This is a standards map for the concept of using the overall structure of the text. It is specific to Standard 5 of the Craft and Structure Anchor in the Writing standards of the CCSS ELA standards.
Identify the front cover, back cover, and title page of a book.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Book
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1 - Identify (Front cover)
1 - Identify (Back cover)
1 - Identify (Title page)
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1 - I can identify the front cover of a book.
1 - I can identify the back cover of a book
1 - I can identify the title page of a book.
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A. Books contain front covers, back covers and title pages, but may vary in shape, size or print materials.
B. Covers protect books and present book and author information and codes for locating. Title pages show title, author, place, name and year of publication.
C. Title pages do not have page numbers and are standard to ease locating in libraries.
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A.1 Why do most books appear similar?
B.1 Why do books have covers and title pages?
C.1 How do I recognize the title page?
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Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text
Text Features e.g.
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1 - Know (Features)
2 - Use (Text features)
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1 - I can know the text features found within a given text.
2 - I can use the text features found within a given text to locate key facts or information in a given text.
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A. Readers use headings, tables of contents, icons and glossaries to find key information.
B. Tables of contents, headings and glossaries guide to page numbers or topics.
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A.1. How do I find information in books?
B.1 How do I know key facts included in a book?
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Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Text Features
|
1 - Know (Text features)
1 - Use (Text features)
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1 - I can know various text features to locate key facts in a text.
1 - I can use various text features to locate key facts in a text.
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A. Readers use headings, tables of contents, icons and glossaries to find key information.
B. Tables of contents, headings and glossaries provide page numbers or topics so readers know where to look.
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A.1 How do readers find information in books?
B.1 How do I know location of key facts are in a book?
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Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Textual Information/Search Tools
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2 - Use (Text features)
2 - Use (Search tools)
1 - Locate (Information)
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2 - I can use text features (e.g., key words, sidebars, hyperlinks).
2 - I can use search tools (e.g., key words, sidebars, hyperlinks).
1 - I can locate information relevant to a given topic efficiently.
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A. Text features such as key words and sidebars, as well as search tools, help readers locate information efficiently.
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A. How can I locate relevant text information efficiently?
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Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Overall Structure
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2 - Describe (Overall structure of events)
2 - Describe (Overall structure of ideas)
2 - Describe (Overall structure of concepts)
2 - Describe (Overall structure of information)
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2 - I can describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events
2 - I can describe the overall structure of ideas
2 - I can describe the overall structure of concepts
2 - I can describe the overall structure of information in a text or part of a text.
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A. Overall structure of a text (part) can be shown in chronology, cause/effect or problem/solution.
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A.1 How can I relate overall structure?
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Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Overall Structure
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3 - Compare (Overall structure)
3 - Contrast (Overall structure)
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3 - I can compare the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
3 - I can contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
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A. Overall structure of multiple texts can be compared and contrasted by considering event order, cause and effect, problems and solutions.
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A.1 How can I relate overall structure of two texts?
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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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Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Structure
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4 - Analyze (Structure)
2 - Include (Contribution)
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4 - I can analyze the structure an author uses to organize a text.
2 - I can include how the major sections contribute to the whole.
2 - I can include how the major sections contribute to the development of the ideas.
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A. Text structures are analyzed by contribution to the whole.
B. Structure analysis includes identifying role of sentences in refining and developing key concepts.
C. Key concepts are developed sentence by sentence with 'hooks' to link ideas.
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A.1 How do I analyze structures of a text?
B.1 How do I analyze text structures of specific paragraphs?
C.1 How does text build as it refines or develops concepts?
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Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Detailed Structure
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4 - Analyze (Paragraph structure)
2 - Include (Role in developing)
2 - Include (Role in refining)
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4 - I can analyze in detail the structure of a specific paragraph in a text.
2 - I can include the role of particular sentences in developing a key concept.
2 - I can include the role of particular sentences in refining a key concept.
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A. Structure analysis includes identifying role of sentences in refining and developing key concepts.
B. Key concepts are developed sentence by sentence with 'hooks' to link ideas.
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A.1 How do I analyze text structures of specific paragraphs?
B.1 How does text build as it refines or develops concepts?
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Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Author’s Ideas/Claims
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4 - Analyze (Idea development)
4 - Analyze (Idea refinement)
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4 - I can analyze in detail how an author’s ideas or claims are developed by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
4 - I can analyze in detail how an author’s ideas or claims are refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
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A. Individual text sentences reveal idea development and refinement.
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A.1 How do I know the impact of particular text segments?
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Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Structural Effectiveness
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4 - Analyze (Structure effectiveness)
4 - Evaluate (Structure effectiveness)
2 - Include (Point effectiveness)
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4 - I can analyze the effectiveness of the structure an author uses in his or her exposition or argument.
4 - I can evaluate the effectiveness of the structure an author uses in his or her exposition or argument.
2 - I can include whether the structure makes points clear, convincing, and engaging.
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A. Structure effectiveness is determined by clear, convincing and engaging points.
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A.1 How do I evaluate structure effectiveness in exposition or argument?
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