Integrated Task
RI.3.3
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or
concepts, or steps in technical procedures in a text, using language that pertains to time,
sequence and cause/effect
Knowledge Needed:
 Informational text (both literary nonfiction and expository/technical texts)
 How to describe
 Key ideas/concepts, events, steps in informational texts.
 Cause/effect
 Sequence of events
 Language that pertains to time
 Key features of content-specific texts (e.g., science and historical texts) based on text
features (e.g., events, steps, procedures)
 Text structure in informational texts (e.g., time, sequence, cause/effect, steps)
 Connections and relationships (e.g., one piece of text “explains” another or stands in
“contrast” to another or “comes before” another)
 Transition/linking words that show relationships (e.g., first, because, then, on the other
hand) for informational texts.
 How historical events, scientific ideas, or “how to” procedures are related in a text..
Learning Targets and Student Outcomes:
 Identify the events, key ideas/ concepts, steps in informational texts
 Identify and describe how informational and technical texts are structured
 Identify words that signal relationships in informational texts
 Explain how ideas, events, steps are connected
 Use text-structure language to describe or graphically represent relationships between
and among ideas, events, or steps/procedures in informational texts
 Read about historical events, scientific ideas, or “how to” procedures in a text.
 Recount the events of the text by identifying signal or transition words.
 Explain the meaning of cause and effect.
 Distinguish between the cause and effect of events in a text.
In Quarter 3 Unit of Study, refer to:
 Close Reading Weeks 4
Close Reading 1. Read through a lens.
Reread the passage looking for ____ (lens).
Have students highlight text evidence.
Students will box in sentences that go together.
Write on chart paper students’ responses.
Instruct students to cut out the information they boxed in. This will be used
tomorrow.
 Questions from Pre-Post Summative Assessment for Quarter 3
Integrated Task
RI.3.3
Question 5. In the passage, Pony Express, the author describes the job of Pony
Express trail riders as one of the most dangerous jobs at the time. Which evidence
from the passage supports this statement?
Additional Tasks:
Think Aloud – Use Gradual Release Model & Accountable Talk Stems Eng/Sp (resource)
1. Read text, stopping frequently to talk about how meaning is being made, analyzing the thinking
process.
2. List the cues and strategies used.
3. Turn and Talk – Allow students to practice the strategy.
4. Share Out
Turn and Talk – Use Accountable Talk Stems (make adjustments to structure based on
standard focus)
Have students turn and talk about the characters 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 character attributes to theme:
 Can you tell me the reasons why the character said ...in the story? How has your
understanding of the character changed your thinking about the story?
 What is the theme of this text? Can you give specific examples from the text to support your
thinking?
 What big ideas and messages keep repeating in the text? How does that help me draw
conclusions about themes in the text?
 Where else have you noticed similar themes?
 Can you tell me how the character is feeling is this part of the story? Explain why the
character is feeling this way. How does that help you understand more about the theme in
the story?
Reading Response Journal (make adjustments to structure based on standard focus)
Use a three-column response to keep track of the evidence about your character and how your
thinking is changing or questions that you have.
Character Evidence
Tracking what characters think, say,
do… Events that impact the character.
My Thinking and
Questions
My theories of possible themes
Some themes that may emerge are: poverty,
oppression, hope, discrimination,
acceptance, perseverance, loss, etc.
Stop and Jot/Sketch
Reading Response Journal (make adjustments based on standard focus)
After reading the initial chapter of a narrative piece or if the setting changes prompt students to
stop and jot or sketch what they notice about the details in the setting. How does the setting help
the reader understand the characters and theme in the text?
AssessmentReading Response Journal
Timeline or Story Mountain
Participation in Discussion-Accountable Talk
Open Ended Responses