RI.3.3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

 


VOCABULARY
  • answers
  • historical events
  • key idea
  • relationships
  • language
  • main idea
  • cause/effect
  • semantic feature analysis

  • procedures
  • questions
  • scientific ideas or concepts
  • sequence
  • graphic organizers
  • steps
  • time

INTEGRATION IDEAS
what's this
  • Students who are able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text have prior knowledge of, and can use, critical academic vocabulary words such as connections, details, ideas, information, events, identify, questioning (question answering and asking), similarities, differences and describe. They review and practice relatively vocabulary such as sequence, cause and effect, evidence, procedures, historical, scientific, technical, semantic feature analysis, and series.
  • Students who are able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text study the organization of the texts, including the key ideas in, and main purposes of, paragraphs or brief sections. They use what they find to chart the information from the paragraphs/sections within the text to determine connections using language that pertains to time, sequence or cause and effect.
  • Students who are able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text are able to determine connections in the text that parallel each other as well as connections that are sequential.
  • Students who are able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text recognize that asking and answering questions (who, why, what, where, when, and how) about key details gives them clues about connections between historical events, scientific ideas or steps in technical procedures.
  • Students who are able to determine connections between a series of historical events, scientific ideas or concepts, or steps in technical procedures can describe the historical events, scientific ideas or technical procedures using evidence from illustrations and written text to support their descriptions.
  • Students who are able to describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text understand and can explain the terms cause and effect, sequence, comparison and (with prompting and support) problem and solution.
  • Strategies such as semantic features analysis, sequence cards, sentence graphic organizers (for cause and effect), and other graphic organizers help students determine connections between a series of historical events, scientific ideas or concepts, or steps in technical procedures in informational texts.
  • Key details about a topic can be discovered by asking who, what, where, when, why, and how.
  • Pieces of text are often separated into parts called paragraphs.
  • In many cases, several paragraphs are associated with a single topic.
  • Every paragraph revolves around a particular point or idea.
  • Separate events, ideas, and procedures are organized to help a reader make sense of them.

QUESTIONS TO FOCUS INSTRUCTION what's this
  • What are the best questions to ask or keep in mind when examining a piece of text?
  • How are paragraphs used by the author in a piece of text?
  • What are some ways to represent a series of events, a collection of ideas, or a set of procedures?
  • What academic vocabulary knowledge is critical for students to be able to make connections between a series of historical events, scientific ideas or technical steps?

LEARNING PROGRESSION
Go to RI.2.3 to see skills mastered prior to this.