This is a standards map for the concept of reading and comprehending informational history/social studies, science, and technical texts. It is specific to Standard 10 of the Range of Reading and Level of Text Complexity Anchor in the Writing standards of the CCSS ELA standards.
Actively engage in group reading activities with purpose and understanding.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Group Reading Activities
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1 - Engage (Group reading activities)
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1 - I can actively engage in group reading activities with purpose and understanding.
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A. Reading group participants listen, think and relate background information for comprehension.
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A.1 How do I participate in reading groups?
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With prompting and support, read informational texts appropriately complex for grade 1.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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1 - Read (Informational text)
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1 - I can, with prompting and support, read informational texts appropriately for grade 1.
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A. Scaffolding (partner, guided activity) assists when reading informational text by asking key content questions.
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A.1 How can I read informational texts?
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By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 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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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts that are between the second and third grade level.
2 - I can comprehend informational texts that are between the second and third grade level.
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A. Following guided activities assists readers in understanding informational text; later these questioning habits continue.
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A.1 How can I read informational texts?
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By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts (history/social studies, science, and technical texts) at the high end of the second and third grade level.
2 - I can comprehend informational texts (history/social studies, science, and technical texts) at the high end of the second and third grade level.
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A: Teachers assist with oral strategies of mastering tough vocabulary by asking guided questions linking reader experience to text content.
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A.1 How can I understand history/social studies, science and technical texts?
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By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 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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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts [history/social studies, science, and technical texts] that are between the fourth and fifth grade level.
2 - I can comprehend informational texts [history/social studies, science, and technical texts] that are between the fourth and fifth grade level.
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A. Questioning and study of multiple texts assist in history/social studies, science and technical text reading.
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A.1 How can I understand history/social studies, science and technical texts?
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By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Informational Texts
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1 - Read (Informational texts)
2 - Comprehend (Informational texts)
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1 - I can read informational texts [history/social studies, science, and technical texts] at the high end of the fourth and fifth grade level.
2 - I can comprehend informational texts [history/social studies, science, and technical texts] at the high end of the second and third grade level.
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A. Sixth graders who understand the majority of what they read in fourth and fifth grade informational texts are proficient.
B. Reading textbooks lays a foundation for continued learning about a variety of topics.
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A.1 How do I know if I can read proficiently by the end of fifth grade?
B.1 Why do teachers require students to read textbooks?
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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 (questions).
B. By reading a variety of texts, I am exposed to more vocabulary, contexts, and content and background for comprehension.
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A.1 How can I comprehend high end literary nonfiction?
B.1 Why do I want to read as much as possible?
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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 through eighth grade level.
2 - I can comprehend literary nonfiction that is between the sixth through eighth grade level.
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A. Higher end literary nonfiction can be comprehended with experience, practice and question scaffolding.
B. Reading complexity increases, building on previous knowledge. Keeping on track prepares me for an increasingly complex world.
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A.1 How can I comprehend high end literary nonfiction?
B.1 Why must I achieve high end reading ability?
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By the end of the year, read and comprehend literary nonfiction at the high end of the grades 6–8 text complexity band independently and proficiently.
| 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 at the high end of the sixth through the eighth grade level.
2 - I can comprehend literary nonfiction at the high end of the sixth through the eighth grade level.
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A. Graduating eighth graders need to achieve grade 6-8 level complexity, preferably at the high end.
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A.1 How difficult a level must I achieve by year’s end?
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By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literary nonfiction at the high end of the grades 9–10 text complexity band independently and proficiently.
| 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 ninth and tenth grade complexity band.
2 - I can comprehend literary nonfiction that is between the ninth and tenth grade complexity band.
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A. Ninth graders must read nonfiction to show comprehension of real life matters.
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A.1 Why should ninth graders read nonfiction?
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By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Literary Nonfiction
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1 - Read (Grades 11-CCR literary nonfiction)
2 - Comprehend (Literary nonfiction)
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1 - I can read literary nonfiction at the high end of the eleventh grade-CCR complexity band, with scaffolding as needed at the high end of the range.
2 - I can comprehend literary nonfiction at the high end of the eleventh grade-CCR complexity band, with scaffolding as needed at the high end of the range.
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A. Scaffolding assists high end literary comprehension.
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A.1 How can I comprehend high end literary nonfiction?
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