Post on 13-Jan-2015
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GENRE STU
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INFO
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NAL TEXT
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I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
The Genre Study of Informational Text provides a framework for understanding the types of texts that all students will be expected to read proficiently. This presentation is divided into key sections:
• Definitions
• Essential Questions
• Patterns
• Selected Books
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
DEFINIT
IONS
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
KEY TERMS FOR SHARED UNDERSTANDING
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy. www.corestandards.org
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
KEY TERMS FOR SHARED UNDERSTANDING
Arizona’s Common Core Standards
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
KEY TERMS FOR SHARED UNDERSTANDING
Informational Text is used as the broad term for academic, non-fiction, and functional text, including history/social studies, science, and technical texts.
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
KEY TERMS FOR SHARED UNDERSTANDINGText Complexity is defined by three equally
important components:
1.Qualitative dimensions of text complexity, such as levels of knowledge demands.
2.Quantitative measures of text complexity, such as word frequency and sentence length, which are typically measured by computer software.
3.Reader and Task considerations, such as students’ knowledge, motivation and interests.
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL Q
UESTIONS
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL QUESTIONS
What is the audience, task, purpose, and discipline?
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL QUESTIONS
What are the assumptions within the author’s argument?
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL QUESTIONS
What is the evidence?
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL QUESTIONS
What is the target?
Grade Span
Literary Text
Informational Text
K – 5 50% 50%
6 – 8 25% 75%
9 – 12 10% 90%
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
ESSENTIAL QUESTIONS
Is there a pattern?
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATT
ERNS
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATTERNS WITHIN INFORMATIONAL TEXT
Main Idea
1.Supporting Idea2.Supporting Idea3.Supporting Idea
Concluding Information
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATTERNS WITHIN INFORMATIONAL TEXT
Main
Id
ea Supporting
Detail #1
Supporting Detail #2
Supporting Detail #3
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATTERNS WITHIN INFORMATIONAL TEXT
Idea #1
Idea #2
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATTERNS WITHIN INFORMATIONAL TEXT
Effect
Cause #1
Cause #2
Cause #3
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
PATTERNS WITHIN INFORMATIONAL TEXT
• Effect #1
• Effect #2
• Effect #3
Cause
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
SELECTE
D BOOKS
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
SELECTED BOOKS
In order to make good choices as we select books for our students, we must understand the purpose of using informational text.
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
SELECTED BOOKSThe attached list is arranged to allow for access to materials using a variety of criteria. These are the headings:
Title Author Subject Area
Expository
Pattern
Grade Level
I N F O R M AT I O N A L T E X T: I M P O RTA N T S H I F T S I N R E S P ON S E T O T H E C O M M O N C O R E
SOURCES FOR MORE INFORMATION
Council of Chief State School Officers http://www.ccsso.org/What_We_Do/Standards_Assessment_and_Accountability.html
Arizona Department of Education http://www.azed.gov/standards-practices/common-core-state-standards/
Common Core State Standards Initiative http://www.corestandards.org/