This text resource illustrates the Standards Map for the Grade 6 Reading Informational Text domain in the Common Core State Standards.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Evidence)
5 - Support (Analysis)
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3 - I can cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
5 - I can support analysis of text.
5 - I can support inferences.
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A. Analysis support is provided by citing textual evidence.
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A.1 How do I provide support of analysis of text?
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Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
Summary
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3 - Determine (Central idea, details)
2 - Provide (Summary)
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3 - I can determine a central idea of a text.
2 - I can determine how a central idea is conveyed through particular details.
2 - I can provide a summary of the text distinct from personal opinions or judgments.
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A. Summaries include central ideas conveyed by details.
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A.1 How do I determine central ideas?
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Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Detail
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4 - Analyze (Introduction)
4 - Analyze (Elaboration)
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4 - I can analyze in detail how a key individual, event, or idea is introduced in a text (e.g., through examples or anecdotes).
4 - I can analyze in detail how a key individual, event, or idea is illustrated in a text (e.g., through examples or anecdotes).
4 - I can analyze in detail how a key individual, event, or idea is elaborated in a text (e.g., through examples or anecdotes).
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A. Key text items are analyzed by introduction, illustration or elaboration.
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A.1 How can I analyze key text individuals, events or ideas?
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Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Determine (Meaning of words)
2 - Determine (Meaning of phrases)
2 - Include (Figurative meanings)
2 - Include (Connotative meanings)
2 - Include (Technical meanings)
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2 - I can determine the meaning of words as they are used in a text.
2 - I can determine the meanings of phrases as they are used in a text.
2 - I can include figurative meanings.
2 - I can include connotative meanings.
2 - I can include technical meanings.
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A. Words and phrases are defined figuratively, connotatively and technically.
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A.1 Why do I learn different meanings for words?
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Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Fit)
4 - Analyze (Contribution)
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4 - I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text.
4 - I can analyze how a particular sentence, paragraph, chapter, or section contributes to the development of the ideas.
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A. Text segments are analyzed by fit or contribution to idea development.
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A.1 How do I analyze segments of a text?
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Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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2 - Determine (Point of view or purpose)
4 - Explain (Conveying)
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2 - I can determine an author’s point of view or purpose in a text.
4 - I can explain how an author’s point of view is conveyed in the text.
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A. Author point of view is identified by how ideas are conveyed.
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A.1 How do I recognize an author’s point of view?
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Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Integrate (Information)
2 - Develop (Coherent topic understanding)
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3 - I can integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words.
2 - I can develop a coherent understanding of a topic or issue.
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A. Topic understanding is developed by integrating presentation information.
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A.1 How do I develop topic understanding?
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Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Trace (Argument)
4 - Evaluate (Argument)
2 - Trace (Specific claims)
4 - Evaluate (Specific claims)
2 - Distinguish (Supported from unsupported claims)
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2 - I can trace the argument in a text.
4 - I can evaluate the argument in a text.
2 - I can trace specific claims in a text.
4 - I can evaluate specific claims in a text.
2 - I can distinguish claims that are supported by reasons from claims that are not.
2 - I can distinguish claims that are supported by evidence from claims that are not.
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A. Evaluating arguments reveals supported and unsupported claims.
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A.1 Why evaluate arguments in a text?
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Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Presentation
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3 - Compare (Presentation)
3 - Contrast (Presentation)
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3 - I can compare one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
3 - I can contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
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A. Comparing and contrasting different authors’ presentations of events allows verification of information.
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A.1 How can I verify consistency in information?
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By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literary Nonfiction
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1 - Read (Literary nonfiction)
2 - Comprehend (Literary nonfiction)
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1 - I can read literary nonfiction that is between the sixth and eighth grade level.
2 - I can comprehend literary nonfiction that is between the sixth and eighth grade level.
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A. Higher end literary nonfiction can be comprehended with scaffolding.
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A.1 How can I comprehend high end literary nonfiction?
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