1.RN.4.1

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

Learning Outcome:

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

I Can Statements Question Stems
-I can identify the support an author gives for their topic.

-Where did the author support their ideas?
-Why is it important for the author to include support for their ideas?
-Could the author included anything else? Why?

Academic Vocabulary

identify
nonfiction text
reason
support

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Read aloud a nonfiction text and have students describe the reasons the author makes to support the main point of the text.

-Model highlighting points in a nonfiction story that supports the authors point.

-After reading a nonfiction text, supply students with the main point the author makes and have them identify the reasons an author gives to support that point.

-Write or draw a reason the you think the author should have included.

-Compose a short, informational text. Be sure to include reasons to support their point.

-After listening to a nonfiction book that has been read aloud, students can determine the point the author was making by finding supporting points within the text.

-After reading a nonfiction text, supply students with the main point the author makes and have them identify the reasons an author gives to support that point.

Reading Standards Writing Standards Speaking and Listening Standards
1.RN.2.2
1.RN 2.3
1.W.3.1
1.W.3.2
 
1.SL.2.1
1.SL.2.3
1.SL.2.4
1.SL.2.5
Digital Resources
Interactive Writing http://www.readingrockets.org/article/interactive-writing

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