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ESSENTIAL QUESTION

How does C/C details from multiple informational texts, on the same topic, help you gain knowledge?

Common Core Standards 2017-2018 Print Unit 4
Primary - Reading - Grade 1 - Unit 4
Informational Main Idea/Compare and Contrast
Students will read informational texts to learn important facts and ideas about various topics. Students will be able to identify the topic of the text as well as supporting details. Students will compare and contrast information from two non-fiction texts. Essential Questions- (will not fit in the window below) Why is being able to read a variety of informational text and find the main idea & details important to understanding reading?
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Students will read informational texts to learn important facts and ideas about various topics.  Students will be able to identify the topic of the text as well as supporting details. Students will compare and contrast information from two non-fiction texts. Studends will be able to compare and contrast two books on the same topic as well as two books on different topics. At the end of the unit students create an informational book. Students will also be introduced text features during this unit. Students will identify heading, table of contents, ect.

Essential Questions- (will not fit in the window below)
Why is being able to read a variety of informational text and find the main idea & details important to understanding reading?

How does C/C details from multiple informational texts, on the same topic, help you gain knowledge?

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COMMON CORE STANDARDS Show All | Hide All | Top

Priority Standard

1.RI 1.2 Identify the main topic and retell main details in a text.

1.RI 1.3 Describe the connection between two individuals, events, ideas, or two pieces of information in a text.

1.RI.5: 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.

1.RI.9: Identify basic similarities in and differences between two texts on the same topic, eg. in illustrations, descriptions, and procedures.

Supporting Standard

RI.1.1. Ask and answer questions about key details in a text. 

RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

RI.1.7. Use the illustrations and details in a text to describe its key details.

1.RI.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

RI.1.8. Identify the reasons an author gives to support points in a text. 

RI.1.10. With prompting and support, read informational text appropriately complex for grade one.

Priority Statements

I can identify text features. (Headings, table of contents, electronic menus, icons, glossaries, captions, bold print, subheadings, indexes, key words, sidebars, hyperlinks)

I can use text features. (Headings, table of contents, electronic menus, icons, glossaries, captions, bold print, subheadings, indexes, key words, sidebars, hyperlinks)

I can identify the main idea of a text. (Informational text)

I can identify the supporting details of a text. (Informational)

I can retell key (important) details in a text. (Informational text) 

I can identify similarities (alike) between two texts on the same topic.

I can identify differences between two texts on the same topic.

Supporting Statements

I can ask questions about words and phrases that I do not understand. (Informational text)

I can answer questions about words and phrases to help me better understand. (Informational text)

I can answer questions about key (important) details in a text. (Informational)

I can ask questions about key (important) details in a text. (Informational)

I can use illustrations and details in a text to describe key (important) ideas.  (Informational)

I can tell if the information comes from the pictures or the text. 

I can tell the difference between books that tell a story and books that give information.

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STUDENT LEARNING TARGETS Show All | Hide All | Top

I can identify the main idea using key details of a nonfiction book. 

So that I can determine the important parts of a story.

I know that I have it when I can complete my graphic organizer using information from my book. 

 

I can describe the connection between two animals in a text.  

So that I can determine how the animals are alike and different.  

I know that I have it when I can compare and contrast two animals from nonfiction text.

 

I can use text features in a nonfiction text.  

So that I can how to find information in a nonfiction text.  

I know that I have it when I can find a text feature and explain how it is helpful to the reader.

 

I can identify similarities and differences between two nonfiction books on the same topic.  

So that I can determine how two animals are alike and different. 

I know that I have it when I can fill out my information on a venn diagram.

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CRITICAL VOCABULARY Show All | Hide All | Top

main idea

compare

contrast

text features

heading

table of contents

index

glossary

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LEARNING EXPERIENCES Show All | Hide All | Top
Educator Uploaded Plans (These are educators specific templates with included information and specifics)
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Google Docs of Unit 4 Informational Main Idea/ Compare and Contrast Lesson Plans 

https://docs.google.com/document/d/1FKPwCJOWwapNIAMCdaT9Dzg_SS606GGb7lB-gP-sSJ8/edit?usp=sharing

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RESOURCES Show All | Hide All | Top

National Geographic non-fiction books


Informational Powerpoints located in Unit








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LITERACY STRATEGIES Show All | Hide All | Top
THOUGHTFUL EDUCATION TOOLS Show All | Hide All | Top