This is a standards map for the concept of asking and answering questions about key details. It is specific to Standard 1 of the Key Ideas and Details Anchor in the Writing standards of the CCSS ELA standards.
With prompting and support, ask and answer questions about key details in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Details
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1 - Ask (Questions)
1 - Answer (Questions)
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1 - I can, with prompting and support, ask questions about key details in a text.
1 - I can, with prompting and support, answer questions about key details in a text.
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A. Reading prompts help readers ask and answer detail questions to better understand.
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A.1 Why does the teacher use prompts for reading?
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Ask and answer questions about key details in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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1 - Ask (Questions)
1 - Answer (Questions)
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1 - I can ask questions about key details in a text.
1 - I can answer questions about key details in a text.
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A. Asking and answering -wh questions about key details helps readers better understand text.
B. Answers will vary depending on how detailed the questions and text are.
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A.1 How can I ask questions about a text?
B.1 Why might answers in a text vary for a given question?
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Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Details
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1 - Ask (Questions)
1 - Answer (Questions)
1 - Demonstrate (Understanding to key text details)
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1 - I can ask questions [such as who, what, where, when, why, and how].
1 - I can answer questions [such as who, what, where, when, why, and how].
1 - I can demonstrate understanding of key details in a text.
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A. Asking and answering informational questions (who, what, where, when, why, how) demonstrates reading understanding.
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A.1 How do I show I understand reading details?
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Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Ask (Questions)
1 - Answer (Questions)
2 - Demonstrate (Text understanding)
2 - Refer (To text for answers)
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1 - I can ask questions to demonstrate understanding of a text.
1 - I can ask questions to demonstrate understanding of a text.
1 - I can demonstrate understanding of text.
1 - I can refer to the text to answer questions.
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A. Text and context are the basis of correct reading answers.
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A.1 How do I know if reading answers are correct?
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Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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2 - Refer (Details and examples)
4 - Explain (Text explicitly)
2 - Infer (From text)
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2 - I can refer to details in a text when explaining what the text says explicitly.
4 - I can refer to examples in a text when explaining what the text says explicitly.
4 - I can refer to details in a text when explaining what the text says explicitly.
2 - I can refer to details in a text when drawing inferences from the text.
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A. Inferences can be drawn from text details and examples.
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A.1 How can I explain explicit text details?
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Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Text
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2 - Quote (Accuracy)
4 - Explain (Explicit text)
2 - Infer (Conclusions)
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2 - I can quote accurately from a text.
4 - I can explain what the text says explicitly.
2 - I can draw inferences from the text.
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A. Explicit explanations and inferences require exact quotes.
B. Quotes and inferences should match the intended purpose of the author and should not be taken out of context.
C. Inferences reflect conclusions drawn by readers based on the content of a reading.
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A.1 How are quotes used in text explanations?
B.1 How are explicit explanations and inferences related?
C.1 Why is it possible to make inferences from readings?
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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. By citing evidence, I prove that I did not just make up information.
B. Analysis is supported by citing from where in the text the conclusions or quotes were drawn.
C. Inferences are supported by citing which information led the reader to draw specific conclusions.
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A.1 Why do I cite evidence?
B.1 How do I provide support of analysis of text?
C.1 How are inferences supported?
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Cite several pieces of 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)
5 - Support (Inferences)
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3 - I can cite several pieces of textual evidence
5 - I can support analysis of what the text says explicitly
5 - I can support analysis of inferences drawn from the text.
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A. Analysis support is provided by citing textual evidence.
B. Analyzing evidence requires considering the role in the argument and looking a couple of lines above and below it.
C. Making text-based predictions which you think the author would agree with will likely produce solid inferences.
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A.1 How do I provide support of analysis of text?
B.1 How might I recognize the strongest supporting evidence?
C.1 How can I be confident that my inferences are correctly drawn?
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Cite the textual evidence that most strongly supports an 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 (Textual evidence to support explicit text)
5 - Support (Inferences)
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3 - I can cite textual evidence that most strongly supports an analysis of what text says explicitly
5 - I can supports inferences drawn from text.
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A. Analyzing evidence requires considering role in the argument and looking a couple of lines above and below it.
B. Make a prediction based upon that which you think the author would agree.
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A.1 How might I recognize the strongest supporting evidence ?
B.1 How can I be confident that my inferences are correctly drawn?
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Cite strong and thorough 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)
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3 - I can cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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A. Strong and thorough evidence supports analysis; anything less weakens it.
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A.1 Why is some analysis incomplete?
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Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Evidence
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3 - Cite (Evidence)
5 - Support (Analysis)
2 - Include (Determination of uncertainty inclusion)
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3 - I can cite strong and thorough textual evidence to
5 - I can support analysis of what the text says explicitly as well as inferences drawn from the text.
2 - I can include determination of uncertain inclusion.
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A. Analysis supports include uncertain items as well as explicit statements.
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A.1 How do I determine if evidence is sufficient?
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