This is a standards map for the concept of making connections within the text. It is specific to Standard 3 of the Key Ideas and Details Anchor in the Writing standards of the CCSS ELA standards.
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Connection
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3 - Describe (Connection)
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3 - I can describe the connection between two individuals, events, ideas, or pieces of information in a text.
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A. Sometimes the teacher helps students think about similar events, topics or ideas in stories.
B. Understanding individual roles, purpose, relationships and interactions helps in interpreting if working together or against one another.
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A.1 How do I recognize connection between two pieces of information?
B.1 Why might a reader connect two individuals in a reading?
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Describe the connection between two individuals, events, ideas, or pieces of information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Connection
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3 - Describe (Connection)
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3 - I can describe the connection between two individuals, events, ideas, or pieces of information in a text.
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A. Connections in details can be shown between two pieces of information.
B. Sometimes characters, events, actions or ideas overlap to support a theme.
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A.1 How can two pieces of information be described?
B.1 How might the overall theme of a text become evident?
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Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Describe (Connection)
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1 - I can describe the connection of events, ideas, concepts, or procedural steps found in a given text.
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A. Authors produce texts with varied characteristics and structures for set purposes.
B. Informational texts may include sequential, relational, emphasis, comparison, contrast, time, clarification, concluding or value transitions.
C. Studying when and how events occurred helps us link discoveries, theories or technological developments to varied happenings.
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A.1 How do information texts vary?
B.1 What words signal connections in informational texts?
C.1 Why do I study how events, key ideas/concepts, or steps are related?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Relationship
Language
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3 - Describe (Series relationships)
2 - Use (Pertinent language)
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3 - I can describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
2 - I can use language that pertains to time, sequence, and cause/effect.
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A. Relationships between ideas are described by time, sequence, and cause/effect.
. Historical relates to time; scientific concepts and technical procedures relate to sequencing of steps and cause and effect.
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A.1 How are relationships between historical, scientific or technical ideas described?
B.1 How do I distinguish historical events from scientific concepts or technical procedures?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Explain (Events)
4 - Explain (Procedures)
4 - Explain (Concepts)
2 - Include (Happenings)
2 - Include (Reasons)
2 - Base (On specific information)
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4 - I can explain events
4 - I can explain procedures
4 - I can explain ideas
4 - I can explain concepts
4 - I can explain in a historical, scientific, or technical text.
2 - I can include what happened based on specific information in the text.
2 - I can include why something happened based on specific information in the text.
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A. Determining cause and effect aids in explaining what happened and why.
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A.1 How do I explain what happened and why?
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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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Relationships/Interactions
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4 - Explain (Relationships or interactions)
2 - Base (Explanations)
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4 - I can explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text.
2 - I can base explanations on specific information in the text.
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A. Relationships between ideas, events, concepts or individuals are described by specific textual information.
A. 2 Specific kinds of interactions or relationships may vary depending on the type of text.
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A.1 How can I explain relationships or interactions within a text?
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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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Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Interactions
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4 - Analyze (Interactions)
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4 - I can analyze the interactions between individuals (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
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A. Interactions between individuals, events, and ideas can be analyzed.
B. Texts make connections or distinctions by comparison, analogy or categories.
C. The individuals, ideas or events of a text may be similar, different or representative of a deeper idea.
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A.1 How can I analyze key interactions of a text?
B.1 How does a text show connections or distinctions?
C.1 How might text distinctions or connections affect meaning?
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Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Connections
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4 - Analyze (Connections)
4 - Analyze (Distinctions)
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4 - I can analyze how a text makes connections among individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
4 - I can analyze how a text makes distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).
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A. Texts make connections or distinctions by comparison, analogy or categories.
B. The individuals, ideas or events of a text may be similar, different or representative of a deeper idea.
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A.1 How does a text show connections or distinctions?
B.1 How might text distinctions or connections affect meaning?
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Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author Unfolding
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4 - Analyze (Unfolding)
2 - Include (Order)
2 - Include (Introduction)
2 - Include (Development)
2 - Include (Connections)
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4 - I can analyze how the author unfolds an analysis or series of ideas or events.
2 - I can include the order in which the points are made.
2 - I can include how points are introduced.
2 - I can include how points are developed.
2 - I can include the connections that are drawn between points.
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A. Authors unfold analysis, ideas or events by order, introduction, development and connection.
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A.1 How do authors unfold analysis, ideas or events?
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Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Complex Set
Sequence
Course of Text Development
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4 - Analyze (Complex set of ideas)
4 - Analyze (Sequence of events)
4 - Explain (Interactions)
4 - Explain (Developments)
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4 - I can analyze a complex set of ideas or sequence of events.
4 - I can analyze a series of events
4 - I can explain how specific individuals, ideas, or events interact.
4 - I can explain how specific individuals, ideas, or events develop over the course of the text.
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A. Analysis allows explanation of development and interactions.
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A.1 Why do I analyze ideas or sequences of events?
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