Text Features Progression

Analyzing Parts of the Text

Grade K 1st 2nd 3rd 4th 5th 6th

Common CCSS.ELA-LI CCSS.ELA-LI CCSS.ELA-LI CCSS.ELA-LITER CCSS.ELA-LITER CCSS.ELA-LITERACY.RI.5.8 CCSS.ELA-LITERACY.RI.6.7

Core State TERACY.RI. TERACY.RI. TERACY.RI. ACY.RI.3.8 Explain how an
ACY.RI.4.7 Integrate information
Standard
K.8 1.8 2.8 Describe the author uses reasons presented in different
With Identify Describe logical Interpret
promptin the how and evidence to media or formats
connection information
g and reasons reasons support particular (e.g., visually,
between presented
support, an author support points in a text, quantitatively) as well
particular visually,
identify gives to specific identifying which as in words to
sentences orally, or
the support points the and reasons and develop a coherent
quantitatively
reasons points in author evidence support understanding of a
paragraphs in (e.g., in which point(s). topic or issue.
an author a text. makes in a text (e.g., charts,
gives to a text. comparison, graphs,
support cause/effect, diagrams,
points in first/second/t time lines,
a text. hird in a animations,
sequence). or interactive
elements on
Web pages)
and explain
how the
information
contributes
to an
understandin
g of the text
in which it
appears.

I Can . . . I can talk I can talk about I can talk When thinking about I am able to take even a
about the how a part of a about why an why a part is important small part of a text—a
order of text I am author to the text, I think not sentence, a few lines, a
the events reading fits with included one only structurally about text feature—and think
or steps in the content of part of a text (a how the part goes with about the role that the
a text. I the rest of the text box, a other parts, but I also part plays in the whole
can say text. I can say, chart, an think about how the part text. I ask myself, “What
how a part “This is more anecdote). To advances the author’s does this part
fits into an on the same do this, I draw main ideas/ claims. I contribute? How is it
order or topic or on some check whether the part connected? Does this
how it says subtopic,” or predictable in question illustrates an part engage the reader,
more “This just ways that parts idea/claim, raises a new or does it help to
about the turned to a new tend to be perspective, or shows develop a central idea?
main topic. topic or important to an implication of an How?” I use my
I can subtopic,” or the main idea, idea. I can use knowledge of authors’
answer the “This shows such as a academic terms to talk techniques to talk about
question of what happens paragraph may about this. When a part this. I can also study
what came next.” I can talk be an example of the text feels one aspect of a text (an
before or about the order of a main idea extraneous, I can talk event, an individual) and
after. of events or or a different about its relationship to discuss how this part of
steps, perspective on the main ideas/claims the text was introduced
answering that idea. (background, and developed (e.g.,
questions Sometimes the implications, another through anecdotes).
about what part is perspective). When I am When I am reading an
comes before important to reading an argument, I argument, I can explain
or after and the structure: a can explain which which claims are most
about what solution to a details go with which strongly supported and
caused an problem, an points. which details are most
effect. In texts effect of a convincing.
that have text cause, an
boxes, graphs, answer to a
charts, and question.
illustrations I When thinking
think about the about how one
ways these part is
parts fit with important in an
the whole. argument, I’m
When I write aware of how
about these an author uses
 connections, I reasons and
rely on the way details to
the content of support claims/
the part goes points.
with the
content of the
whole.

Student
Example