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Making Sense of the Common Core Informational Texts Standards

Posted by Kristen Bowers on Jan 29, 2013 11:39:26 AM

I have posted a few of my annotated Common Core Standards, returning to our examination and analysis of Informational Texts and helping you to find ways to tackle the standards and integrate them into your lessons and activities.  This post focuses on exploring how key individuals influence and are influenced by events and ideas, and how authors make connections between such individuals, events, or ideas.

Making sense of the CCSS Informational Texts ELA Standards - a breakdown

This particular standard is quite confusing, and can feel overwhelming.  Let’s take a look at the standards, one by one, to actually see what you should be teaching.  These come from my annotated standards by grade level, which are designed to help you make sense of, and not be intimidated by the standards.

CCSS.ELA-Literacy.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

  • Students should be able to recognize and discuss key individuals in a text.
  • Students should be able to demonstrate an understanding of how key individuals, events, or ideas “come to life” in a text.
  • Students should be able to identify and pull examples or quotes that contribute to the overall quality and the reader’s understanding of a text.

CCSS.ELA-Literacy.RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).

  • Students should be able to recognize and discuss key individuals (including recognizing those who are main or subordinate characters) in a text.
  • Students should be able to demonstrate an understanding of how key individuals, events, or ideas “come to life” in a text.
  • Students should be able to identify and pull examples or quotes that contribute to the overall quality and the reader’s understanding of a text.
  • Students should demonstrate the ability to recognize how characters respond and change in the textual account.
  • Students should be able to articulate the effects individual’s decisions have on the events, how the time-period or other factors affects the individuals’ outcome, how individuals interact and affect each other, how the events affect the individuals, etc.

CCSS.ELA-Literacy.RI.8.3 Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories).

  • Students should be able to recognize and discuss key individuals (including recognizing those who are main or subordinate individuals) in a text.
  • Students should be able to demonstrate an understanding of how key individuals, events, or ideas “come to life” in a text.
  • Students should be able to identify and pull examples or quotes that contribute to the overall quality and the reader’s understanding of a text.
  • Students should demonstrate the ability to recognize how individuals respond and change in the textual account.
  • Students should be able to articulate the effects individual’s decisions have on the events, how the time-period or other factors affects the individuals’ outcome, how individuals interact and affect each other, how the events affect the individuals, etc.
  • Students should be able to identify and articulate comparisons between two or more accounts of the life of an individual.
  • Students should be able to identify and articulate comparisons between two or more accounts of the same event.
  • Students should be able to articulate how the same event affected individuals differently.

 SmartFlip Common Core Reference Guides

CCSS.ELA-Literacy.RI.9-10.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

  • Students should be able to articulate how specific people and their actions within a particular setting (era, location, culture, etc) within specific events are inter-related and influenced within and by each other.
  • Students should be able to demonstrate an understanding of how key individuals, events, or ideas “come to life” in a text.
  • Students should be able to identify and pull examples or quotes that contribute to the overall quality and the reader’s understanding of a text.
  • Students should be able to identify the use of rhetorical devices.
  • Students should be able to articulate how an author structures a series of ideas or events, makes judgments, provides opinions, and/or seeks to explain, inform, or influence the reader.

CCSS.ELA-Literacy.RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

  • Students should be able to demonstrate an understanding of how key individuals, events, or ideas “come to life” in a text.
  • Students should be able to identify and pull examples or quotes that contribute to the overall quality and the reader’s understanding of a text.
  • Students should be able to identify the use of rhetorical devices.
  • Students should be able to articulate how an author structures a series of ideas or events, makes judgments, provides opinions, and/or seeks to explain, inform, or influence the reader.

Topics: attacking the common core, Common Core, informational texts

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