Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.2.RI.3.9: Compare and contrast the most important points presented by two texts on the same
topic.
CCR Anchor Standard: Analyze how two or more texts address similar themes or topics in order to build knowledge or
to compare the approaches the authors take.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Understand “Essential understandings”: Ideas transferable to other contexts.
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

Comparing and contrasting important points from two texts will help them become better readers.
Comparing and contrasting points on the same topic will help them understand different viewpoints.
Comparing and contrasting points will help the reader see there is more than one viewpoint, way to solve a
problem, etc.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Compare
 Contrast
 Important point
Retrieval:
 Identify key points from two texts on the same topic.
Comprehension:
 Describe similarities in key points.
 Describe differences in key points.
Analysis:
 Compare and contrast the most important points
presented by two texts on the same topic.
Knowledge Utilization:
 Draw conclusions based on the similarities and
differences between two texts.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?

Main topic, key details
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Rev. Pasco County Schools, 2014-15
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.2.RI.3.9:
Score
Compare and contrast the most important points presented by two texts on the same topic.
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 I can draw conclusions based on the similarities and differences between two texts.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Compare and contrast the most important points presented by two texts on the same
topic.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Identify key points from two texts on the same topic.
 Describe similarities in key points presented by two texts on the same topic.
 Describe differences between key points presented by two texts on the same topic.
Know what is meant by: compare, contrast, important point.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15