Ohio s Learning Standards Clear Learning Targets 2015

Transcription

1 Ohio s Learning Standards Clear Learning Targets 2015 Ask and answer such RI questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. CCR Anchor: Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Essential Understanding -Reading comprehension -Draw inferences -Analyze the text *Extended Understanding -Cite specific textual examples and details to support inferences and text meaning Academic Vocabulary/ Language -Analyze/Analysis -Cite -Drawn -Events -Explicit -Sequence -Textual Evidence ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGET: The student can cite textual evidence from the text to support an analysis of what the text says and inferences it makes. Underpinning Knowledge Learning Targets: The student can ask questions to demonstrate understanding of evidence in a text. The student can answer questions to demonstrate understanding of evidence in a text. Underpinning Reasoning Learning Targets: The student can analyze text to cite textual evidence that is explicitly stated. The student can analyze text to cite textual evidence that is inferred.

2 Question Ideas What important events happened in the text? Use evidence from the text to retell the events in sequential order. Use information from the text to explain why the author? Analyze the passage; what can you conclude about this topic? How does the textual evidence support your conclusion? How are the text features important to understanding this text? What information did you learn from the text features (charts, graphs, photos, etc.) that were not found in the passage? Use the passage to write who, what, when, where, why or how questions that can be answered by a partner. Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students read Aliki s description of A Medieval Feast and demonstrate their understanding of all that goes into such an event by asking questions pertaining to who, what, where, when, why, and how such a meal happens and by answering using key details. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Read, Remember, Represent, Retell Make It Real by Linda Hoyt Students read as much as a student s hand will cover. (Modification for students who are not reading independently Teacher reads aloud a short segment of informational text containing key detail). Students first say to themselves what they remember about what was read. Then they draw an image that represents that information. Finally, students work with partners to retell what they learned. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.1 (Prior Grade Standard) Ask and answer questions about key details in a text. RI 3.1 (Future Grade Standard) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3 Identify the main topic RI of a multi-paragraph text as well as the focus of specific paragraphs within the text. CCR Anchor: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. ULTIMATE LEARNING TARGET TYPE: REASONING Ohio s Learning Standards Clear Learning Targets 2015 BROAD LEARNING TARGETS: Essential Understanding -Reading comprehension -Recognize and analyze a main topic -Support main topic with details from a multiparagraph text -Analyze the text -Summarize the text -Recognize and distinguish between fact and opinion *Extended Understanding -Synthesize the main topic in a multi-paragraph texts Academic Vocabulary/Language -Analyze -Central Idea -Convey -Details -Determine -Distinct -Fact -Identify -Main Topic -Opinion -Paragraph -Summarize/Summary The student can determine the main topic of a multi-paragraph text and explain how it is conveyed through details. The student can summarize a text using evidence from the paragraphs. Underpinning Knowledge Learning Targets: The student can define and understand main topic. The student can define and understand summary. The student can identify supporting details of the main topic of a multi-paragraph text. Underpinning Reasoning Learning Targets: The student can distinguish between textual facts and opinions.

4 Question Ideas Which of the following best captures the main topic? What textual evidence supports the main topic? Identify the main topic and key information in the text. When you analyze the text, what details do you find that support the main topic? How does the textual evidence support as the main topic? What is the main topic of this article? List two pieces of evidence to support your answer. Summarize the text only using information found in the text. Common Core Appendices Support Appendix A Text Complexity: In the three-part model (Qualitative, Quantitative, Reader & Task) for measuring text complexity, central idea falls under the Levels of Meaning or Purpose section of Qualitative Measures. Purposes for informational texts exist on a continuum of text complexity: Explicitly Stated Purpose to Implicit Purpose, May Be Hidden or Obscure. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Question Generation teaches students to boost their comprehension of expository passages by locating the main idea or key ideas in a passage and then generating questions based on that information. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.2 (Prior Grade Standard) Identify the main topic and retell key details of a text. RI.3.2 (Future Grade Standard) Determine the main idea of a text; recount the key details and explain how they support the main idea.

5 Describe the RI connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. CCR Anchor: Analyze how and why individuals, events, and ideas develop and interact over the course of a text. ULTIMATE LEARNING TARGET TYPE: REASONING Ohio s Learning Standards Clear Learning Targets 2015 BROAD LEARNING TARGETS: Essential Understanding -Identify details that connect events, ideas, or procedures -Sequence the progression of a series of historical events, scientific ideas or concepts or steps in technical procedures that are connected in an informational text -Describe how individuals, events, or ideas respond and/or change throughout an informational text *Extended Understanding -Analyze interactions between individuals, events, or ideas in an informational text Academic Vocabulary/Language -Analyze -Connection -Detail -Develop -Elaborate -Event -Historical Events -Illustrate -Interact -Scientific Ideas -Technical Procedures The student can analyze how a series of events, ideas or procedures are introduced and connected throughout an informational text. Underpinning Knowledge Learning Targets: The student can identify key individuals, events, or ideas in an informational text. The student can identify details, examples, anecdotes, etc. that concern the introduction and elaboration of key individuals, events, or ideas in an

6 Question Ideas informational text. What were the most important key facts about the events/ideas/procedures from the text? Describe the important events/ideas/procedures that led up to? How are those events/ideas/procedures connected? Explain why it was important for the author to introduce the events/ideas/procedures that led up to? Describe three events/ideas/procedures the author uses in the text and how they are connected. Where does the author provide an example or anecdote to support the development of the key idea? At what point should the author have introduced the key idea? How would that have made the article better? How did the events in the beginning of the article lead to its conclusion? How did the individual s childhood experiences lead him/her to become? Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students will read Frances E. Ruffin s retelling of a series of historical events in Martin Luther King and the March on Washington. Using information from the text, the students will identify the significant series of events that led up to the March on Washington and describe how those events were connected. Ohio Department of Education Model Curriculum Instructional Strategies and Resources What s Important: Create a T-chart. Label one side of the chart What s interesting? and the other side What s important? Once students have heard or read a common informational text, ask for discussion. Record student ideas on the chart under the appropriate label. Discuss why ideas were placed on one side or the other. With support, students can do this activity independently after reading their own informational texts. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.3 (Prior Grade Standard) Describe the connection between two individuals, events, ideas, or pieces of information in a text. RI.3.3 (Future Grade Standard) 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.

7 Ohio s Learning Standards Clear Learning Targets 2015 Determine the meaning of RI words and phrases in a text relevant to a grade 2 topic or subject area. CCR Anchor: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Essential Understanding -Interpret words and phrases -Identify and analyze figurative language -Identify and analyze academic vocabulary/ language -Understand how word choice impact meaning *Extended Understanding -Identify and analyze above-grade-level figurative language and tier-three vocabulary Academic Vocabulary/Language -Analyze -Definition -Determine -Figurative Language (See your adopted textbook s glossary for grade-level appropriate figurative language devices, as they are too numerous to list here.) -Phrases ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can determine figurative, literal, and academic meanings of words and phrases based on how they are used in a text. The student can analyze the impact of specific word choice on meaning. Underpinning Knowledge Learning Targets: The student can identify words and phrases that have literal, and figurative meaning used in a text. Underpinning Reasoning Learning Targets: The student can interpret the meaning of words and phrase. The student can determine figurative, literal, and academic words and phrases by using context clues.

8 Question Ideas What does the word/phrase mean in this selection? Use information from the illustrations or graphics to determine the meaning of the word/phrase. Without changing the meaning of the sentence, which word/phrase can best be used to replace the underlined part? Which of the following synonyms is closest in meaning to the word? Create your own sentence using the word/phrase? Write your own definition of the word/phrase? Why did the author choose the word/phrase to describe? What word(s) could you use to replace in order to rewrite the passage for an audience of first-graders? Secondgraders? Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students determine the meanings of words and phrases encountered in Sarah L. Thomson s Where Do Polar Bears Live? such as cub, den,, and the Arctic. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Word Maps: Readers should keep a list of new words they encounter when they are reading informational text. Follow the word identification strategies to determine word meaning: Use the context, Use picture cues, Ask a friend, Look it up, Reread Once meaning is determined, students can create word maps with the word in the center. Students will then have three webs off the word that contain the following: What is it? What is it like? What are some examples? CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.4 (Prior Grade Standard) Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI.3.4 (Future Grade Standard) Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

9 Ohio s Learning Standards Clear Learning Targets 2015 Know and use various RI text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. CCR Anchor: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Essential Understanding -Identify and understand text features -Identify and understand text structure impacts text features -Understand how ideas develop in an informational text *Extended Understanding -Close reading Academic Vocabulary/Language -Analyze -Bold Print -Caption -Chapter -Glossary -Heading -Index -Key Facts -Paragraph -Section -Subheading -Text Structure (chronological, comparison, cause/effect, problem/solution, etc.) ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can analyze how text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) fits into the overall structure of a text. Underpinning Knowledge Learning Targets: The student can identify the various text features of a text. The student can use the various text features of a text to locate key facts or information. The student can identify the structure of a text. The student can identify and understand how ideas develop in a text. Underpinning Reasoning Learning Targets: The student can determine the purpose of a particular text feature in the overall text structure.

10 Question Ideas What text features are found in this selection? How do (text feature) help you better understand the text? How does the structure of the article help with the development of the main idea? Analyze the use of text features (captions, bold print, subheadings, glossaries, indexes, electronic menus, icons, etc.). How do they add to the ideas being conveyed? How can you use text features to locate facts or information about the text? Analyze the text structure and explain why the author chose to write it this way. How would leaving out this caption, bold print, subheading, glossary, or electronic menu change your understanding of the topic of the text? What types of text features does the author use? How do they help the reader gain more information about the subject? Common Core Appendices Support Common Core Appendix B: Text Exemplars and Sample Performance Tasks: Students use text features, found in Gail Gibbons text From Seed to Plant to identify key facts and locate information relevant to the topic (e.g., seeds, conditions necessary for seeds to grow, parts of a plant) quickly and efficiently. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Using Text Features provides information about teaching students to recognize common text features found in expository texts and what types of information each one provides. Create a T-Chart for your students to complete. At the top left have Text Features. On the top Right have Information. Have the students complete the T-Chart by writing down the text feature on the right side and describing the information they learned from the text feature on the left side. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.5 (Prior Grade Standard) 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. RI.3.5 (Future Grade Standard) Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

11 Ohio s Learning Standards Clear Learning Targets 2015 Identify the main purpose RI of a text, including what the author wants to answer, explain, or describe. CCR Anchor: Assess how point of view or purpose shapes the content and style of a text. Essential Understanding -Identify the main purpose -Identify the author s purpose -Understand and explain how the main purpose is conveyed in a text *Extended Understanding -Close reading Academic Vocabulary/Language -Analyze -Author s purpose (to inform, entertain, persuade, etc.) -Describe -Determine -Explain -Main Purpose (what the author wants to answer, explain or describe) ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can determine the author s purpose in a text. The student can explain how the author conveys the point of view or purpose in a text. Underpinning Knowledge Learning Targets: The student can identify what the author wants to answer in an informational text. The student can identify what the author wants to explain in an informational text. The student can identify what the author wants to describe in an informational texts. The student can recognize and understand strategies authors use to communicate the main purpose in an informational text (repetition, structure, etc.)

12 Question Ideas What is the author s point of view? What is the author s main purpose? What is the author trying to explain in this text? Support your answer with evidence from the text. What details from the text help convey the author s main purpose? What details from the illustrations or photographs help support the author s main purpose? How does the text and the illustrations/photographs work together to support the author s purpose? How would change if the author s purpose were changed from informing to entertaining? What text features are used to convey the author s main purpose? Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students read Selby Beeler s Throw Your Tooth on the Roof: Tooth Traditions Around the World and identify what Beeler wants to answer as well as explain the main purpose of the text. [RI.2.6] Ohio Department of Education Model Curriculum Instructional Strategies and Resources Compare/Contrast Have students read articles from different sources but on the same topic (i.e., from a newsmagazine and a gossip magazine). Have student s compare/contrast the points of view of different authors, how they structure each argument, and how their word choice is significant. This will help students to realize that the bias of the authors is important as it can color their views of the issue involved. The word choice used by the media also is important. This exercise can work well with primary sources from history: two people who fought in the same war s diaries, people who are storm chasers and those who lived through a storm, 9/11, current events, etc. CCS English Language Arts Academic Content Standards Crosswalk Correlations No Aligned Benchmark RI.1.6 (Prior Grade Standard) Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. RI.3.6 (Future Grade Standard) Distinguish his or her own point of view from that of the author of a text.

13 Ohio s Learning Standards Clear Learning Targets 2015 Explain how specific RI images (e.g., a diagram showing how a machine works) contribute to and clarify a text. CCR Anchor: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. Essential Understanding -Identify diverse forms of images -Understand how diverse image formats clarify information in a text. -Compare information read in the text and information gained from an image *Extended Understanding -Synthesize varied information Academic Vocabulary/ Language -Chart -Diagram -Explain -Format -Graph -Image -Media -Photograph -Summarize -Topic ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can analyze information from different images and texts to develop a coherent understanding of a topic or issue. Underpinning Knowledge Learning Targets: The student can identify and summarize information on the same topic or issue presented in different images and texts.

14 Question Ideas Use an image from the text and describe how it provides clarity to the text. Analyze 3 images from the text. Explain what is added to your knowledge of the topic from each image. What are the similarities and differences between the information presented in the text and the images on pages? List three ideas that you learned about after viewing the images and reading the article/ text. Describe what information you learn by analyzing the information on page? After reading and viewing images on, write an informational report that integrates your findings and is supported by evidence from your sources. Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students explain how the specific image of a soap bubble and other accompanying illustrations in Walter Wick s A Drop of Water: A Book of Science and Wonder contribute to and clarify their understanding of bubbles and water. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Graphic Organizer Students examine several texts on the same topic (e.g., magazine article, advertisement, video news story) and report observations about similarities and differences in such elements as tone, point of view, and theme. Reporting might take the form of a Venn diagram, T-chart or student-generated graphic organizer. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.7 (Prior Grade Standard) Use the illustrations and details in a text to describe its key ideas. RI.3.7 (Future Grade Standard) Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

15 Ohio s Learning Standards Clear Learning Targets 2015 RI Describe how reasons support specific points the author makes in a text. CCR Anchor: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Essential Understanding -Define and identify an argument -Define and identify a claim -Trace and evaluate arguments and claims -Identify reasons and evidence in a text that support claims -Distinguish claims supported by reasons and evidence from claims that are not *Extended Understanding -Determine if reasoning is sound Academic Vocabulary/ Language -Argument -Claim -Data -Delineate -Distinguish -Evaluate -Evidence -Reasons -Specific -Trace -Warrant ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can trace the argument and specific claims made in a text. The student can distinguish between supported and unsupported claims. The student can evaluate an argument by distinguishing what claims are supported and which ones are not. Underpinning Knowledge Learning Targets: The student can define argument and claim. The student can identify an argument and claims made in a text. The student can identify reasons and evidence in a text.

16 Question Ideas What is the main argument made in the essay? What claims support the argument in the article? What data, evidence, or reasoning is presented to support claim #1? To support claim #2? To support claim #3? Trace one of the claims made in the argument: List the claim made, the reasons given, and the evidence provided in support of the claim. Are the data, evidence, and reasoning given to support claim # 1 better or worse than those given to support claim #2? Support your answer with text. After watching the commercial, identify the claim, reason, data, and warrant. Also identify the counterclaim if one was given. After reading the first draft of your argument, decide which claims were sufficiently supported and which ones were not. Common Core Appendices Support Appendix B: Text Exemplars and Sample Performance Tasks: Students describe the reasons behind Joyce Milton s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Modeling and Peer Review As a class, look at the main arguments for a text, identifying which ones are better supported and which are not through class discussion, posters, post-it notes, or highlighting. Then, give new articles, identify the main arguments as a class and give each to different groups. Have each group use the text to find the supporting arguments. Compare each group s results and have the class determine the strength/weaknesses of each one. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.8 (Prior Grade Standard) Identify the reasons an author gives to support points in a text. RI.3.8 (Future Grade Standard) Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

17 Ohio s Learning Standards Clear Learning Targets 2015 Compare and contrast RI the most important points presented by two texts on the same topic. CCR Anchor: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Essential Understanding -Reading comprehension -Identify, compare, and contrast the same event presented by two different authors *Extended Understanding -Close reading Academic Vocabulary/Language -Analyze -Approach -Compare -Contrast -Informational Genres (nonfiction, biography, memoir, etc.) -Informational Text Forms (encyclopedia, newspaper, academic journal, etc.) -Presentation ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can compare and contrast two authors presentations of the same event(s). Underpinning Knowledge Learning Targets: The student can identify the same event(s) in two or more genres/forms written by different authors. The student can identify an author s presentation of events. Underpinning Reasoning Learning Targets: The student can determine similarities and differences in two authors presentations

18 Question Ideas of the same event(s). What event do both texts have in common? How do the two texts differ in the treatment of that event? How are the two texts similar in the treatment of that theme? Compare the first-person account to the historical text concerning the liberation of Auschwitz. After reading both texts, outline each author s presentation of. What events can be found in both texts? Do both texts approach the events the same? How does the author s approach to the event in the biography differ from the second author s approach to the same event in the narrative? How do the two authors presentations of differ from the historical account to the memoir? Common Core Appendices Support Compare/Contrast Have students read articles from different sources but on the same topic (i.e., from a newsmagazine and a gossip magazine). Have students compare/contrast the points of view of different authors, how they structure each argument, and how their word choice is significant. This will help students to realize that the bias of the authors is important as it can color their views of the issue involved. The word choice used by the media also is important. This exercise can work well with primary sources from history: two people who fought in the same war s diaries, people who are storm chasers and those who lived through a storm, 9/11, current events, etc. Ohio Department of Education Model Curriculum Instructional Strategies and Resources The teacher introduces this concept by staging an event with the class that is memorable. For example, at the beginning of class, an unknown student darts into the classroom, takes something from the teacher s desk, and then darts out. Students are asked to recall what happened individually and note details. Since all students were witnessing the same event but remembering different details, this may lead to a discussion about point of view. CCS English Language Arts Academic Content Standards Crosswalk Correlations RI.1.9 (Prior Grade Standard) RI.3.9 (Future Grade Standard) Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Compare and contrast the most important points and key details presented in two texts on the same topic.

19 Ohio s Learning Standards Clear Learning Targets 2015 By the end of year, read RI 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. CCR Anchor: Read and comprehend complex literary and informational texts independently and proficiently. Essential Understanding -Demonstrate comprehension of gradelevel literary nonfiction -Demonstrate comprehension of above grade-level literary nonfiction with scaffolding -Identify/evaluate text complexity *Extended Understanding -Demonstrate comprehension of above grade-level literary text without scaffolding Academic Vocabulary/ Language -Comprehension -Decoding -Fluency -Informational Text -Lexile -Literary Nonfiction -Nonfiction -Proficient -Text Complexity -Scaffolding ULTIMATE LEARNING TARGET TYPE: REASONING BROAD LEARNING TARGETS: The student can independently read and comprehend complex literary nonfiction and informational texts at the second grade level. The student can read and comprehend literary nonfiction and informational texts at the second and third grade levels, with scaffolding as needed. Underpinning Knowledge Learning Targets: The student can identify grade-level texts. The student can identify texts on their reading level (i.e. Lexile level). The student can monitor his/her own comprehension.

20 Question Ideas How should you choose which literary nonfiction texts to read? What strategies should you use to comprehend a complex text? What procedures/scaffolding can you use to help read and comprehend a text at the high end of the 2-3 text complexity band or at a level above your Lexile score? What is your Lexile level? What is the Lexile level of this text? What reading comprehension strategies will you use to be sure you can read and comprehend this text? Apply the four steps of text complexity to determine if this is an appropriate text for you. Use the Text Complexity Analysis Sheet or Text Complexity Bookmark to assist you. How do you monitor your own comprehension as you read? What steps are involved in close reading of a text? Common Core Appendices Support Appendix A Text Complexity (pages 2-16 address all aspects of text complexity) Why Text Complexity Matters Surprisingly, what chiefly distinguished the performance of those students who had earned the benchmark score [on the ACT] or better from those who had not was not their relative ability in making inferences while reading or answering questions related to particular cognitive processes, such as determining main ideas or determining the meaning of words and phrases in context. Instead, the clearest differentiator was students ability to answer questions associated with complex texts. Ohio Department of Education Model Curriculum Instructional Strategies and Resources Instruction Manual Have students go through instruction manuals to analyze and determine how the parts are structured. Then have students write their own instruction manuals. This will help students be aware of the importance of headings, subheadings, organization, and structure. Stump the Teacher Students and teachers read a selection independently. The students ask the teacher questions for a set amount of time. Then the teacher asks students questions for a set amount of time. RI.1.10 (Prior Grade Standard) RI.3.10 (Future Grade Standard) With prompting and support, read informational texts appropriately complex for grade 1. By the end of 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.