ELACC3RI7
Use information gained from illustrations (e.g., maps, photographs) and the words in
a text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
VOCABULARY
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compare
contrast
illustration
questions
information
maps
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key events
paragraph
relevance
sentence
photographs
understanding
UNDERSTANDING THE STANDARD
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Students who are able to use information gained from illustrations and the words in a
text to demonstrate understanding of the text can make connections between
illustrations and words in text to determine key details and the main idea of paragraphs
and, then, sections of text.
Students who are able to use information gained from illustrations and the words in a
text to demonstrate understanding of the text use questioning (what, where, why, when,
who, and how) to help them make connections between illustrations and words and,
then, to use those connections to demonstrate/clarify understanding of the text.
In order to use information gained from illustrations and the words in a text to
demonstrate understanding of the text, students must be able to use graphic organizers
like T-charts to record key details and main ideas garnered from illustrations and words.
Given a diagram or other image, students who can use information from illustrations and
words to demonstrate understanding of text can orally discuss or write several
sentences explaining the image (i.e., what it is showing) and how it connects to, and is
supported by, words in the text.
Students who are able to explain specific images and how those images clarify or
contribute to text understanding know and use key vocabulary terms such as clarify,
connect, images, diagrams, analyze, explain, reasons, details, similarities and
differences.
When given several texts on the same topic, students can analyze the illustrations from
each text and determine similarities and differences between them. Students can
provide evidence to support their analysis from words in the texts.
The ability to combine information from illustrations and from words in a text can prepare
students to understand texts of increasing complexity.
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The ability to use both illustrations and words in a text to answer “where”, “when”, “why”
and “how” questions can enable students to demonstrate understanding of the overall
text.
Collective analysis of information gained from both illustrations and words in a text is an
example of an interactive reading strategy, which can promote a deeper understanding
of the text.
The ability to combine information from both illustrations and words to make meaning
can support students in their writing and oral presentations.
The ability to derive meaning from both illustrations and words in a text can support text
comprehension in other content areas, including science, social studies, and
mathematics.
QUESTIONS TO FOCUS INSTRUCTION
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What is the value of maps, photographs and images to the meaning of text?
What skills are required to make valid connections between text and illustrations?
What prerequisite skills must students have mastered in order to succeed with this
standard? (question responses; question generation; ability to identify main idea and
supporting details, ability to explain information conveyed by maps, photographs,
images, and illustrations).
What questions must be asked and answered to help the reader gain skills in
connecting illustrations with the words in the text in order to derive meaning?
What is the most effective way to assess that students understand the connection
between text and the accompanying illustrations and can use that understanding to
derive meaning from what is read?
What level of academic vocabulary knowledge is required for students to be able to
independently make connections between illustrations and words in text to demonstrate
their understanding of the text. In other words, what vocabulary terms must they know
and use easily?