RI.2.6

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

 


VOCABULARY

  • identify
  • main purpose
  • text

  • author
  • author's answer
  • author's explanation

  • author's description
  • what

UNDERSTANDING THE STANDARD  what's this 
  • Students who are able to identify the main purpose of the text are able to understand and easily use academic vocabulary previously learned including: illustrations, key details, informational text, author, who, what, why, when, how, when, description, explanation, information, purpose, research, evidence, print text, and graphic organizers.
  • Students who are able to identify the main purpose of the text understand that authors write informational texts for different reasons. They know that authors of informational books start their work with a question or the desire to explain something.
  • Students who are able to identify the main purpose of the text are skilled at asking and answering questions to obtain information. They are able to predict what the purpose of the informational selection may be by exploring headings, illustrations (charts, graphs, etc.) and asking themselves “What clues do the illustrations and text features give about why the author wrote this text?”
  • Students who are able to identify the main purpose of the text, after reading an informational text, ask themselves why the author wrote the book --- did the author want to answer a question, describe someone or something, or provide an explanation of something?
  • Students check their selection of the main purpose by rereading or reviewing the text to find evidence to support what they think is the main purpose of the selection. They examine illustrations (charts, graphs, maps, etc.) and key ideas to find evidence.
  • Students who are able to identify the main purpose of the text recognize that authors of informational text research what they write about by asking and answering questions. Students who are able to identify the main purpose of the text use graphic organizers to record their questions about the text’s main purpose as well as evidence they discover within the text that supports the main purpose. They understand that graphic organizers help their thinking and their writing in response to reading.

QUESTIONS TO FOCUS INSTRUCTION  what's this 
  • How does reading informational texts that provide multi-perspectives on one topic help students understand and recognize the purposes for which authors write?
  • Why is it important for students to understand why authors write informational text?
  • How does knowing the author’s purpose support independent reading and comprehension?
  • What role does the understanding and correct use of related academic vocabulary play in a student’s ability to determine the main purpose an author writes?
  • What texts and other materials are appropriate for teaching author’s purpose?
  • What instructional strategies and activities are most effective and efficient for teaching author’s purpose?
  • What is the relationship between research and purpose when authors write informational text? Why is this relationship important for students to understand?
  • How does proficiency in asking and answering questions help students recognize an authors purpose for writing informational texts?


LEARNING PROGRESSION
Go to RI.1.6 to see skills mastered prior to this.
Go to RI.3.6 to see the progression of related skills.