RI.1.3

key details key events main topic connection gather information describe

individuals idea text identify find evidence

key points main idea who, what, where, when, why, how pieces of information questioning alike/different

UNDERSTANDING THE STANDARD  what's this

• Every piece of text contains key details that describe a topic.
• Some topics found in a piece of text are more important than others.
• The types of connections among people, events, and ideas can be described.
• The connections among people, events, and ideas are important to a piece of text.
• To understand a piece of text you need to know about who, what, where, when, why, and how.
• Students who are able to describe the connection between two individuals, events, ideas or pieces of information in a text have prior knowledge of, and can use, critical academic vocabulary words such as connections, details, ideas, events, information, individuals (persons or characters), identify, questioning (question answering and asking), alike, different, and describe. They learn and practice using new vocabulary such as evidence, order (sequence), pieces (as in pieces of information, gathering (as in gathering information), similarities, and differences.
• Students who are able to describe the connection between two individuals, events, ideas or pieces of information in a text use rudimentary analysis skills to identify key details about two individuals or event or ideas or pieces of information and, then, determine if those key details connect the individuals, events, ideas and information.
• Students who are able to describe the connection between two individuals, events, ideas or pieces of information understand that asking and answering questions (who, why, what, where, and when) about key details gives them clues to connections between individuals, events, ideas, or pieces of information.
• As students describe the connection between two individuals, events, ideas or pieces of information in a text, they should, as appropriate, begin to integrate prior knowledge with text information in order to make connections.
• Understanding connections between individuals, events, ideas or pieces of information in a text is less difficult when students can act out, draw, or discuss various possible connections. For example, by placing events from a similar time period on a timeline, students are able to see and make connections.
• Students who can describe how one event connects with the other can, with prompting and support, begin to realize that one “thing” may cause another “thing” to happen.
• When students describe connections between individuals, events, ideas, or pieces of information and are prompted and guided to tell why they made the connections by referring to the text, they are developing skills that support writing, research, and public speaking.
• When making connections between two individuals, events, ideas, or pieces of information, students are introduced to the ideas of cause and effect and compare and contrast.

QUESTIONS TO FOCUS INSTRUCTION  what's this

• What academic vocabulary must students know and be able to use to describe connections between two individuals, ideas, events, and pieces of information?
• How does making connections in informational text support comprehension?
• How does making connections in informational text support writing and research?
• How does question asking and answering help young readers make connections between characters, events, ideas, and other pieces of information in text
• How do you identify the main topic of a piece of text?
• How do you identify the key ideas, events, and setting in a piece of text?
• What strategies and materials (i.e. QAR, connection chains) support teaching students how to make connections about two individuals, events, ideas or pieces of information in text?

LEARNING PROGRESSION
Go to RI.K.3 to see skills mastered prior to this.
Go to RI.2.3 to see the progression of related skills.