R E S E A R C H

SOMETHING NEW EXPLAIN MORE AGAIN and AGAIN Relevant or Not? CONCLUDE HAVE EVIDENCE

Research Target #2 Locate, Select, Interpret

and Integrate Information

Research Target #3 Gather/ Distinguish

Relevance of Information

Research Target #4 Cite Evidence to Support

Opinions and Ideas

Standards W.7, W.8, W.9

RI.5, RI.7

Standards RI.3, RI.9

Standards W.7, W.8, W.9

The Research Targets below can be found at: SBAC Summative Assessment Targets

Research and WritingNote-Taking In the Classroom

httSBAC Summative Assessment Summaries

Research Informational Text Standards(RI.3: Standard 3 is included as resource in the development of research and writing as it supports connecting information between and within texts).

RI.9: Final Task Goal: Students are able to compare and contrast – find similarities and differences within or between texts for a specific purpose.

The note-taking forms in this assessment support the abovegoal and the following assessed research targets:

Research Target 2 Locate, Select, Interpret and Integrate Information

Research Target 3 Gather/ Distinguish Relevance of Information

Research Target 4 Cite evidence to support opinions or ideas

Writing Research Standards:Writing Standard 7: Shows -builds knowledge about a topicWriting Standard 8: Analyzes information for a purposeWriting Standard 9: Supporting with evidence and reasons

Note-Taking Tasks continuum Writing and Research

Grade K 1 2 3 4 5 6

About a.. Main Topic Main Topic Main Topic Main Idea Main Idea 2 Main Ideas Central Idea Particular Details

Something New Key Idea Key Idea Special Focus

Key EventsTexts

TextContributions

Questions Problems Topic or Issue

Explain More Key Details Key Details Key Details Key DetailsText

Key Details Examples

Key Details Quotes Textual evidence

Again - Again Closure Again -Again Again - Again Again-Again Again-Again

Conclude Conclusion ConclusionConclusion(to answers and solutions)

Conclusion

Relevant or Not Note: Note-Taking is for gathering information. Students gather RELEVANT information (i.e., within... ideas, topics, issues, quotes, examples, details, again and again words, phrases, ideas, etc...) throughout the entire process. In this thought, relevance is “over-arching.”

Have Evidence Note: Note-Taking is for gathering information. Students gather information that is EVIDENCE of a Main Topic, Central Idea or Key Idea, (the evidence is found in the details, examples, quotes,etc..). In this thought, evidence is “over-arching.”

Research and Writing with Informational and Explanatory Writing: W.2

Over-Arching Standard Speaking and Listening: SL.2-3

INFORMATIONAL SOURCES-STIMULUS GATHERING CRITERIA-NOTE-TAKING EVIDENCE – PRODUCT ASSESSMENT

Research Target 2 – DOK #2Locate, Select, Interpret and Integrate Information

Research Target 3 – DOK #2Gather/ Distinguish Relevance of

InformationResearch Target 4 – DOK #3

Cite Evidence to Support Opinions and Ideas

Standards W.7,8,9Navigation Skills: RI.5, 7 Standards RI.3,9 Standards W.7,8,9

K

7 favorite books3 Gathers connecting pieces of information

( note-taking).7 expresses an opinion about favorite books

8 experiences and provided sources

8 answers questions about experiences and provided sources9 not applicable in grade K

9 Gathers information with similarities and differences (must identify) (note-taking).

5 navigates books to find details9 not applicable in grade K7 navigates to explore a variety of books

1

7 reads “how to “ books3 Gathers connecting pieces of information

while note-taking.7 sequences “how to” instructions correctly

8 experiences and provided sources

8 answers questions about experiences and provided sources9 not applicable in grade 1

9 Gathers information with similarities and differences (must identify) (note-taking).5 navigates books to find topic and details

9 not applicable in grade 17 navigates books to find “how to” sequences

2

7 texts with images and diagrams

3Gathers connecting information between history and events, science and ideas, procedures and steps (note-taking).

7 explains how images and diagrams clarify a text

8 informational texts with strong author points

8 finds reasons that support points made by an author9 not applicable in grade 2

5 navigates texts with captions, bold print, subheadings, glossaries, indexes, electronic menus and icons

9Gathers information that compares and contrasts two texts about the same topic (note-taking).

9 not applicable in grade 27 navigates texts with images-diagrams to find information

3

7 reads for information for research projects

3Gathers information connecting time, sequence and cause/effect relationships in texts (note-taking).

7 shows knowledge about a given topic in a research project

8 experiences, print and digital sources

8 sorts information into provided categories (compare and contrast, cause and effect, sequence or time)

9 begins in grade 4

5 navigates texts using key words, sidebars and hyperlinks

7 navigates texts using maps and photographs and key words9

Gathers information that compares and contrasts two texts on the same topic (note-taking).

9 begins in grade 4

Research and Writing with Informational and Explanatory Writing: W.2

Over-Arching Standard Speaking and Listening: SL.2-3

INFORMATIONAL SOURCES GATHERING CRITERIA EVIDENCE

Research Target 2 – DOK - #2Locate, Select, Interpret and Integrate Information

Research Target 3 – DOK –#2Gather/ Distinguish Relevance of

InformationResearch Target 4 – DOK - #3

Cite Evidence to Support Opinions and Ideas

Standards W.7,8,9Navigation: RI.5, 7 Standards RI.3,9 Standards W.7,8,9

4

7 informational texts (two RI.9) with different aspects of a topic 3

Gathers information that tells what happened and why (to explain events, ideas or concepts in a historical, scientific or technical text), (note-taking).

7 builds knowledge about a topic shown in a short research project

8 experiences, print and digital sources

8 categorizes information (uses notes)provides a list of sources9 Informational texts with strong author evidence and reasons

9 Gathers in-depth information from two texts on the same topic (note-taking).

5 navigates texts with chronology, comparison, cause/effect and problem/solution text structures

9 explains how an author(s) supports points with reasons7 navigates texts with charts, graphs, diagrams, time lines,

animations or interactive elements on Web pages

5

7 several informational sources with a focus on in-depth knowledge of a topic

3

Gathers information that explains relationships and interactions between two or more events, ideas or concepts in a historical, scientific or technical text), (note-taking).

7 builds knowledge about a topic shown in a short research project8 experiences, print and digital sources

9 informational texts and sources with strong focus on author reasons and evidence

9Gathers in-depth information from several texts on the same topic (note-taking).

8 summarizes or paraphrases informationprovides a list of sources

5 navigates texts with chronology, comparison, cause/effect and problem/solution text structures

9 explains how an author(s) uses reasons and evidence and identifies which support particular points7 navigates multiple print or digital sources

6

7 several sources

3Gathers information that shows introduction, illustration and elaboration of a key individual, event, or idea (note-taking).

7answers an inquiry question in a short research project and refocuses if appropriate8 multiple print and digital sources

9 informational text with strong claims or arguments 8assesses credibility of sourcesquote or paraphrase data or conclusionsprovides a basic bibliographic information for sources5 navigates sentences, paragraphs, chapters or sections in

informational text structures

9Gathers information that compares and contrasts one author’s presentation of an event to another author’s (note-taking).

7navigates different media, formats and words

9 traces and argues the development of specific claims in a text from those that are/not supported by reasons and evidence

The purpose of this resource is to provide a “common standard language” guide for writing informational text questions. This should in no way replace the CCS Standards. Please refer to CCSs for the complete standard. http://www.corestandards.org/

Clarifications of Terms Why was Yertle the Turtle so demanding? (the main idea partially answers the question)

Central Idea (entirety of message) The message of Yertle the Turtle is that when you think you are “above” others and treat them badly you will eventually “fall.”

Main Topic (subject) Yertle the Turtle

Main Idea (about the Main Topic) Yertle the Turtle thought he had the right to control everyone.

Key Events (explains a situation) Yertle demands that other turtles stack themselves up so he can sit on top of them to survey the land.

Key Idea(s) (supports Main Idea) Yertle always demands more from the other turtles.

Key Details (supports Key Idea(s) Mack asks Yertle for a rest but Yertle refuses.

Particular Points (a statement clarifying a Main or Key Idea)

When Yertle saw the moon he was angry that anything was higher than he was supports why Yertle thought he was better than anyone or anything else.

Particular Details (relevant details to support the Main or Key Idea) Yertle was ready to add another turtle to the stack so he could go higher (etc...).

Details (all details in the text but must be relevant to a question) Not Relevant: Yertle lived in a pond. Relevant: He was “King of the Pond.”

Examples (relevant examples clarify –like points – the Main or Key Idea)

Yertle expected the other turtles to do what he said for example, each time he told another turtle to join the stack, they did.

Topic (a sub-topic or secondary topic to the Main Topic) The turtles became exhausted after holding Yertle up for so long.

Issue (represents a problem, but needs to be specific to a question) The turtles were not happy because Yertle was so demanding.

RI Standard 1 2 3 4 5 6 7 8 9

Criteria

Standard RI.1When we are asking students to find information we want to use the grade-level standard specific language: “Find information using...”

Standard RI.2When we are asking students to find significant information about a text we want to use the grade-level standard specific language: “Find the/a...”

Standard RI.3When we are asking students to reason about information found in a text we want to use the grade-level standard specific language: “Find the...”

Standard RI.4When we are asking students to find determine word meaning we want to use the grade-level standard specific language: “Find information about....”

Standard RI.5When we are asking students to navigated through text to find information, we want to use the grade-level standard specific language: “Find information within...”

Standard RI.6When we are asking students to find information for a specific purpose we want to use the grade-level standard specific language: “Find information to determine...”

Standard RI.7When we are asking students to gather information for future integration we want to use the grade-level standard specific language: “Gather information for the purpose of understanding (a)...”

Standard RI.8When we are asking students to explain how information is supported by evidence we want to use the grade-level standard specific language: “Explain how information is supported by...”

Standard RI.9When we are asking students to compare and contrast information from more than one source or information within one source, we want to use the grade-level standard specific language: “Examine the information for the purpose of understanding (the/a)...”

Standard Language

Kinder Key Details Main TopicKey Details

Connections Between Unknown Words Parts of a Book Author –

Illustrator RolesRelationshipsBetween

Reasons Points

RelationshipsBetween

Grade 1 Key Details Main TopicKey Details

Connections Between

Unknown Words and Phrases

Text FeaturesKey Facts

Distinctions Between Key Ideas Reasons Supported

Points Key Ideas

Grade 2 Key Details Main TopicSpecific Focus

Connections Between

Unknown Words and Phrases

Text FeaturesKey Facts Main Purpose Key Ideas Reasons Supported

Points Key Ideas

Grade 3 Text Main TopicKey Details

RelationshipsBetween

Academic- Domain-Specific

Text FeaturesSearch Tools Points of View Texts

Key EventsLogical Connections Between

TextsKey Events

Grade 4 DetailsExamples

Main TopicKey Details

What Happened and Why

Academic- Domain-Specific

Overall Text Structure

Different Focuses & Accounts

Text Contributions

Reasons, EvidenceSupported Particular Points

Text Contributions

Grade 5 Quotes 2 Main TopicsKey Details

Interactions Between

Academic- Domain-Specific

Overall Text Structure Points of View

Answer QuestionsSolve Problems

Reasons, EvidenceSupported Particular Points

Answer QuestionsSolve Problems

Grade 6 Textual Evidence

Central IdeasParticular Details

How Information is Introduced,

Words and Phrases

Overall Text Structure

Points of ViewPurpose

TopicIssue

Specific ClaimsDistinguished by Supported Reasons and Evidence

TopicIssue

Standard RI.1When we are asking students to find information we want to use the grade-level standard specific language: “Find information using...”

K key details

1 key details

2 key details

3 text

4 details and examples

5 quotes

6 textual evidence

Standard RI.2When we are asking students to find significant information about a text we want to use the grade-level standard specific language: “Find the/a...”

K main topic and key details

1 main topic and key details

2 main topic and specific focus

3 main topic and key details

4 main topic and key details

5 2 main topics and key details

6 central idea and particular details

Standard RI.3When we are asking students to reason about information found in a text we want to use the grade-level standard specific language: “Find the...”

K connections between

1 connections between

2 connections between

3 relationships between

4 what happened and why

5 Interactions between

6(how information is...) Introduced, illustrated and elaborated

Standard RI.4When we are asking students to find determine word meaning we want to use the grade-level standard specific language: “Find information about....”

K unknown words

1 unknown words and phrases

2 unknown words and phrases

3 academic and domain specific words and phrases

4 academic and domain specific words and phrases

5 academic and domain specific words and phrases

6 words and phrases

The purpose of this resource is NOT to replace the CCSS, but to write questions using “common standard language” between grades. Please refer to CCSs for the complete standard.

Standard RI.5When we are asking students to navigated through text to find information, we want to use the grade-level standard specific language: “Find information within...”

K parts of a book

1 text features and key facts

2 text features and key facts

3 text features and search tools

4 overall text structure

5 overall text structure

6 overall text structure

Standard RI.6When we are asking students to find information for a specific purpose we want to use the grade-level standard specific language: “Find information to determine...”

K author and illustrator roles

1 distinctions between

2 main purpose

3 point of view

4 different focuses and accounts

5 points of view

6 points of view and purpose

Standard RI.7When we are asking students to gather information for future integration we want to use the grade-level standard specific language: “Gather information for the purpose of understanding (a)...”

K relationship between

1 key ideas

2 key ideas

3 a text and key events

4 text contributions

5 answers and solving problems

6 topic or issue

Standard RI.8When we are asking students to explain how information is supported by evidence we want to use the grade-level standard specific language: “Explain how information is supported by...”

K reasons and points

1 reasons and supported points

2 reasons and supported points

3 logical connections between

4 reasons and evidence and supported particular points

5 reasons and evidence and supported particular points

6 specific claims distinguished by supporting reasons and evidence

Standard RI.9When we are asking students to compare and contrast information from more than one source or information within one source, we want to use the grade-level standard specific language: “Examine the information for the purpose of understanding (the/a)...”

K relationship between

1 key ideas

2 key ideas

3 text and key events

4 text contributions

5 answers and solving problems

6 topic or issue