Learning Progression
Craft and Structure, and Integration of Knowledge and Ideas: Informational Text
| | |
E03.B-C.2.1.1 
Explain the point of view from which a text is written.
When grade appropriate instruction pertaining to an eligible content should begin |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|
CC.1.2.K.E
Identify parts of a book (title, author) and parts of a text (beginning, end, details).
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | | |
|
CC.1.2.1.E
Use various text features and search tools to locate key facts or information in a text.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.1.E
Use various text features and search tools to locate key facts or information in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | |
|
CC.1.2.2.E
Use various text features and search tools to locate key facts or information in a text efficiently.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.2.E
Use various text features and search tools to locate key facts or information in a text efficiently.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.2.E
Use various text features and search tools to locate key facts or information in a text efficiently.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
| | |
E03.B-C.2.1.2
Use text features (e.g., headings, graphics, charts) and search tools (e.g., key words, sidebars, hyperlinks) to efficiently locate information relevant to a given topic.
When grade appropriate instruction pertaining to an eligible content should begin |
| | |
E04.B-C.2.1.2
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information and text features in a text or part of a text.
When grade appropriate instruction pertaining to an eligible content should begin |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|
CC.1.2.K.H
With prompting and support, identify the reasons an author gives to support points in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | | |
|
CC.1.2.1.H
Identify the reasons an author gives to support points in a text.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.1.H
Identify the reasons an author gives to support points in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | |
| |
CC.1.2.2.H
Describe how reasons support specific points the author makes in a text.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.2.H
Describe how reasons support specific points the author makes in a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
| | |
E03.B-C.3.1.1
Describe the logical connection between particular sentences and paragraphs to support specific points in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
When grade appropriate instruction pertaining to an eligible content should begin |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|
CC.1.2.K.I
With prompting and support, identify basic similarities and differences between two texts (read or read aloud) on the same topic.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | | |
|
CC.1.2.1.I
Identify basic similarities in and differences between two texts on the same topic.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.1.I
Identify basic similarities in and differences between two texts on the same topic.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | |
| |
CC.1.2.2.I
Compare and contrast the most important points presented by two texts on the same topic.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.2.I
Compare and contrast the most important points presented by two texts on the same topic.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
| | |
E03.B-C.3.1.2
Compare and contrast the most important points and key details presented in two texts on the same topic.
When grade appropriate instruction pertaining to an eligible content should begin |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|
CC.1.2.K.G
Answers questions to describe the relationship between illustrations and the text in which they appear.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | | |
|
CC.1.2.1.G
Use the illustrations and details in a text to describe its key ideas.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.1.G
Use the illustrations and details in a text to describe its key ideas.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content | |
| |
CC.1.2.2.G
Explain how graphic representations contribute to and clarify a text.
When grade appropriate instruction pertaining to an eligible content should begin |
CC.1.2.2.G
Explain how graphic representations contribute to and clarify a text.
When students are expected to demonstrate the knowledge, skills, and abilities described by an eligible content |
| |
E03.B-C.3.1.3
Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
When grade appropriate instruction pertaining to an eligible content should begin |
E03.B-C.3.1.3
Use information gained from illustrations, maps, photographs, and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
When grade appropriate instruction pertaining to an eligible content should begin |
| | | |
| | | |
| | | |
| | | |
