RI-Integration+of+Knowledge+&+Ideas

RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). RI.3.9. Compare and contrast the most important points and key details presented in two texts on the same topic. || ===‍‍‍‍‍‍Anchor Standard: === 3.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. 3.8. 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. 3.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. || 3.SI.1.1 Classify various types of resources as appropriate or inappropriate for purposes 3.IN.1.1 Use visual and literacy cues to locate relevant information in a given text (e.g., bold print, italics, bullets, etc). 3.TT.1.2 Use a variety of technology tools to gather data and information (e.g., Web-based resources, e-books, online communication tools, etc.). 3.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc.). || ===‍‍‍‍‍‍Revised Bloom's Level of thinking === __(Analyze, Evaluate, Understanding) __ **Analyzing**: Can students compare an contrast key details in different texts? **Evaluating:** Can students describe the connections between sentences and paragraphs? **Understanding**: Using illustrations and words <span style="font-family: Tahoma,Geneva,sans-serif;">can students demonstrate understanding of the text? || ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Learning Target/Task Analysis ===
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">Common Core Standards ===
 * ===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Information Technology Standard ===

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍I can...

 * <span style="font-family: Tahoma,Geneva,sans-serif;">3.7 I can use graphic sources and informational text to increase my understanding. (diagrams, graphs, maps, charts, tables, timelines, pictures, drawings.)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">3.8 I can use sentences and paragraphs to determine the text structure. (comparison, cause and effect, sequence, descriptive, list)
 * <span style="font-family: Tahoma,Geneva,sans-serif;">3.9 I can contrast the main points and key details from two informational texts on the same topic.
 * <span style="font-family: Tahoma,Geneva,sans-serif;">I can compare the main points and key details from two informational texts on the same topic.

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Essential Vocabulary

 * <span style="font-family: Tahoma,Geneva,sans-serif;">compare, contrast, sequence, cause/effect, maps, photographs, diagrams, timelines

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Sample Assessments

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Formative/Common Assessments using RBT question stems
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Reading selections with questioning
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Allow students to create questions from readings
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Accelerated Reader/Reading Counts quizzes
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Observations, conferences, and record keeping (data) with students
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Rubrics

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Differentiation

 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Character charts (traits, feelings, motivation)]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Graphic organizers-Venn Diagram]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Text to Text, Text to Self, Text to World connections
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Foldables or sticky notes]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Repsond to text by writing a letter to the teachers
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|Small Group- Florida Games]
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Exploring maps and charts
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Partners ask and discuss questions

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Intervention:

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Small group
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Peer teaching
 * Determine student interest.
 * Identify student learning styles and environmental preferences.
 * Differentiation strategies applied to reading can be designed to help students learn a range of skills including, phonics, comprehension, fluency, word prediction, and story prediction.
 * For more details, DIFFERENTIATED INSTRUCTION
 * Reading Rockets
 * Reading Level strategies

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Enrichment:

 * <span style="font-family: Tahoma,Geneva,sans-serif;">Research projects
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Promethean Board with maps
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Create their own reading selection with a map and a diagram

<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Instructional Resources
===<span style="font-family: Tahoma,Geneva,sans-serif;">‍‍‍‍‍‍Notes and Additional Information ===
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Maps
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Newspapers
 * <span style="font-family: Tahoma,Geneva,sans-serif;">Reading Comprehension
 * <span style="font-family: Tahoma,Geneva,sans-serif;">[|inference and drawing conclusion games]