Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Reading for Informational Text
Standard: Determine an author�۪s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Degree of Alignment:
Not Rated
(0 users)
Learning Domain: Speaking and Listening
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Degree of Alignment:
Not Rated
(0 users)
Cluster: Key Ideas and Details.
Standard: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
Degree of Alignment:
2 Strong
(1 user)
Cluster: Craft and Structure.
Standard: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
Degree of Alignment:
2 Strong
(1 user)
Cluster: Comprehension and Collaboration.
Standard: Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Degree of Alignment:
1 Limited
(1 user)
Cluster: Craft and Structure.
Standard: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
Degree of Alignment:
1 Limited
(1 user)
This analysis tool is effective for breaking down difficult informational text samples. I utilized it with an excerpt from Martin Luther King, Jr.'s speech, I Have a Dream. Students were placed in mixed-ability groups to complete the analysis. Students may need instruction or review for the meaning of implicit and explicit prior to the exercise. This is a worthwhile resource and one I will adapt to fit my toolkit when dealing with non-fiction texts.
I used the Informational Text Analysis Tool. I found it to be useful. I used it with my Title class. It fit in with our work on writing summaries. I had to adapt it some. The students are using it on a regular basis as part of their twice a week reading of informational texts. The texts are assigned by Lexile and interest level.
It helped me identify areas of need on determining main idea, intended audience and purpose.
I have also used it with video and student presentations.
on Feb 17, 11:50am Evaluation
ELA: Key Shifts in the CCSS: Superior (3)
Again, I think that when an experienced teacher chooses the right materials for their class; this lesson will address the criteria and areas of the rubric.
on Feb 17, 11:50am Evaluation
ELA: Alignment to the Rigor of the CCSS: Superior (3)
This lesson WILL meet the guidelines as long as the teacher choose the appropriate text to meet their needs
on Feb 17, 11:50am Evaluation
ELA: Instructional Supports: Superior (3)
If teaching the material for a lower or different grade, adjustments would need to be made in order to meet the specific needs of the teacher's classroom
The informational analysis tool was a great resource. With very little formatting changes it was easily usable in my 10th grade classroom. I used this as an analysis tool with WWI propaganda. I added lines to the boxes, made it double-sided, and added the actual picture of the propaganda to the document as well. I recommend going through the document as a full class at least once before releasing students to do it on their own. It will take some pre-teaching of the concepts of implicit and explicit questioning specifically. Overall, this was a useful resource that I will apply to numerous informational texts in the future as well.