RI-Text+Complexity

RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1. || ===‍**Anchor Standard/Mathematical Practice(s)**=== 10. Read and comprehend complex literary and informational texts independently and proficiently. || **Remembering** - exhibit memory of previously learned material
 * ===**Common Core Standard**===
 * ===‍**Information Technology Standard**===
 * 1.TT.1.1 Use a variety of technology tools to gather data and information (e.g web based resources, e-books, online communication tools, etc)**
 * 1.TT.1.2 Use a variety of technology tools to organize data and information (e.g word processor, graphic organizer, audio and visual recording, online collaboration tools, etc)**
 * 1.TT.1.3 Use technology tools to present data and information (multimedia, audio and visual recording, online collaboration tools, etc)** || ===‍**Revised Bloom's Level of thinking**===
 * recalling terms - basic concepts
 * Product/Outcome- ** newspaper articles, magazine articles ||

‍**I can...**

 * read informational text with help

‍**Essential Vocabulary**
informational text

‍**Sample Assessments**

 * **Informational Text Self Assessment**
 * **Informational Text 3-2-1 Assessment Rubric**

‍**Intervention:**

 * **Reading Informational texts Using the 3-2-1 strategy**
 * **Winter Holidays**
 * **The First Thanksgiving**
 * **Online Scholastic Informational Text**

‍**Enrichment:**

 * **NASA for Kids - interactive stories**
 * **National Geographic for kids**
 * **Facts and Fun About Insects**
 * **Math Integration Max's Math Adventures**

‍**Instructional Resources**

 * **Think Alouds**
 * **Graphic Organizers**
 * ===More Graphic Organizer Ideas===
 * ===Read, Write, Think===
 * MCSWiki
 * Children's Story Books
 * Stories for Children
 * Storyline Online
 * TumbleBooks (Must access through Gaston-Lincoln Regional Library Database)

‍**Notes and Additional Information**
With assistance, students are required to read informational text at the appropriate complexity for grade 1. “The Reading standards place equal emphasis on the sophistication of what students read and the skill with which they read. Standard 10 defines a grade-by-grade „staircase‟ of increasing text complexity that rises from beginning reading to the college and career readiness level. Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.” “Students also acquire the habits of reading independently and closely, which are essential to their future success.” Students should encounter appropriately complex texts at each grade level in order to develop the mature language skills and the conceptual knowledge needed for success in school and life. Effective scaffolding should allow the reader to encounter the text with minimal clarifications. It should not replace the text by translating its contents for students.