- specific points
- graphic organizer
- point of view
UNDERSTANDING THE STANDARD what's this
- Students who can describe how reasons support specific points the author makes in a text are able to determine the meaning of general academic vocabulary and domain-specific words and phrases necessary to understand text they read.
- Students who can describe how reasons support specific points the author makes in a text must be able to determine the key details in text. They do this, in part, by examining illustrations and words in print as well as asking and answering questions about text. After determining key details (specific points), students are able to search for and identify reasons for the specific points the author makes.
- Students who can describe how reasons support specific points the author makes in the text understand the various reasons authors write informational text: to give information about a person, an event or a thing; to describe something; to tell what happened in a real event; or to tell how something is alike or different from something else. This knowledge helps them describe how reasons support specific points the author makes.
- Students who are able to describe how reasons support specific points the author makes in a text make notes or marks to show their thinking each time they read about how the author presents and supports one or more specific points in a text.
- When given prompts about specific points an author makes in a text, students can determine and describe reasons for the prompt by making notes or cues while reading and rereading text and read to find reasons for the prompt.
- Students who are able to describe how reasons support specific points the author makes in a text use graphic organizers realize that using graphic organizers like T-charts or the fishbone helps them create a visual of key points and the reason(s) that support each key point.
7. After examining the text (reading and rereading and making notes) third grade students are able to describe the reasons the author makes a key point in the text orally or in written form or both.
- The ability to describe the author’s purpose prepares students to analyze informational texts of increasing complexity and rigor.
- The ability to describe the author’s purpose supports comprehension.
- A student’s understanding of the techniques the author uses helps the reader determine the author’s reason for writing.
- The ability to describe how reasons support various points enables the reader to determine whether points the author makes are supported by facts or opinions.
- The ability to determine whether or not key ideas are supported by reasons or evidence strengthens students’ abilities to evaluate and use information from text.
- Students who understand the importance of supporting key points can use this knowledge to improve/revise writing.
- An essential skill in speaking assignments is using reason to support key ideas.
QUESTIONS TO FOCUS INSTRUCTION what's this
- What are the reasons authors write non-fiction (e.g. to give information, to provide descriptions, to compare the characteristics of two or more things, to indicate what might cause certain events to happen)?
- How can students build on their prior knowledge to evaluate and interpret an author’s reasoning?
- How do the author’s reasons for including specific points/events describe a particular point of view?
- In what ways does an author provide reasons to present a point of view?
- What are some of the strategies that readers apply to evaluate an author’s point of view?
- How important is the ability to determine the meaning of general academic vocabulary and domain-specific words and phrases in text in successfully determining and describing reasons that support specific points the author makes?
Go to RI.1.8 to see skills mastered prior to this.
Go to RI.3.8 to see the progression of related skills.