Hi, These are fun end of unit review activities to help students pull together all of the most important facts or details about a creature, person or event, they've been researching or studying. This goes right along with our comprehension strategy of "determining importance" and fits nicely with Common Core ELA (informational text) and Writing Standards.
After reading or studying a topic I introduce or share "The Important Book" by Margaret Wise Brown. We review the structure she uses to talk about each item and I explain they are going to summarize information about what they have been researching or studying using this same structure. This packet is a collection of my different determining importance packets. Each includes a color copy, as well as a black/white to save on color printing. Also included is an example of an important poems about "me" and "bats".
Thanks and have fun!
Any claims of correlation or alignment to the CCSS or WIDA ELD Standards are solely those of Tools for Teachers by Kyp McLaren and have not been evaluated or endorsed by WIDA or the NGA.
Kyp McLaren is the sole creator of this product and is not associated with the entities who created the standards.
The Common Core Standards were developed and written by the NGA. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.”
Standards which could be addressed using this activity include:
CCSS.ELA-Literacy.RI.1.2 Identify the main topic and retell key details of a text.
CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas.
CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.
CSS.ELA-Literacy.W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-Literacy.W.1.7 Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
CCSS.ELA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
CCSS.ELA-Literacy.RI.2.2 Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
CCSS.ELA-Literacy.RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
CCSS.ELA-Literacy.W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
CCSS.ELA-Literacy.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSS.ELA-Literacy.W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.2b Develop the topic with facts, definitions, and details.
CCSS.ELA-Literacy.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Determining Importance with Community Helpers and Presidents - Common Core Aligned