Use details to explain the relationship between key elements in a text (Inclusive Big Idea #3)

Reading Informational Text

Grade 8: English Language Arts

Inclusive Big Idea #3: Use details to explain the relationship between key elements in a text

Standard: Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., through comparisons, analogies, or categories). RI.8.3

• Biography Posters: Students can present information they learned about key individuals by creating a biography poster. Within the poster, students can draw or choose a picture of the figure, and then create symbols around the picture to show various aspects of the person’s life. Specifically, students should describe how key individuals are introduced in a text, how they are illustrated in a text, and how they are elaborated upon in a text. Students can also analyze how individuals interact with other individuals, events, or how individuals influence ideas or events.
• Timelines: Individually, in pairs, or with the whole class, students can draw or complete a timeline to record important events in history or important milestones in a well-known person’s life. Students can create or complete multiple timelines of the same historical period to compare the influence of one thing on something else (e.g., a timeline of important events of the Civil Rights movement and a timeline of the historical Civil Rights legislature that was passed as a result).
• Flowchart: Ask students to plot the relationship between ideas in a flowchart. Students can record effects and their relevant causes as well as map a problem and subsequent solution within a flowchart. Start by modeling the process with a well-known topic, then allow students to complete their own flowcharts independently or with a partner.
• Bubble Map: When determining the main idea and relevant details in a passage, a bubble map can help students prioritize information from a text and present it in a visual way to help clarify the relationship between ideas. After reading a passage, ask students to determine what they think the text is about and place that idea in the center of the bubble map. Then have students (individually, in small groups, or as a whole class) brainstorm the supporting details and place those around the main idea. Students may need support in determining which details from the text are meaningful, so have a discussion about how to determine what information is most important to their understanding of a text.
• Socratic Seminar: To encourage students to think more deeply about texts, lead students in Socratic Seminars. Before meeting with a small group or whole class, make a list of questions to ask about a specific individual, event, or idea from the text. These questions should go beyond literal (who, what, when, where) questions and should begin to ask questions to delve deeper into the topic (how and why). Throughout the seminar, position yourself as the question-asker. Students should have a free-flowing conversation with minimal interruptions from the teacher. See this TIP Sheet for more information on Whole Group Discussions.
• Oral Reports: After learning about key individuals, events, or ideas, students can prepare a report about the topic. Students should consider how key individuals are introduced in a text, how they are illustrated in a text, and how they are elaborated upon in a text. Students can also analyze how individuals interact with other individuals, events, or how individuals influence ideas or events. Students should consider their audience (i.e., classmates) when making the report. Then, based on the information learned, students can deliver their informational report to classmates.
• Think Aloud: The purpose of asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, read aloud an informational text in front of the class. Then, periodically, stop and ask questions out loud, through sign language or AAC. As you continue to read, begin answering the questions yourself. During this Think Aloud, specifically address how individuals interact with other individuals, events, or how individuals influence ideas or events. See this TIP Sheet for more information on how to model using a Think Aloud.

For example, one possible barrier is the amount of information that a student needs to hold in mind.

Ideas to reduce this barrier could include:

• be aware of how much sensory input occurs at once, perhaps offer the option to use headphones
• show examples and provide answers to check along the way
• provide templates or graphic organizers
• allow use of spell checks and other tools 

Use these Inclusive Strategies to help reduce barriers.

• The Big Idea: Use details to explain the relationship between key elements of a text
• Tell me more about… Using Details
  • The supporting details of informational text are information that help to clarify the reader’s understanding of the most important points that the author is trying to make about a specific subject. Identifying and categorizing main ideas within informational text is critical to successful readers. You support your main idea by explaining it, describing it, defining it, or otherwise giving information about it.
• Tell me more about… Relationships
  • When working to comprehend text, students have to create a schema to understand the information being presented and create a framework to organize the relationship of that information to allow students to prioritize the main idea and relevant details of the text.
• Tell me more about… Key Elements
  • The key elements of an informational text are the most important points that the author is trying to make about a specific subject. Identifying and categorizing main ideas within informational text is critical to successful readers.
• Tell me more about… Informational Text Structures
  • When readers interact with the text to create meaning, it is helpful to have an awareness of the organizational structure of what is being read. For instance, students learn to be aware of cues that alert them to specific text structures such as main ideas and details, a cause and its effects, and/or different points of view. Teaching students to recognize common text structures can help them focus their attention on key concepts and relationships, anticipate the content of what they will read, and monitor their comprehension. Additionally, when students are aware of the text structures, they connect information with their prior knowledge, increase their reading speed, and retain information better. Finally, students who develop an understanding of text structure are more likely to apply their knowledge to their own writing.
  • Internal Text Structure: These text structures refer to the ways in which information within a text is organized to convey the content. Some texts are organized using more than one text structure. Text structures offer important clues that organize the text in predictable and understandable ways.
  • Description: The author explains a topic, idea, person, place, or thing by listing characteristics, features, and examples. Focus is on one thing and its components
    • Example: Many things must be taken care of to get ready to go back to school. For example, one thing to do is prepare your classroom. Another is to organize your materials. The most important thing to do to be ready to go back to school is to plan engaging lessons for students.
    • Signal words include: for example; characteristics are; such as; looks like; consists of; for instance; most important
    • Look for the topic word (or synonym) to be repeated throughout the text.
    • Description Question Stems:
      • What specific person, place, thing, event, or concept is being described?
      • How is the topic described? (How does it work? What does it do? What does it look like?)
      • What are the most important attributes or characteristics?
      • How can the topic be classified? (For example, a robin can be classified as a type of bird.)
  • Sequence: The author lists items or events in numerical or chronological order. Sequence describes the order of events or how to do or make something.
    • May present a timeline, a cycle, or steps/directions
    • Signal words include: first, second, third; next; then; after; before; prior to; not long after; while; meanwhile; simultaneously; at the same time; following; finally; at last; in the end; on (date); at (time); directions
    • Sequence Question Stems
      • What sequence of events is being described?
      • What are the major events or incidents that occur?
      • What are the steps, directions, or procedures to follow? (What must be done first, second, etc.?)
      • What is the beginning event?
      • What other events or steps are included?
      • What is the final outcome, event, or step?
  • Compare/Contrast: The author explains how two or more things are alike and/or how they are different.
    • Signal words include: differs from; similar to; in contrast; alike; same as; as well as; on the other hand; both; either, or; not only, but also; yet; although; but; however; on the other hand. Also look for “-est” words: best, fewest, tallest, etc.
    • Compare/Contrast Question Stems
      • What items are being compared?
      • What is it about them that is being compared?
      • What characteristics of items form the basis of the comparison?
      • What characteristics do they have in common; how are these items alike?
      • In what ways are these items different?
  • Cause and Effect: The author lists one or more causes or events and the resulting consequences or effects. Purpose is to explain why or how something happened, exists, or works. Often there will be an “if/then” pattern
    • Signal words include: reasons why; reasons for; if...then; as a result of; therefore; because of; so; since; in order to; leads or leads to; effects of; caused by; result; outcome; impact; influenced by; brought about by
    • Cause and Effect Question Stems
      • What happened?
      • Why did it happen? What was the reason for…?
      • What was the effect(s) of the event? What happened as a result of…?
      • What were the results or outcomes caused by the event?
      • In what ways did prior event(s) cause or influence the main event?
      • Will this result always happen from these causes?
  • Problem and Solution: The author states a problem and lists one or more possible solutions to the problem. May also include pros and cons for the solutions.
    • Signal words include: problem is…; dilemma is…; puzzle is…; solved; question; answer; because; since; this led to; the main difficulty; one possible solution is…; one challenge…; therefore; this led to, so that; if...then, thus
    • Problem and Solution Question Stems
      • What is the problem?
      • Who had the problem?
      • What is causing the problem?
      • Why is this a problem?
      • What is wrong and how can it be taken care of?
      • What solutions are recommended or attempted?
      • What can be improved, changed, fixed, or remedied?
      • What are the pros and cons of the solutions offered?

Common Student Misconceptions

• Text Types: Students may be unfamiliar with the different informational text types. Provide concrete definitions and examples of each text type to support their understanding of the text structures and content within the text.
• Prioritizing Information: Students may have difficulty prioritizing information within a text to determine the key elements and supporting details. They will need modeling and support to make progress with this skill.

Everyday Connections

• In the Counselor’s Office: After identifying the key elements in the text, have students identify a challenge in their own lives, and discuss methods of resolution.

Seventh Grade: Use details to explain the relationship between key elements of a text (RI 3)