1.RN.2.3

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

Learning Outcome:

With support, read and comprehend nonfiction that is grade-level appropriate.

I Can Statements Question Stems
-I can describe the connection between two individuals in a nonfiction text.
-I can describe the connection between events in a nonfiction text.
-I can describe the connection between ideas in a nonfiction text.
-I can describe the connection between pieces of information in a nonfiction text.

-How are the two individuals connected?
-How are the events connected?
-How are the ideas or pieces of information connected?
-How can these (facts, individuals, events, ideas or pieces of information) be compared and contrasted?

Academic Vocabulary

connection
describe
information
nonfiction text

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-As a class, create a double bubble or venn diagram to compare and contrast ideas connections between individuals, events, ideas, and information.

-Close read a text and point out when a connect is made between two individuals, events, ideas, or pieces of information.

-Implement a reader’s notebook for students to keep track of their questions, connections, and ideas they have discovered in nonfiction text between individuals, events, ideas, and information. -When listening to a text, have students show a symbol for when they hear a connection such as linking fingers together. Have students turn and talk to share their connection.
Reading Standards Writing Standards Speaking and Listening Standards
1.RN.3.2
1.RN.4.1
1.RN.4.2
1.RV.3.2
1.W.3.2  1.SL.2.1
Digital Resources

-Double Bubble map

-Venn Diagram

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-allow visuals in hand
-use video clips
-allow anchor chart of text features in hand
-use picture books
-encourage hands-on learning
-provide audiobooks
-provide modified texts

-post visuals for reference
-provide anchor charts of text features for reference
-pre teach text features
-provide audiobooks
-provide modified texts

-provide visuals if needed
-structure guided reading groups

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Offer multiple ways to present text

 

Read alouds

Partner reading

Audio text

Video read aloud

Picture walk of story 

 

Model how illustrations can raise questions about the story

Prompt students to notice important parts of the illustrations that move the story forward

Highlight important vocabulary words in the text that are also used in the picture walk

Make text-to-text connections between two texts on similar topics

Have text strips from books for quick comparison

Use graphic organizer to compare how texts are similar and different.

Restate facts learned from a nonfiction text

Use prompts to help student restate facts correctly

Use fill in the blanks to convey information correctly

Turn and talk with a partner to share facts

Cite text evidence by pointing to the text 

Create a graphic organizer with main idea and supporting details

Provide a word bank with details

Provide pictures for graphic organizers

Provide partial answers and fill in blank answers

Use sticky notes to identify features of nonfiction 

Provide an example on the white board for the class to view, and model how to find examples 

Show appropriate examples and model application of the skill with text

Complete a guided version of the activity before students complete independently

Create list of features on a graphic organizer before putting information on the sticky notes