Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from
the text.
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
I can make inferences using
text features and prior
knowledge with visual
support.
I can use cartoon strips to draw
conclusions about a selected
topic such as: The Iron Clads,
scientific inquiry.
I can complete sentence
frames related to text that
require inference, working
with a partner.
I can explain in writing the
inferred meaning of the
cartoon strip working with a
small group.
I can create a T-chart (What I
know/What it says/What I
infer) using a variety of
textual resources on the
same topic when working
with a partner.
(R, W)
Resources:
Functional
Vocabulary:
(L, S, R, W)
I can synthesize 2 textual
pieces on the same topic
using a given set of signal
words related to
compare/contrast text
structure.
(L, S, R, W)
Level 4/5 (Expanding/Bridging)
I can locate textual evidence based
on teacher-created resources such
index cards with inferences drawn
from the text after working with a
small group/partner/individually.
I can respond to a blog to share my
analysis of inference materials.
(L, S, R, W)
Leveled texts
Newspapers
Center for Urban Education at DePaul University
Magazine articles
Scholastic news
Textbooks
Schema, evidence, locate, analysis, explicitly, inference, drawn (multiple meanings), cartoon, strip (multiple meanings), synthesize,
blog.
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS: RI 9-10.2:
Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas;
provide
an objective summary of the text.
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
I can separate the central
idea from supporting details
using illustrated and labeled
cards with a group.
I can assemble a tree map by
manipulating cards that show
the central idea of a text and
supporting details working with
small groups.
I can support the central idea
of a text by identifying and
recording the main idea of
each paragraph of a text in
order to compose a summary
paragraph with a partner.
I can formulate sentences
using the illustrated cards
with my group.
I can write a 1-3 sentence
summary using the cards.
(L, S, R, W)
(L, S, R, W)
Level 4/5 (Expanding/Bridging)
I can justify my determination of the
central and supporting details of a
text by composing a 3-5 paragraph
summary with a partner after
completing a bubble map or tree
map.
(L, S, R, W)
(L, S, R, W)
Resources:
http://www.quia.com/quiz/1169917.html
Study Island
http://betterlesson.com/document/19320/main-idea-and-supporting-detail
http://prezi.com/md2eyusjmvtt/main-idea-supporting-details/
http://exchange.smarttech.com/details.html?id=abe0aefb-7d70-4880-9928-2bea6d18d48d
https://jeopardylabs.com/play/main-ideasupporting-details-and-figurative-language2
http://teacher.depaul.edu/
Functional
Vocabulary:
Justify, determination, central idea, supporting detail, compose, paragraph, summary, formulate, illustrated, assemble, identify, record,
bubble map, tree map.
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS: RI 9-10.3:
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons,
analogies, or categories).
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
I can read an illustrated
fairytale and compare two
characters using illustrations
and labels on a T Chart with
my group. (R, L, S,W)
I can use a Venn diagram to
compare (same) and contrast
(different) two versions of the
same Fairytale with my group
(Write complete sentences and
illustrate each sentence). (R,
S,R,W)
I can create a poster showing
connections (comparing) and
distinctions (contrasts)
between two similar pieces
of literature and defend the
information by referencing
the text with my group (for
example, comparing two
versions of a Greek or Roman
myth; one could be a
youtube clip).
I can design and complete a poster
showing the connections
(comparisons) and distinctions
(contrasts) between two pieces of
literature (The Monkey’s Paw and
The Tell-Tale Heart for example) with
a partner.
I can design and complete a
checklist of character
attributes about the
characters from two Greek or
Roman myths with my group.
(R, L, W, S)
Resources:
http://www.bibalex.org/libraries/presentation/static/135b0.aspx
http://www.onextrapixel.com/2010/01/14/50-digital-fairy-tale-character-illustration-collections/
Functional
Vocabulary:
Analogy
Attribute
Text specific vocabulary
Venn diagram
Checklist
Compare, same, make connection
Contrast, distinctions, differences
Version
T Chart
Fairytale
Character
Label
I can list analogies between two
pieces of literature with a partner.
For example, “The old man in The
Tell-Tale Heart was a senseless victim
in the same way that the son was a
senseless victim in The Monkey’s
Paw.”
I can design and complete a checklist
of attributes (categories) of
characters from two pieces of
literature with a partner.
(R, L, S, W)
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS: RI 9-10.4:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze
the
impact of specific word choices on meaning and tone, including analogies or allusions to other texts
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Resources:
Functional
Vocabulary:
Level 2 (Emerging)
I can highlight specific words
within a poem that pinpoint
the tone and mood of it with
a partner. (R,S,L).
I can sketch a picture that
represents the visualization
from a given text with a
partner. (R,W, S, L).
I can match previously
learned figurative language
phrases and their illustrated
meanings with a partner.
(R,S,L).
I can write 3 sentences using
specific language (figurative,
technical, analogy, allusion)
with a group. (W, S, L, R).
Level 3(Developing)
I can write a paragraph or
stanza using specific
vocabulary to elaborate on a
topic or create a poem.(W)
Vocabulary webs such as:
Fryer Model, T-Charts, 4-Squares
online dictionaries
www.learninggamesforkids.com/vocabulary_games/idioms
www.funbrain.com/idioms/
http://www.usingenglish.com/reference/idioms/
www.learninggamesforkids.com/vocabulary_games/analogies.html
www.gamequarium.org/dir/Readquarium/Vocabulary/Analogies/
ELA Dropbox Resources
Tone, mood, pinpoint, figurative language, analogies, stanza, justify.
Level 4/5 (Expanding/Bridging)
I can justify the choice of words
within a poem to my classmates.
(W, S, L, R)
http://www.vocabulary.co.il/analogies/
http://www.quia.com/cb/7146.html
www.studyisland.com
http://www.vocabulary.co.il/idioms/
www.sadlier-oxford.com/phonics/analogies/analogiesx.htm
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.5: 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)
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Sequence and write specific
sentences that show
development of ideas or
claims from the text using
native language support
with a small group.
Write simple sentences to
summarize the author’s ideas
or claims using simple sentence
frames and graphic organizers.
Explain how the author’s
claims or ideas are developed
using information from a
fishbone graphic organizer.
Level 4/5 (Expanding/Bridging)
Interpret how the author’s ideas or
claims are developed and refined
using a double-entry journal with a
quote from the text and an
explanation in students’ words.
Resources:
Fishbone Graphic Organizer, Double-Entry Journal, Sequencing Story Board
Functional
Vocabulary:
Cite, Summarize, Sequence (i.e. Initially, Finally, First, Then, Next, Therefore, Last) , Order, Defend, Interpret, Quote, Claim
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.6: Determine an author’s point of view of purpose in a text, and analyze how an author
uses rhetoric to advance that point of view or purpose.
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
Sequence a series of visuals
such as a photo diary and
use simple key words that
indicate the author’s
purpose/point of view with
a partner.
Answer wh- questions about
the author’s point of view in a
text using pictures, an
illustrated word bank, and
native language supports with a
partner.
Identify the author’s
purpose/point of view within
a simple text using quotes
from the author and other
text references with partner.
Produce questions and provide
answers about the author’s point of
view or purpose and the contribution
of the author’s style to a text in small
groups.
Resources:
Photo Story, Quizlet, Picture Dictionary
Functional
Vocabulary:
Sequencing vocab, Who, What, When, Where, Why, How, Author’s purpose/point of view, style, quote, reference, cite
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.7: 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.
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
List information from events
or scientific processes
presented in different
mediums (words and
visuals) using a graphic
organizer.
Classify information from
events or scientific processes
presented in different mediums
(simple text and visuals) with a
graphic organizer.
Compare and contrast events
or scientific processes
presented in different
mediums to determine which
details are emphasized in
each account using a Venn
Diagram with a partner.
Justify the value of information from
different mediums used to answer a
question or solve a problem
determining which details are
emphasized in each account using a
graphic organizer.
Resources:
Classification Graphic Organizer, Venn Diagram, Problem-Solution Graphic Organizer
Functional
Vocabulary:
Classify, List, medium, compare, contrast, emphasize, process, justify, solve, resolution, value, detail, scientific processs
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient; identify false statements and
fallacious reasoning.
Proficiency Levels:
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Respond to yes/no
questions about reasoning
and evidence, using gestures
(e.g. thumbs up/down),
illustrated texts (e.g. a nonfiction graphic novel), and
native language support
with a partner.
Identify details in oral
statements about reasoning
and evidence, using a word
bank and a graphic organizer in
a small group.
Compare and contrast
arguments on a topic from
various sources and evaluate
the argument based on
evidence presented in
cooperative groups.
Resources:
Venn Diagram, Details Graphic Organizer, T-chart,
Functional
Vocabulary:
Reason, evidence, identify, argument, evaluate
MPIs (I can…):
function + content + support
Level 4/5 (Expanding/Bridging)
Justify arguments on a topic from
various sources and evaluate the
argument based on evidence
presented after discussing with a
partner.
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g.
Washington’s Farewell Address, The Gettysburg Address, Roosevelt’s Four Freedoms Speech, King’s
“Letter from Birmingham Jail”), including how they address related themes and concepts.
Proficiency Levels:
MPIs (I can…):
function + content + support
Level 1 (Entering)
Level 2 (Emerging)
Illustrate the main topics of
seminal US documents of
historical and literary
significance in groups.
State the theme, purpose, and
language features in a historical
and literary significant
document using illustrated
sentence starters and an
illustrated word bank with a
partner.
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 3(Developing)
Distinguish among different
seminal US documents of
historical and literary
significance and brainstorm
how they address related
things and concepts and
groups.
Resources:
List of US Documents
Functional
Vocabulary:
Seminal, significant, distinguish, brainstorm, historical, elaborate, theme, concept
Level 4/5 (Expanding/Bridging)
Elaborate on how different seminal
US documents of historical and
literary significance address related
themes and concepts with a partner.
Pacing 1st – 4th
Grade 9-10: Reading for Information
CCSS RI 9-10.10: 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 grades 9-10,
read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently
and proficiently.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Supply missing words and
phrases in short sentences
to describe a work of literary
nonfiction using the
appropriate instructional
supports applicable to the
grade level and proficiency
level of the student such as
illustrated word banks and
L1 and/or L2 with a partner.
Level 2 (Emerging)
Identify the main idea of a
work of literary nonfiction
presented orally using the
appropriate instructional
supports applicable to the
grade level and proficiency
level of the student such as
word banks in small groups.
Resources:
Graphic Organizer
Functional
Vocabulary:
Non-fiction, literary, orally, infer, develop, evidence, support
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
Infer meaning based on
evidence in the text to
understand a work of literary
nonfiction using the
appropriate instructional
supports applicable to the
grade level and proficiency
level of the student such as
graphic organizers in a small
group.
Develop on essay to discuss a work of
literary nonfiction using the
appropriate instructional supports
applicable to the grade level and
proficiency level of the student as
needed.