ALCA Members PLC Domains Data Standards Map Plan Curriculum Assessment Strategies

Bookmark Reading Strategy

This reading strategy provides combines graphic organizers with bookmarks that may be used by students.  There are three versions (i.e., Fiction, Non-fiction [History], Non-fiction [Science]}. 

  1. Text Type

    Follow directions below specific to the kind of text you are reading.

    1. Fiction

      FictionBookmarkSm.pngUse a series of bookmarks to mark your understanding of the story.  Some questions that might be consider include:
      • Who are the main characters of the story?
      • What is the event within the storyline at this point?
      • What might be the motivation of the characters involved in the event?
      • What was the "Where" and "When" of the event?

    2. Non-Fiction (History)

      HistoryBookmarkSm.pngUse a series of bookmarks to mark your understanding of historic events presented in your text.  Some questions that might be consider include:
      • Who are the main characters of the historic events?
      • How would you describe the historic event?
      • What might be the motivation of the characters involved in the event?
      • What was the "Where" and "When" of the event?

    3. Non-Fiction (Science)

      NonFictionBookmarkSm.pngUse a series of bookmarks to mark your understanding of key terms and their meanings by page or section.  Some questions that might be consider include:
      • What terms are important to know?
      • What do the terms mean?
      • How might one draw a picture of the term(s) to convey their meaning?

  2. Bookmark Review

    For a review of the text, consider using the series of bookmarks to develop an outline of the material.  As you do, double check the text in the book to assure accuracy of what is on your bookmarks.

  3. Read More

Standards

  1. Common Core State Standards: ELA Standards for Science/Technical > 6-8 > KID > S.1

    Cite specific textual evidence to support analysis of science and technical texts.

    Content Skills Learning Targets Big Ideas Essential Questions
    Evidence
    5 - Cite (specific textual evidence)
    4 - Analysis (science and technical texts)
    5 - I can cite specific textual evidence.
    4 - I can analyze science and technical texts.
    A. 1 Frequently recurring evidence points to probable support and answers.
    B. 1 Analysis of textual information is essential for drawing conclusions.
    B. 2 Evidence is essential to support one's analysis of textual information.
    A.1 How do you know if cited evidence supports a particular analysis?
    B.1 Why do we need to analyze textual information?
    B.2 What strategies can be used to analyze science and technical texts?
  2. Common Core State Standards: ELA Standards for Science/Technical > 9-10 > KID > S.1

    Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

    Content Skills Learning Targets Big Ideas Essential Questions
    Evidence
    5 - Cite (specific textual evidence)
    4 - Analysis (science and technical texts)
    1 - Identify (explanation texts)
    1 - Identify (descriptive text)
    5 - I can cite explanation-specific textual evidence.
    5 - I can cite description-specific textual evidence.
    4 - I can analyze explanation-specific science and technical texts.
    4 - I can analyze description-specific science and technical texts.
    1 - I can identify explanation text.
    1 - I can identify descriptive text.
    A. Analysis of textual information is essential for drawing conclusions.
    B. Synthesizing key information is crucial in understanding science and technical texts.
    A. Why do we need to analyze textual information?
    B. What strategies can be used to analyze science or technical text?
  3. Common Core State Standards: ELA Standards for Science/Technical > 9-10 > KID > S.1

    Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

    Content Skills Learning Targets Big Ideas Essential Questions
    Evidence
    5 - Cite (specific textual evidence)
    4 - Analysis (science and technical texts)
    1 - Identify (explanation texts)
    1 - Identify (descriptive text)
    5 - I can cite explanation-specific textual evidence.
    5 - I can cite description-specific textual evidence.
    4 - I can analyze explanation-specific science and technical texts.
    4 - I can analyze description-specific science and technical texts.
    1 - I can identify explanation text.
    1 - I can identify descriptive text.
    A. Analysis of textual information is essential for drawing conclusions.
    B. Synthesizing key information is crucial in understanding science and technical texts.
    A. Why do we need to analyze textual information?
    B. What strategies can be used to analyze science or technical text?
  4. Common Core State Standards: ELA Standards for History/Social Studies > 6-8 > KID > S.1

    Cite specific textual evidence to support analysis of primary and secondary sources.

    Content Skills Learning Targets Big Ideas Essential Questions
    1 - Cite (Specific textual evidence of primary sources)
    1 - Cite (Specific textual evidence of secondary sources)
    5 - Support (Analysis of primary sources)
    5 - Support (Analysis of secondary sources)
    1 - I can cite specific textual evidence of primary sources.
    1 - I can cite specific textual evidence of secondary sources.
    5 - I can support analysis of primary sources.
    5 - I can support analysis of primary sources.
    A.1 Textual evidence strongly supports explicit statements as well as inferences drawn from the text.
    A.2 When citing textual evidence to support analysis, connect insights gained from specific details to understanding the text as a whole.
    A.3: Inferences drawn from the text are considered secondary.
    A.4 : When analyzing sources, pay attention to precise details of explanations or descriptions.
    A.5: Specific textual evidence should support analysis of primary and secondary sources, including where matters are left uncertain.
    C.1:
    A.1: What is textual evidence?
    A.2: How can I cite textual evidence?
    A.3: How do primary and secondary sources differ?
    A.4: How can I analyze primary sources?
    A.5: How can I analyze secondary sources?
  5. Common Core State Standards: ELA Standards for History/Social Studies > 6-8 > KID > S.2

    Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

    Content Skills Learning Targets Big Ideas Essential Questions
    Central ideas/information
    3 - Determine (The central ideas of a primary source)
    3 - Determine (The central ideas of a secondary source)
    6 - Provide (An accurate summary of the source distinct from prior knowledge)
    6 - Provide (An accurate summary of the source distinct from opinions)
    3 - I can determine the central ideas of a primary source.
    3 - I can determine the central ideas of a secondary source.
    6 - I can provide an accurate summary of the source distinct from prior knowledge.
    6 - I can provide an accurate summary of the source distinct from opinions.
    A.1: By identifying author or source, setting and events of documents, learners can understand purpose, perspective or point of view.
    A.2: Understanding related events can help readers reflect and interpret. Opinions may shadow the interpretation.
    A.1: How are central ideas determined?
    A.2: Can prior knowledge and opinion affect our use of primary and secondary sources?
  6. Common Core State Standards: English Language Arts > G.8 > RL > A.1 > S.1

    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
    2 - Cite (Textual evidence)
    6 - Support (Explicit text analysis)
    6 - Support (Inferences)
    2 - I can cite textual evidence that most strongly supports an analysis of what the text says explicitly.
    6 - I can support an analysis of what the text says explicitly
    6 - I can support inferences drawn from the text.
    A. Text is analyzed to cite strong supporting evidence and inferences.
    A.1 Why do I analyze text?
  7. Common Core State Standards: English Language Arts > G.9-10 > RL > A.1 > S.1

    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
    1 - Cite (Textual evidence)
    1 - Cite (Inferences drawn from the text)
    1 - I can cite strong and thorough textual evidence to support analysis of what the text says explicitly
    1 - I can cite inferences drawn from text.
    A. Citing evidence and inferences strengthens analysis.
    A.1 Why must I cite analysis and inferences?
  8. Common Core State Standards: English Language Arts > G.11-12 > RL > A.1 > S.1

    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
    Inferences
    1 - Cite (Textual evidence)
    1 - Cite (Inferences drawn)
    3 - Determine (Uncertain matters)
    1 - I can cite strong and thorough textual evidence to support analysis of what the text says explicitly.
    1 - I can cite inferences drawn from the text.
    3 - I can determine where the text leaves matters uncertain.
    A. Citing evidence presents a strong case to support your analysis.
    A.1 Why must I cite evidence?

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