Inclusive Big Ideas
Use these “Inclusive Big Ideas” to plan grade-level standards-based lessons for all students, including those with significant cognitive disabilities. Grab your colleague and start by finding the standard that you are teaching and then browse the resource to:
- Spark ideas for instructional strategies and activities
- Align lesson content and instruction while removing common barriers to student learning
- Identify essential content, concepts, and vocabulary related to standards
- Integrate cross-curricular connections and evidence-based practices that optimize engagement
Suggested Citation
- TIES Center. (2021). Inclusive Big Ideas. https://tiescenter.org/topics/inclusive-instruction/ibi
Search Filters
Search Results
Compare and contrast elements of texts
Grade 6: English Language Arts - Reading Literature
Standard: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. RL.6.9
Compare and contrast elements of texts
Grade 7: English Language Arts - Reading Informational Text
Standard: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. RI.7.9
Compare and contrast elements of texts
Grade 7: English Language Arts - Reading Literature
Standard: Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. RL.7.9
Analyze information across texts
Grade 8: English Language Arts - Reading Informational Text
Standard: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. RI.8.9
Compare and contrast elements of texts
Grade 8: English Language Arts - Reading Literature
Standard: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RL.8.9
Access and comprehend grade-level literature
Grade 6: English Language Arts - Reading Literature
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.6.10
Comprehend grade-level informational text
Grade 6: English Language Arts - Reading Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.6.10
Access and comprehend grade-level literature
Grade 7: English Language Arts - Reading Literature
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.7.10
Comprehend grade-level informational text
Grade 7: English Language Arts - Reading Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. RI.7.10
Access and comprehend grade-level literature
Grade 8: English Language Arts - Reading Literature
Standard: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently. RL.8.10
Comprehend grade-level informational text
Grade 8: English Language Arts - Reading Informational Text
Standard: By the end of the year, read and comprehend literary nonfiction at the high end of grades 6-8 text complexity band independently and proficiently. RI.8.10
The Inclusive Big Ideas were adapted from resources created by the NCSC Project , a federal grant from the US Department of Education (PR/Award #: H373X100002), However, the contents do not necessarily represent the policy of the US Department of Education and no assumption of endorsement by the Federal government should be made.