This is a standards map for the concept of distinguishing information from multiple sources. It is specific to Standard 7 of the Integration of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Describe (Relationships)
2 - Describe (Illustrations)
2 - Describe (Text)
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2 - I can describe the relationship between illustrations and the text in which they appear, with prompting and support.
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A. Illustrations show people, places, things or ideas of the text to help readers visualize and understand.
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A.1 How are the text and illustrations related?
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Use the illustrations and details in a text to describe its key ideas.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Key Ideas
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3 - Use (Illustrations)
3 - Use (Details)
2 - Describe (Key ideas)
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3 - I can use the illustrations in a text to describe its key ideas.
3 - I can use the details in a text to describe its key ideas.
2 - I can describe key ideas using illustrations and details.
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A. Illustrations help readers visualize details by showing people, places, things or ideas.
B. Words explain less visible key ideas.
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A.1 How are illustrations used in texts? How are text and illustrations related?
B.1 How are words used in texts?
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Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Explain (Image Contributions)
4 - Explain (Image Clarification)
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4 - I can explain how specific images (e.g., a diagram showing how a machine works) contribute to a text.
4 - I can explain how specific images (e.g., a diagram showing how a machine works) clarify a text.
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A. Images can clarify a text and help our minds see what words try to describe.
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A.1 Why do texts have images?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Understanding
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3 - Use (Illustration information)
3 - Use (Words)
1 - Demonstrate (Understanding)
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3 - I can use information gained from illustrations (e.g., maps, photographs) to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
1 - I can use words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
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A. Illustration information and words provide answers to where, when, why and how key text events occur.
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A.1 How does a map fill in gaps in understanding?
A.2 How are words used in texts?
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Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Textual Understanding
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2 - Interpret (Information)
4 - Explain (Contribution)
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2 - I can interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages).
4 - I can explain how the information contributes to an understanding of the text in which it appears.
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A. Explaining interpreted information shows you understood the presentation purpose.
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A.1 Why do I explain information?
A.2 How can chart and graph interpretations help in understanding text?
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Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Information
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1 - Draw (On information)
2 - Demonstrate (Answer locating ability)
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1 - I can draw on information from multiple print or digital sources.
2 - I can demonstrate the ability to locate an answer to a question quickly or to solve a problem efficiently.
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A. Multiple print and media sources allow problem solving and answers, but the sources must always be carefully checked.
B. Organizing, focusing on goals and thinking critically about information and sources found will help learners as they encounter new information.
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A.1 How do I get information for answers?
B.1 How can I locate answers to research problems quickly and efficiently?
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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 in varied formats.
B. As research topics develop, ideas are synthesized, paraphrased, quoted, organized and presented in a logical format.
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A.1 Why do I want to present using varied formats?
B.1 How do writers and speakers maintain topic coherence while integrating information?
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Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Compare (Text to other media)
3 - Contrast (Text to other media)
4 - Analyze (Subject portrayal)
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3 - I can compare a text to an audio, video, or multimedia version of the text.
3 - I can contrast a text to an audio, video, or multimedia version of the text.
4 - I can analyze each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
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A. Subject portrayal varies depending on medium.
B. Certain topics are presented better by certain media than others; presenters determine impact desired to enhance content or purpose.
C. Audio enhancement allows for imagination whereas visual displays might fill gaps for readers with limited background.
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A.1 How do I analyze different media portrayal of subjects?
B.1 How do I know the best media for presenting certain topics?
C.1 What are some advantages and disadvantages of presenting with audio enhancement?
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Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Different Mediums
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4 - Evaluate (Advantages)
4 - Evaluate (Disadvantages)
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4 - I can evaluate the advantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
4 - I can evaluate the disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
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A. Certain topics are presented better by certain media than others; presenters determine impact desired to enhance content or purpose.
B. Audio enhancement allows for imagination whereas visual displays might fill gaps for readers with limited background.
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A.1 How do I know the best media for presenting certain topics?
B.1 What are the advantages and disadvantages of presenting with audio enhancement?
B.2 How do I know the best media for presenting certain topics.
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Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Various Accounts
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4 - Analyze (Accounts)
2 - Determine (Detail emphasis)
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4 - I can analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia).
2 - I can determine which details are emphasized in each account.
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A. Detail emphasis of similar subjects are portrayed differently in different media accounts.
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A.1 Why are different mediums different in presentation of same topics?
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Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Multiple Sources
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2 - Integrate (Multiple information sources)
4 - Evaluate (Multiple information sources)
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2 - I can integrate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
4 - I can evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
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A. Integrating multiple sources helps answer questions or solve problems.
B. Some audiences may need explanation or interpretation of visuals.
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A.1 Why integrate multiple sources of information?
B.1 Why might a a visual format be used instead of a verbal one?
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