Integrating Information from Multiple Texts DRAFT
Level 1
Level 2
Level 3
Grade-Specific
Alignment Based on
CCSS’s Levels of
Proficiency
Integrating
Information from
Multiple Texts
Level 4
K
When reading two texts
on a topic, the student
can, with coaching,
identify either one
similarity or difference
based on the illustrations
(“The plant in this book
has red leaves and this
one has green”) or using
exact words of
descriptions (“This plant
has red leaves. This plant
has green leaves.”)
With further prompting,
the child may notice a
second similarity or
difference.
When reading two texts
on a topic, the student
can identify a similarity
or difference. With
further prompting, the
child may identify an
opposite attribute (e.g. if
the child noticed a
similarity first, he/she
may now notice a
difference.)
When reading two texts
on a topic, the student
can, with prompting and
support, identify one or
two similarities and one
or two differences based
on illustrations or exact
words of the text. With
prompting, when the
student is pointing out
illustrations, she can
show what person,
place, thing, or idea in
the text to which the
illustration refers.
TCRWP DRAFT
Level 5
1
2
When reading two texts
on a topic, the student
can identify one or two
similarities and one or
two differences (e.g. in
illustrations,
descriptions, or
procedures). The
student may focus on
extraneous, obvious
differences (e.g. “this
text has a red cover
and this text has a blue
cover” or “both
authors’ names start
with ‘A’ ”) rather than
important points of
each text.
At this level, the student
seems familiar with the
vocabulary and
processes of comparing
and contrasting and will
is able to name how
texts are the same and
how they are different.
Moreover, the student is
less apt to focus
extraneous differences
(e.g. both authors’
names start with “A”).
Instead the student
might say, “They are the
same because they are
both about sharks. They
are different because
this one is all about
sharks eating and this
one is all about sharks
growing up.”
Integrating Information from Multiple Texts DRAFT
Level 5
Grade-Specific
Alignment Based on
CCSS’s Levels of
Proficiency
Integrating
Information from
Multiple Texts
Level 6
Level 7
2
3
At this level, the student
seems familiar with the
vocabulary and processes
of comparing and
contrasting and will is
able to name how texts
are the same and how
they are different.
Moreover, the student is
less apt to focus
extraneous differences
(e.g. both authors’ names
start with “A”). Instead
the student might say,
“They are the same
because they are both
about sharks. They are
different because this one
is all about sharks eating
and this one is all about
sharks growing up.”
The student will compare
and contrast the most
important points and key
details presented by two
texts on the same topic.
With nudging, the student
can notice that even when
texts have similar topics,
they can emphasize
different facts, have
different craft, etc. (“They
are both about sharks
eating and how their
body parts help them, but
this one shows sharks’
teeth next to a picture of
someone swimming and
is about sharks attacking
humans and this one just
says that sharks have
rows of teeth and shows
sharks eating fish. It’s
not talking about humans
getting attacked.”
Level 8
4
The student at this level
can compare and
contrast, considering
point of view. The
student can, for
example, read a
firsthand and
secondhand account of
an event or topic and
describe the difference
in the focus and
information provided.
At this level, not only
the student can also
draw on information
from both texts to speak
or write knowledgeably
about the topic. The
student may start to
offer an opinion on the
topic and can advance it
using information from
each text. (“Sharks are
not just out to get you.
Some people think
sharks are scary
creatures that kill and
attack but…”.
TCRWP DRAFT
Level 9
5
By this level, a student
can analyze multiple
accounts of the same
event or topic, noting
similarities and
differences in the point
of view they represent.
The student can
compare and contrast
the structures (e.g.
comparison,
cause/effect,
chronology,
problem/solution) of
events, ideas, concepts,
or information in two
or more texts.
At this level, the
student is able to do all
of the work expected at
the previous level and
is able to draw on
multiple texts (print,
digital, etc.) to advance
an argument or explain
a topic.
6
A student at this level
can consider authorial
intent when comparing
and contrasting texts.
The student can
compare and contrast
how two authors have
presented an event or
topic (e.g. student might
read a memoir by a key
figure and then a
biography of the same
figure and consider how
each author presents/
interprets events.)
A student at this level is
comfortable drawing on
multiple texts and
considering information
presented in different
media or formats
(visually, quantitatively,
etc.) to write or speak
about a topic.
Integrating Information from Multiple Texts DRAFT
Level 8
Grade-Specific
Alignment Based on
CCSS’s Levels of
Proficiency
Integrating
Information from
Multiple Texts
Level 9
Level 10
Level 11
Level 12
5
6
7
8
By this level, a student
can analyze multiple
accounts of the same
event or topic, noting
similarities and
differences in the point of
view they represent. The
student can compare and
contrast the structures
(e.g. comparison,
cause/effect, chronology,
problem/solution) of
events, ideas, concepts,
or information in two or
more texts.
At this level, the student
is able to do all of the
work expected at the
previous level and is able
to draw on multiple texts
(print, digital, etc.) to
advance an argument or
explain a topic.
A student at this level can
consider authorial intent
when comparing and
contrasting texts. The
student can compare and
contrast how two authors
have presented an event
or topic (e.g. student
might read a memoir by a
key figure and then a
biography of the same
figure and consider how
each author presents/
interprets events.)
A student at this level is
comfortable drawing on
multiple texts and
considering information
presented in different
media or formats
(visually, quantitatively,
etc.) to write or speak
about a topic.
The student at this level
is able to look at how
two or more authors
writing about the same
topic shape the way they
present key information
by examining what
evidence each
emphasizes. She might
consider what evidence
is left out from one
presentation. She will
also explore how
authors might provide
the same evidence but
might each interpret that
evidence in a different
way.
At this level, a student
can also compare/
contrast a text presented
in two different media
and analyze how each
medium presents the
text (e.g. the student can
read a written speech
and watch it being
delivered).
At this level, a student
can analyze a case in
which two or more
texts provide
conflicting information
on the same topic. The
student can identify
which key points
conflict and where the
texts disagree on
matters of fact or
interpretation. The
student at this level can
consider who the
author of each text is
and how that identity
may shape the way the
author interprets
information.
The student at this level
can also evaluate the
advantages and
disadvantages of using
different mediums (e.g.
print, digital,
multimedia, etc.) to
present a particular
topic or idea.
TCRWP DRAFT
Going forward, students
will analyze documents
with historical and
literary significance (e.g.
the Gettysburg address,
the Bill of Rights), to
consider how they
address related themes
and concepts and for
their rhetorical features.
Student will be
comfortable analyzing
texts through a variety
of lenses, considering
authorial intent as well
as drawing on multiple
sources seamlessly to
write and speak about
topics knowledgeably.