The lesson below is an example of a Common Core State Standard lesson using Reading: Informational Text-Key Ideas and Details for grades K-5, Standard Statement 3.  Below I have included a vertical progression chart of this Standard Statement.  I have also created a K-5 vertical progression guide for Informational Text here.

Reading: Informational Text-Key Ideas and Details (RI.3)

K

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

1

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

2

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

3

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

4

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

5

Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

Before reading any further, please check out Wonder of the Day #188 Are Frogs and Toads the Same?

This Wonder could easily be used to meet Reading Informational Text Standard Statement three for grades kindergarten through fifth grade, and beyond.

In order to help meet this standard, I would start by tying it into my daily routine.  I would post the Wonder when students arrive to my classroom and have them write about the wonder in their wonder notebooks.  I would then read over the information in the Wonder with students.  When working with text, I don’t believe most primary students are ready to work with the text on the first exposure, therefore we would revisit the text during our reading workshop mini-lesson, either later on the same day, or within a few days of our first exposure.  Depending on how much experience students have had with this standard would depend on what kind of activity we would do.  You could orally have the students share the connection frogs and toads by turning and talking, create a class “t” chart, create venn diagram as a class or with a partner, or have students work in groups to write about the connections.

With older students, after modeling and working with this standard whole group, you could have students choose a different Wonder from the list below and have them work in a small group or with a partner to practice the standard.

Wonders that could be used to meet Informational Text-Key Ideas and Details, Statement Standard 3:

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    • Thanks so much for your comment, Nancy! We’re thrilled that Wonderopolis is a resource to inspire you and your students! Have a WONDERful weekend– we’ll see you soon! :)

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