Reading Informational Text - Measured Progress ProFile

Reading - Informational Text

Pre-K K 1 2 3 4 5 6 7 8

9-10 11-12

Standards

Page 33 Page 34 Page 35 Page 36 Page 37 Page 42 Page 43 Page 47 Page 48 Page 49 Page 53 Page 54

Entry Points

Pages 38 ? 41 Pages 38 ? 41 Pages 38 ? 41 Pages 38 ? 41 Pages 38 ? 41 Pages 44 ? 46 Pages 44 ? 46 Pages 50 ? 52 Pages 50 ? 52 Pages 50 ? 52 Pages 55 ? 57 Pages 55 ? 57

Access Skills

Pages 38 ? 41

Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities

ENGLISH LANGUAGE ARTS AND LITERACY

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Fall 2021

CONTENT AREA English Language Arts STRAND Reading ? Informational Text

Pre-Kindergarten English Language Arts

Reading ? Informational Text

Cluster

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

RI.PK.1 RI.PK.2

RI.PK.3

RI.PK.4 RI.PK.5 RI.PK.6 RI.PK.7 PRI.K.8 RI.PK.9 RI.PK.10

Pre-Kindergarten

Standards as written

With prompting and support, ask and answer questions about an informational text read aloud.

With prompting and support, recall important facts from an informational text after hearing it read aloud.

For example, students participate in discussions about the senses of sight, hearing, taste, touch, and smell. They listen to read-alouds of a number of books on the topic, such as Aliki's My Five Senses, learn new vocabulary, and draw pictures and dictate words to show the importance of one of the senses. (RI.PK.2, RI.PK.4, W.PK.2, L.PK.6)

With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant's gait differs from a bunny's hop).

With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. (See pre-kindergarten Language Standards 4?6 on applying knowledge of vocabulary to reading.)

(Begins in kindergarten or when the individual child is ready.)

With prompting and support, ask and answer questions about unfamiliar words in an informational text read aloud. (See pre-kindergarten Language Standards 4?6 on applying knowledge of vocabulary to reading.)

With prompting and support, describe important details from an illustration or photograph.

(Begins in kindergarten or when the individual child is ready.)

With prompting and support, describe important details from an illustration or photograph.

Listen actively as an individual and as a member of a group to a variety of ageappropriate informational texts read aloud.

Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities

ENGLISH LANGUAGE ARTS AND LITERACY

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Fall 2021

CONTENT AREA English Language Arts STRAND Reading ? Informational Text

Kindergarten English Language Arts

Reading ? Informational Text

Cluster

Key Ideas and RI.K.1

Details

RI.K.2 RI.K.3

Craft and Structure

RI.K.4

RI.K.5 RI.K.6

Integration of Knowledge and Ideas

RI.K.7

RI.K.8

RI.K.9

Range of Reading and Level of Text Complexity

RI.K.10

Kindergarten

Standards as written

With prompting and support, ask and answer questions about key details in a text.

With prompting and support, identify the main topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support, ask and answer questions about unknown words in a text. (See kindergarten Language Standards 4?6 on applying knowledge of vocabulary to reading.)

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in the text.

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

For example, students study the life cycles of plants and animals. Read-alouds from books such as One Bean by Anne Rockwell, From Seed to Plant by Gail Gibbons, and A Tree is a Plant by Clyde Robert Bulla introduce students to core science concepts and vocabulary through illustrations and words. Students draw, dictate, and write observations in science journals. (RI.K.2, RI.K.4, RI.K.7, SL.K.5, L.K.6)

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, procedures).

Actively engage in group reading activities with purpose and understanding.

Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities

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Fall 2021

CONTENT AREA English Language Arts STRAND Reading ? Informational Text

Grade 1 English Language Arts

Reading ? Informational Text

Cluster

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

RI.1.1 RI.1.2 RI.1.3

RI.1.4 RI.1.5 RI.1.6 RI.1.7 RI.1.8 RI.1.9 RI.1.10

Grade 1

Standards as written

Ask and answer questions about key details in a text.

Identify the main topic and retell key details of a text.

Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Students read and listen to the teacher read biographies of individuals who were courageous in the pursuit of justice for a variety of reasons throughout United States history. Among the books read are Elizabeth Leads the Way (about Elizabeth Cady Stanton) by Margot Theis Raven, Side by Side: the Story of Dolores Huerta and Carlos Chavez by Monica Brown, Jackie Robinson by Wil Mara, and Ruby Bridges by Robert Coles. After reading these true stories, students write their own biography of a person who worked for justice. (RI.1.3, W.1.2, W.1.3)

Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (See grade 1 Language Standards 4?6 on applying knowledge of vocabulary to reading.)

Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.

Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Use the illustrations and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

With prompting and support, read and comprehend informational texts exhibiting complexity appropriate for at least grade 1. (See more on qualitative and quantitative dimensions of text complexity.)

Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities

ENGLISH LANGUAGE ARTS AND LITERACY

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Fall 2021

CONTENT AREA English Language Arts STRAND Reading ? Informational Text

Grade 2 English Language Arts

Reading ? Informational Text

Cluster

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

RI.2.1 RI.2.2 RI.2.3

RI.2.4 RI.2.5 RI.2.6 RI.2.7

RI.2.8 RI.2.9 RI.2.10

Grade 2

Standards as written

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Describe the connection between a series of historical events, scientific ideas or concepts, mathematical ideas or concepts, or steps in technical procedures in a text.

For example, as they are learning to subtract numbers within 1,000 in math, students read Shark Swimathon by Stuart Murphy and use mathematical reasoning to keep track of how many laps the shark swim team members swim each in order to predict whether or not the sharks will make their goal. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (See grade 2 Language Standards 4?6 on applying knowledge of vocabulary to reading.) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

For example, in a social studies unit on understanding the information in different types of maps and how to use a world atlas, students compare the physical geography of North America and Africa. They interpret maps and read how geography influenced the life of a Kenyan woman who used her knowledge to restore fertility to the land. Among the books they read at different levels of complexity are Wangari's Trees of Peace: A True Story from Africa by Jeanette Winter, Seeds of Change: Wangari's Gift to the World by Jen Cullerton Johnson, and Planting the Trees of Kenya, the Story of Wangari Maathai by Claire Nivola. (RI.2.1, RI.2.7, SL.2.1)

Describe how reasons support specific points the author makes in a text. Compare and contrast the most important points presented by two texts on the same topic.

Independently and proficiently read and comprehend informational texts, including history/social studies, science, mathematical, and technical texts, exhibiting complexity appropriate for at least grade 2. (See more on qualitative and quantitative dimensions of text complexity.)

Resource Guide to the 2017 Massachusetts Curriculum Frameworks for Students with Disabilities

ENGLISH LANGUAGE ARTS AND LITERACY

36

Fall 2021

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