These lessons introduce students to focused work on the CCSS Informational Text Literacy skills contained in the Anchor Reading Standards 1-3. They designed for use in History, Social Studies, Science, Technology classes, as well as English Language Arts classes during an Information Text unit.
The standards covered focus students on reading closely and for key ideas and details. Skills introduced in the lessons contained within this section focus on coming to conclusions about what a text states explicitly and implicitly, citing textual evidence to support conclusions and analysis, determining main ideas and their supporting details, determining central ideas and their supporting evidence, and analyzing how a key individual, event, or idea is developed across a text. The section concludes with the CCSS Writing connections that are embedded within the CCSS Reading literacy work of this phase.
The lessons include example texts that can be used for instruction, but the plans are written so that you may select and use texts of your choosing. There are a total of 5 lessons in the pack that are designed to be taught in order. All lessons are designed to be taught through a mini-lesson, teacher modeling, and student practice.
****A Note about the Order of the Phases Related to CCSS Reading Standards
It is worthwhile to take a moment to think about the structure of the CCSS’s reading standards and understand how that structure suggests the sequence recommended here for literacy work related to those standards.
When looking at the CCSS Reading Standards, notice that the first nine standards are clustered into three groups: Key Ideas and Details (Standards 1-3), Craft and Structure (Standard 4-6), Integration of Knowledge & Ideas and Thinking Across Texts (Standards 7-9). The clusters are arranged this way for a reason. First, reading efficiently for key ideas and details in a text serves as a necessary prerequisite to analyzing the craft and structure an author used in the text. Similarly, integrating knowledge and ideas presented in a text and thinking across texts requires that a reader has already thought about both the key ideas and details in a text and the insights gained through thinking about craft and structure of a text. In other words, the order of the clusters reflects how the understandings sought in the later clusters build on understandings gained in earlier ones (Calkins, Pathways to the Common Core, 2012, 75-88).
Similarly, the individual reading standards within each of the clusters are ordered to reflect how they build on one other. For instance, the grade level standards in the strand for Anchor Standard 1 focus on students reading closely to determine what a text says explicitly, to draw logical inferences from the text, and to locate evidence in the text to support the conclusions drawn. Anchor Standard 2 focuses on students identifying main ideas, central ideas and/or themes and then giving the key ideas and details in the text that support the conclusions drawn. Notice that, in order for students to be able to support a conclusion about a main idea or central idea in the text for Anchor Standard 2, they must be able to give the key ideas and details in the text that support the conclusion; identifying key details that are explicitly or implicitly stated in the text is the work students did in relation to Standard 1. So, in order to accomplish the competency of Standard 2, students must have done the work of Standard 1 (Calkins, Pathways to the Common Core, 2012, 75-88).
Therefore, the organizational structure and design of the CCSS reading standards not only suggest, but nearly require, that a strategic and sustained literacy plan for the school year focus student work on each of the standards clusters, and to some extent the individual standards, in the same order they appear within the CCSS Standards. On the other hand, this does not mean that a student must absolutely master one before beginning work on the next. This is especially true of the individual standards within the standards clusters. For instance, students need only be proficient in determining some textually supported explicit or implicit ideas from a text before starting working on main ideas or central ideas. It is not necessary that a student master the ability to determine every possible worthwhile explicitly stated or inferred idea that can be derived from each text they encounter before working on main ideas or central ideas.