine

the meaning of an unknown word use a glossary, dictionary, or thesaurus to determine the

meaning of unknown wordsPre-requisite:

make connections between a series of historical events, scientific ideas/concepts, or steps in technical procedures

describe the relationship between a series of historical events, scientific ideas/concepts, or steps in technical procedures in a text with regard to time, sequence, and cause/effect

Engage students in activities to experiment with words (word games, word wall, sorting words, etc.)

Reinforce various strategies for determining meaning of unknown words, especially academic and domain-specific vocabulary, such as context, roots and suffixes, and reference materials

Provide opportunities for focused study of vocabulary from informational text that students will encounter in academic and career situations, such as legal, scientific, or computer terminology

Model and explore techniques for chunking difficult technical text, taking notes, outlining, or other strategies to make texts manageable

Routinely practice summary and paraphrase of complex informational texts

Grade 5HP

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Know:

cause and effect relationships and comparisons in text are types of context clues

the meaning of unfamiliar words may be signaled by cause and effect relationships between ideas

key words in a text may provide clues as to the meaning of an unknown word

Do:

Reinforce the effective and efficient use of various strategies for determining meaning of unknown words, especially academic and domain-specific vocabulary, such as context, roots and suffixes, and reference materials

Provide opportunities for focused study of vocabulary from informational text that students will encounter in academic and career situations, such as legal, scientific, or computer terminology

Model and explore techniques for chunking difficult technical text, annotating, outlining, or other strategies to make texts


use cause and effect relationships to determine the meaning of an unknown word

use comparisons in a text to determine the meaning of an unknown word

use common Greek and Latin affixes and roots to determine the meaning of an unknown word

use a glossary, dictionary, or thesaurus to determine the meaning of unknown words

Pre-requisite: determine the meaning of words using strategies and tools

such as context clues, affixes and roots, dictionaries, thesaurus, and glossaries

manageable Routinely practice summary and paraphrase of complex

informational texts


CCR Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.


Grade 3HP

Use text features and search tools (eg, key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Know:

text features, including but not limited to maps, diagrams, timelines, tables, text boxes, photos, and illustrations

key words are specific words or phrases describing images, text, and documents related to a topic, which are used to locate relevant information within a text or when searching the Internet

sidebars are short companion stories next to a larger article which complement, contrast, or give further information related to the article

hyperlinks are words, phrases, or images on a web page that allow the user to click to another web page or web document

different text features and search tools have different purposesDo:

use synonyms and relevant descriptive words to generate key words

use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently

Model using key words, sidebars, and hyperlinks to locate information about a topic

Provide students opportunities to use various text features and search tools


use sidebars and hyperlinks to locate relevant information quickly and efficiently

explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic

determine whether information is relevant to a given topic choose the appropriate text feature or search tool to complete

a task efficiently evaluate how text features connect to the greater text

Pre-requisite: use text features to locate specific facts and information in a

text explain how various text features help readers gain information

from a text (eg, bold print is used to give emphasis to text) select the most appropriate text feature to locate a specific

piece of information evaluate how text features connect to the greater text

Grade 4HP

Describe the overall structure (eg, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Know:

text structure refers to the way authors organize information in a text

authors use different structures to communicate events, ideas, concepts and information in a text

readers use text structure to monitor their comprehension and help them make better sense of the information in a text

texts organized chronologically describe events in the order they happened, or tell the ordered steps to do or make something

sequence words (e.g. first, following, soon, finally) indicate a text is organized chronologically

texts organized in a compare/contrast structure tell about the similarities and differences between two or more things

to compare is to show how two or more things are alike to contrast is to show how two or more things are different words that signal a text are organized using a

compare/contrast structure (e.g. same, alike, as opposed to, on the other hand)

texts organized in a cause effect structure describe why one or more events occurred

Provide students with opportunities to “reverse engineer” technical documents, creating outlines from finished texts, in order to make the underlying structure and strategies visible

Identify particularly well-constructed paragraphs, specifically those that effectively support a claim, examine a counter-claim, or address some other very specific informational purpose

Share student writing samples that effectively employ clear organizational structures


a cause is an action or event which has one or more outcomes an effect is an action or event which occurs as a result of

another event (the cause) words that signal a text are organized using a cause/effect

structure (e.g. so, because, therefore, consequently, as a result)

texts organized in a problem/solution structure describe a problem then give one or more possible solutions

a problem is an obstacle that has one or more possible solutions

a solution is how a problem is overcome phrases that signal a text is organized using a problem/solution

structure (e.g. the problem is, a possible solution, to solve this, in order to overcome)

texts are organized in a descriptive structure describe a topic by listing characteristics, features, and examples

words that signal a text are organized using a descriptive structure (e.g. for example, characteristics, to illustrate)

Do: determine the overall text structure by using signal or

sequence words and determining how events or ideas relate to one another

evaluate how the text structure connects the events, ideas, concepts and information presented in the text

determine why an author chose a text structure describe the order of events in a chronologically organized text describe the cause and explain why it led to a specific effect describe the problem and possible solution(s) to the problem

from a textPre-requisite:

use synonyms and relevant descriptive words to generate key words

use key words while conducting text and Internet searches to locate information relevant to a topic quickly and efficiently

use sidebars and hyperlinks to locate relevant information quickly and efficiently

explain how text features and search tools help readers navigate the text and locate additional information relevant to a topic

determine whether information is relevant to a given topic choose the appropriate text feature or search tool to complete


a task efficiently evaluate how text features connect to the greater text

Grade 5HP

Compare and contrast the overall structure (eg, chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.Know:

that chronology, comparison, cause/effect, problem/solution and description are examples of text structure formats

common signal words and transition words which indicate text structures (e.g., chronology, comparison, cause/effect, problem/solution, description)

text structure contributes to the development of events, ideas, concepts, and information within a text

how to identify signal words in an informational textDo:

identify the overall structure of two or more texts describe the similarities and differences in the development of

events, ideas, concepts, and information in two or more textsPre-requisite:

determine the overall text structure by using signal or sequence words and determining how events or ideas relate to one another

evaluate how the text structure connects the events, ideas, concepts and information presented in the text

determine why an author chose a text structure describe the order of events in a chronologically organized text describe the cause and explain why it led to a specific effect describe the problem and possible solution(s) to the problem

from a text

Provide students with opportunities to “reverse engineer” technical documents, creating outlines from finished texts, in order to make the underly-ing structure and strategies visible

Identify particularly well-constructed paragraphs, specifically those that effectively support a claim, examine a counter-claim, or address some other very specific informational purpose

Share student writing samples that effectively employ clear organizational structures



CCR Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.


Grade 3HP

Distinguish their own point of view from that of the author of a text.Know:

a point of view is someone's way of thinking about or position on a subject

readers develop their own point of view when reading a text an author writes a text from his/her own point of view their point of view on a subject does not have to be the same

as the author's point of view a point of view can be influenced by a person's background

and experienceDo:

identify the author's point of view in a text identify their own point of view on the same subject compare their own point of view with the author's, noting the

similarities and differences describe how the author's point of view is shaped by

background and experience (e.g., difference in generation, location, social status, etc.)

Pre-requisite: determine what the author wants to answer, explain, and

describe within the text determine the main purpose of a text give examples of words, phrases, or sentences which indicate

what the author wants to answer, explain, or describe

Provide students opportunities to read informational text from various authors for exposure to different points of view

Encourage students not to be afraid of having a different point of view from the point of view of the author

Grade 4HP

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.Know:

know a firsthand account (primary source) is told from the perspective of a participant in an event

know a secondhand account (secondary source) is told from the perspective of someone who did not participate in the event

know the point of view (firsthand or secondhand) of an account affects the focus and information provided in the account

know there will be similarities and differences between firsthand and secondhand accounts of the same event

Do:

Assign students the task of viewing nightly news and taking notes; students can watch multiple channels comparing coverage and scan also read newspapers together after viewing to compare paper vs. televised news

Use historical texts that provide varying accounts of historical events to illustrate the fact that “history is written by the victors”

Proactively choose texts within a thematic unit that illustrate the manipulation of point of view in informational texts


identify important details from the text which indicate the author's focus

determine the focus of both firsthand and secondhand accounts of an event or topic

contrast the details and information provided in different accounts of the same event or topic

compare and contrast a firsthand and secondhand account of the same event or topic

Pre-requisite: identify the author's point of view in a text identify their own point of view on the same subject compare their own point of view with the author's, noting the

similarities and differences describe how the author's point of view is shaped by

background and experience (e.g., difference in generation, location, social status, etc.)

Grade 5HP

Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.Know:

know an event or topic can be described in various ways by different authors

know an author's account of an event or topic is influenced by his or her point of view

know multiple accounts of the same event or topic can share similarities and differences based on each author's personal point of view

Do: analyze the different points of view used in multiple accounts of

the same event or topic note similarities and differences between multiple accounts of

the same event or topic explain how an author's point of view affects his or her account

of an event or topicPre-requisite:

identify important details from the text which indicate the author's focus

determine the focus of both firsthand and secondhand accounts of an event or topic

contrast the details and information provided in different accounts of the same event or topic

compare and contrast a firsthand and secondhand account of the same event or topic

Assign students the task of viewing nightly news and taking notes; students can watch multiple channels comparing coverage and acan also read newspapers together after viewing to compare paper vs. televised news

Use historical texts that provide varying accounts of historical events to illustrate the fact that “history is written by the victors”

Proactively choose texts within a thematic unit that illustrate the manipulation of point of view in informational texts


Informational Text: Integration of Knowledge and Ideas

CCR Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*


Grade 3HP

Use information gained from illustrations (eg, maps, photographs) and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).Know:

how to identify common types of illustrations (eg, maps, photographs, diagrams, graphs) in informational text

that the illustrations and words in a text work together to give information about where, when, why, and how key events occur

Do: interpret the information from illustrations and words in a text to

determine where, when, why, and how key events occur explain how they used illustrations and words within a text to

better understand key eventsPre-requisite:

explain the purpose of diagrams, drawings, illustrations, and photographs in informational text

explain what specific information (eg, how it works, parts of, processes) is provided by diagrams, drawings, illustrations, and photographs

Provide students with opportunities to use multiple print and digital sources

Guide students to understand how to use illustrations maps, and photographs to understand the text

Model how to identify commonalities between text and text features, and explain how they support each other

Grade 4HP

Interpret information presented visually, orally, or quantitatively (eg, in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.Know:

how to identify common informational text features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

how to identify the purpose of each text features (charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages)

how to read diagrams, timelines, legends, etc. to clarify meaning

Do: interpret information from charts, graphs, diagrams, time lines,

animations, or interactive elements on Web pages compare and contrast information from charts, graphs,

Provide students with opportunities to use multiple print and digital sources

Guide students to understand how to use digital charts, graphs, time lines, animations, and interactive elements on Web pages


diagrams, time lines, animations, or interactive elements on Web pages

evaluate why information is included or not included in informational text

explain how information presented visually, orally or quantitatively contributes to or improves understanding of informational text

Pre-requisite: interpret the information from illustrations and words in a text to

determine where, when, why, and how key events occur explain how they used illustrations and words within a text to

better understand key eventsGrade 5HP

Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.Know:

how to locate informational text in print and digital formats strategies to locate answers to questions strategies to solve problems

Do: identify information from multiple sources analyze information for answers to questions or problems determine the most effective and efficient method for

answering a question determine the most effective and efficient method for solving a

problem demonstrate the ability to answer a question quickly demonstrate the ability to solve a problem efficiently

Pre-requisite: interpret information from charts, graphs, diagrams, time lines,

animations, or interactive elements on Web pages compare and contrast information from charts, graphs,

diagrams, time lines, animations, or interactive elements on Web pages

evaluate why information is included or not included in informational text

explain how information presented visually, orally or quantitatively contributes to or improves understanding of informational text

Provide frequent opportunities for students to consume texts in various formats, including audio books, films, and websites, guiding collaborative discussions on the merits of each medium

Require students to gather information from more than one type of source/media in research or analysis projects

Encourage students to think about the impact of various mediums on the messages they receive; for example how print advertisements differ from television advertisements for the same product

Have students conduct an inventory of the average amount of media consumed by their peers and which types of media most information comes from; students could also discuss the reliability of the most-often-consumed media outlets

*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.



CCR Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.


Grade 3HP

Describe the logical connection between particular sentences and paragraphs in a text (eg, comparison, cause/effect, first/second/third in a sequence).Know:

comparison is telling the similarities and differences between two or more things

comparisons within a text that cause/effect describes why one or more events occurred cause/effect within a text that sequential order of a text describes events in the order

they happened or tells the ordered steps to do or make something

sequential order within a text authors use different structures to present information within a

textDo:

determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential order

describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points

Pre-requisite: explain what information from the text helps a reader

understand the author's message explain why the author would include certain information in the

text

Model through the use of a read-aloud how to locate reasons to support a point the author makes in a text, and restate these reasons in your own words

Provide students with several opportunities to provide facts that will support specific points of the author in a text by referring directly to the text


Grade 4HP

Explain how an author uses reasons and evidence to support particular points in a text.Know:

that reasons and evidence are pieces of information that support particular points within a text

reasons and evidence used to support particular points (e.g., arguments) in a text

Do: explain how an author uses specific reasons and evidence to

support particular points in a text evaluate whether or not the reasons and evidence given

support the particular points posed by the authorPre-requisite:

determine whether the connection between particular sentences and paragraphs in a text is a comparison, cause/effect or sequential order

describe how the logical connection between particular sentences and paragraphs in a text help the reader understand the author's points

Engage students in opportunities to use various texts to see how the author uses evidence to support particular points

Model how to use notes to as to explain reasons and evidence the author gives to support a particular point

Grade 5HP

Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).Know:

to identify particular points (eg, arguments) in a text reasons are used to support particular points in a text know evidence is used to support a particular point in a text

Do: identify which reasons support particular points in a text identify which evidence supports particular points in a text evaluate and explain the connection between

reasons/evidence and particular points in a textPre-requisite:

explain how an author uses specific reasons and evidence to support particular points in a text

evaluate whether or not the reasons and evidence given support the particular points posed by the author

Provide opportunities for students to examine sound logic as opposed to logical fallacies employed in texts and visual texts such as commercials or debates

Require students to explore and understand the basic and most-frequently-used types of persuasive techniques, identifying them in de-bates, ads, and other texts and practicing constructing them as well

Require students to produce valid evidence for claims in all texts and discussion, both formal and informal



CCR Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.


Grade 3 Compare and contrast the most important points and key details presented in two texts on the same topic.Know:

that important points in a text are the most important pieces of information the author gives the reader

that key details in a text are pieces of information that support the important points

that some details are more important than othersDo:

compare and contrast how two informational texts on the same topic present the most important points

compare and contrast how two informational texts on the same topic present the key details

Pre-requisite: identify similarities in and differences between two

informational texts on the same topic using the illustrations in the text

identify similarities in and differences between two informational texts on the same topic using the descriptions in the text

identify similarities in and differences between two informational texts on the same topic using the procedures in the text

Engage students in discussing a variety of texts about the same topic to understand that authors may view the same topic in different ways

Engage students in using graphic organizers to compare and contrast

Grade 4 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.Know:

that information from two texts can be combined to create a more complete understanding of a topic

key and relevant details on a single topic between two texts how to categorize key details from two texts how to eliminate nonessential information how to synthesize information from two texts on a single topic

Do: speak knowledgeably about a topic, integrating information

from two texts

Integrate short and extended research opportunities into your thematic units that require students to integrate information from multiple sources

Provide writing opportunities that require students to integrate information from multiple sources

Discuss the verbiage of the standard with your students; explore the meaning of true “integration” of information


compose a piece of writing on a topic, integrating information from two texts

Pre-requisite: compare and contrast how two informational texts on the same

topic present the most important points compare and contrast how two informational texts on the same

topic present the key detailsGrade 5 Integrate information from several texts on the same topic in order to

write or speak about the subject knowledgeably.Know:

that information on a topic could come from more than one source

Do: identify and compile key and relevant details/information from

several texts (sources) on the same topic categorize key and relevant details/information from several

texts (sources) on the same topic integrate and organize key and relevant details/information

from several texts (sources) in a logical manner speak knowledgeably about a topic integrating information

gathered from several texts (sources) on the same topic compose a piece of writing integrating information from several

sources on the same topicPre-requisite:

speak knowledgeably about a topic, integrating information from two texts

compose a piece of writing on a topic, integrating information from two texts

Integrate short and extended research opportunities into your thematic units that require students to integrate information from multiple sources

Provide writing opportunities that require students to synthesize information from multiple sources into a coherent thesis

Discuss the verbiage of the standard with your students; explore the meaning of true “integration” of information


Informational Text: Range of Reading and Level of Text Complexity

CCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Grade Grade-Specific Standard

Grade 3 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

Grade 4 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Grade 5 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.


Documents

Do: - Troup County Schoolscommoncore2012.homestead.com/Instruction/Language… · Web viewEngage students in activities to experiment with words (word games, word wall, sorting