R ER E SEARCH SOMETHING NEWEXPLAIN MOREAGAIN and AGAINRelevant or Not?CONCLUDEHAVE 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 TargetsSBAC Summative Assessment Targets

Research and Writing Note-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 above goal 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 topic Writing Standard 8: Analyzes information for a purpose Writing Standard 9: Supporting with evidence and reasons Research and Writing Note-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 above goal 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 topic Writing Standard 8: Analyzes information for a purpose Writing Standard 9: Supporting with evidence and reasons

Note-Taking Tasks continuum Writing and Research GradeK About a..Main Topic Main Idea 2 Main Ideas Central Idea Particular Details Something NewKey Idea Special Focus Key Events Texts Text Contributions Questions Problems Topic or Issue Explain MoreKey Details Text Key Details Examples Key Details Quotes Textual evidence Again - AgainClosureAgain -Again ConcludeConclusion (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 Research and Writing with Informational and Explanatory Writing: W.2 Over-Arching Standard Speaking and Listening: SL.2-3 INFORMATIONAL SOURCES-STIMULUSGATHERING CRITERIA-NOTE-TAKINGEVIDENCE – PRODUCT ASSESSMENT DOK #2 Research Target 2 – DOK #2 Locate, Select, Interpret and Integrate Information DOK #2 Research Target 3 – DOK #2 Gather/ Distinguish Relevance of Information DOK #3 Research Target 4 – DOK #3 Cite Evidence to Support Opinions and Ideas Standards W.7,8,9 Navigation Skills: RI.5, 7 Standards RI.3,9Standards W.7,8,9 K 7 favorite books 3 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 sources 9 not applicable in grade K 9 Gathers information with similarities and differences (must identify) (note-taking). 5 navigates books to find details 9 not applicable in grade K 7 navigates to explore a variety of books 1 7 reads “how to “ books 3 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 sources 9 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 1 7 navigates books to find “how to” sequences 2 7 texts with images and diagrams 3 Gathers 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 author 9 not applicable in grade 2 5 navigates texts with captions, bold print, subheadings, glossaries, indexes, electronic menus and icons 9 Gathers information that compares and contrasts two texts about the same topic (note-taking).9 not applicable in grade 2 7 navigates texts with images-diagrams to find information 3 7 reads for information for research projects 3 Gathers 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 words 9 Gathers information that compares and contrasts two texts on the same topic (note- taking).9 begins in grade 4

Research and Writing Research and Writing with Informational and Explanatory Writing: W.2 Over-Arching Standard Speaking and Listening: SL.2-3 INFORMATIONAL SOURCESGATHERING CRITERIAEVIDENCE DOK - #2 Research Target 2 – DOK - #2 Locate, Select, Interpret and Integrate Information DOK –#2 Research Target 3 – DOK –#2 Gather/ Distinguish Relevance of Information DOK - #3 Research Target 4 – DOK - #3 Cite Evidence to Support Opinions and Ideas Standards W.7,8,9 Navigation: RI.5, 7 Standards RI.3,9Standards 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 sources 9 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 reasons 7 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 project 8 experiences, print and digital sources 9 informational texts and sources with strong focus on author reasons and evidence 9 Gathers in-depth information from several texts on the same topic (note-taking). 8 summarizes or paraphrases information provides 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 points 7 navigates multiple print or digital sources 6 7 several sources 3 Gathers information that shows introduction, illustration and elaboration of a key individual, event, or idea (note- taking). 7 answers an inquiry question in a short research project and refocuses if appropriate 8 multiple print and digital sources 9 informational text with strong claims or arguments 8 assesses credibility of sources quote or paraphrase data or conclusions provides a basic bibliographic information for sources 5 navigates sentences, paragraphs, chapters or sections in informational text structures 9 Gathers information that compares and contrasts one author’s presentation of an event to another author’s (note-taking). 7 navigates 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. Clarifications of TermsWhy 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 Criteria Standard RI.1 When we are asking students to find information we want to use the grade-level standard specific language: “Find information using...” Standard RI.2 When 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.3 When 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.4 When we are asking students to find determine word meaning we want to use the grade-level standard specific language: “Find information about....” Standard RI.5 When 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.6 When 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.7 When 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.8 When 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.9 When 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 Topic Key Details Connections Between Unknown WordsParts of a Book Author – Illustrator Roles Relationships Between Reasons Points Relationships Between Grade 1 Key Details Main Topic Key Details Connections Between Unknown Words and Phrases Text Features Key Facts Distinctions Between Key Ideas Reasons Supported Points Key Ideas Grade 2 Key Details Main Topic Specific Focus Connections Between Unknown Words and Phrases Text Features Key Facts Main PurposeKey Ideas Reasons Supported Points Key Ideas Grade 3 Text Main Topic Key Details Relationships Between Academic- Domain-Specific Text Features Search Tools Points of View Texts Key Events Logical Connections Between Texts Key Events Grade 4 Details Examples Main Topic Key Details What Happened and Why Academic- Domain-Specific Overall Text Structure Different Focuses & Accounts Text Contributions Reasons, Evidence Supported Particular Points Text Contributions Grade 5 Quotes 2 Main Topics Key Details Interactions Between Academic- Domain-Specific Overall Text Structure Points of View Answer Questions Solve Problems Reasons, Evidence Supported Particular Points Answer Questions Solve Problems Grade 6 Textual Evidence Central Ideas Particular Details How Information is Introduced, Words and Phrases Overall Text Structure Points of View Purpose Topic Issue Specific Claims Distinguished by Supported Reasons and Evidence Topic Issue

Standard RI.1 When we are asking students to find information we want to use the grade-level standard specific language: “Find information using...” Kkey details 1 2 3text 4details and examples 5quotes 6textual evidence Standard RI.2 When we are asking students to find significant information about a text we want to use the grade-level standard specific language: “Find the/a...”Kmain topic and key details 1 2main topic and specific focus 3main topic and key details 4 52 main topics and key details 6 central idea and particular details Standard RI.3 When we are asking students to reason about information found in a text we want to use the grade-level standard specific language: “Find the...”Kconnections between 1 2 3relationships between 4what happened and why 5Interactions between 6 (how information is...) Introduced, illustrated and elaborated Standard RI.4 When we are asking students to find determine word meaning we want to use the grade-level standard specific language: “Find information about....”Kunknown words 1unknown words and phrases 2 3 academic and domain specific words and phrases 4 5 6words 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.5 When we are asking students to navigated through text to find information, we want to use the grade-level standard specific language: “Find information within...” Kparts of a book 1text features and key facts 2 3 text features and search tools 4overall text structure 5 6 Standard RI.6 When 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...”Kauthor and illustrator roles 1distinctions between 2main purpose 3point of view 4different focuses and accounts 5points of view 6points of view and purpose Standard RI.7 When 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)...”Krelationship between 1key ideas 2 3a text and key events 4text contributions 5 answers and solving problems 6topic or issue Standard RI.8 When 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...”Kreasons and points 1reasons and supported points 2 3logical connections between 4 reasons and evidence and supported particular points 5 6 specific claims distinguished by supporting reasons and evidence Standard RI.9 When 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)...”Krelationship between 1key ideas 2 3text and key events 4text contributions 5answers and solving problems 6topic or issue