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RI 4.7
Standard:
RI 4.7 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.
Turn and Talk with Socratic Questioning
Students at this level must link the reading of informational text to visual information in the text (text
features: charts, graphs, diagrams, etc.). Students will be looking for evidence of the specific descriptions
in the text or visual evidence. Being able to identify and discuss text structure is key to making
connections between the parts of a text. They will make connections by comparing what they read to text
features and visuals and be able to explain how the information helps them understand the text.
Have students turn and talk and find evidence of specific descriptions in text and visual elements during
close reading, interactive read aloud, and guided reading instruction. Use questions and prompts such as
the ones below to help move your students understanding from identifying elements to how does the
structure help the reader to understand the themes of this text or video:
 How does the drawing or visual show what the author is saying?
 Does the graphic representation contribute to the text?
 How is the text and the visual representations the same?
 What part of the text is represented by there presentation?
 How does the structure of this text help you determine meaning?
 Watch the section from ____ to ____ of the video.
 What is the meaning of the word __________ as it is used in this section of the video? Which detail
from this part of the video supports the answer?
Reading Response Journal
Use a two-column response to keep track of the evidence of the elements in the text. Or have students use
a Venn diagram to compare and contrast the same story, drama, or visual presentation (video) of the text.
http://www.enchantedlearning.com/graphicorganizers/venn/
Evidence of Elements
in the text
Evidence of Elements
in the Video
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RI 4.7
Close Reading Structure Lens
Lesson Plan Example:
Week 4
Transcontinental Railroad Video – Westward Expansion
http://www.history.com/topics/westward-expansion
Students will also need access to close reading passages from weeks 1-3.
Instructional
Focus (Standard
and Focus):
RI 4.4, L4.4a-c
Academic
Vocabulary in
context. Use
reference material
to confirm word
meaning.
Introduce Text
Vocabulary
Development
Identify Genre:
Text Structure:
Read Aloud and
scaffold
vocabulary.
(Intentionally plan
this lesson based
on the Language
Standards and
Vocabulary,
student needs and
the text you’ve
selected.)
Vocabulary in the
video:
Instructional
Focus (Standard
and Focus):
RI 4.1, SL 4.2
Referring to
details and
examples in text,
paraphrase
portions of text
read aloud or
media sources.
Close Reading
1. Read
through a lens.
Replay the video
looking for
Role of
Transcontinent
al Railroad in
Growth of the
West.
Have students
highlight text
evidence.
Chart student
responses in the
first column of
Instructional Focus
(Standard and Focus):
RI 4.7
Interpreting
Information
Close Reading
2.Look For Patterns
3.Developing a new
understanding
Replay video
Look for Patterns
In small groups
reread the passage
and the evidence
from yesterday.
Have students work
in pairs and find
which pieces of
evidence fit together.
Chart the patterns
you find in the
second column of
your anchor chart.
Instructional
Focus (Standard
and Focus):
W4.1 RI 4.7
Opinion Writing
How does the
information
contribute to the
understanding of
the text
Assessment
Narrative or
Expository
Writing Task
Teacher will pose an
open-ended question
for students to
respond to in written
form.
This may be an
opportunity to
encourage students
to respond using
technology.
Students will work
on this task
independently, using
Instructional
Focus (Standard
and Focus):
W4.8, W4.9
Gathering relevant
information in the
text. Explain how
authors use
reasons to support
text.
Assessment
Narrative or
Expository
Writing Task
Model how to use
the PARCC Literary
Response Rubric so
students can assess
their writing with a
partner.
Model identifying 1
or 2 areas that
students could
improve in their
response based on
the rubric.
Have students get
Check In
RI 4.7
Make a list
Replay video
looking for clues
for meaning of
words.
KIM See reference
below.
Ke
Inf Me
y
or
mo
wo ma ry
rd
tio Clu
n
e
Confirm meaning
using reference
materials.
an anchor chart.
Developing a new
understanding
Review anchor chart
evidence and
patterns. Turn and
Talk about noticing’s.
Oral Synthesis in
small groups:
Statement using
sentence frame: –
First I was thinking
______ now I am
thinking _____
because….
Share out students
Synthesis with
whole group.
evidence from the
text.
Open Ended
Question:
Compare the video
and 1 of your close
reading texts from
this unit. Provide
examples of how
the geography
affected the growth
of the west.
in groups of four
and share their
Open Ended
Responses to the
prompt. Students
will provide 1-2
things the writer
could do to
improve their
response.
Students should
spend 10 minutes
revising their
responses to the
open ended
question based on
the feedback they
received.
Share 2-3 revised
responses with the
whole class.