4 th Grade Literacy
RI.4.7 – Reading: Informational Text
Vertical Progression:
2nd Grade
3rd Grade
4th Grade
5th Grade
RI.2.7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify
a text.
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, timelines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears.
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an
answer to a question quickly or to solve a problem efficiently.
Students will demonstrate command of the Standard by:
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Identifying the information presented in specific images (e.g., pictures, photographs, charts, graphs,
diagrams, timelines, animations, interactive elements on Web pages, audio, video)
Integrating information from graphics/images/illustrations with words from the text to make meaning
Interpreting information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams,
timelines, animations, or interactive elements on Web pages)
Interpreting how information presented visually, orally or quantitatively connects to text (e.g., clarifies,
illustrates, exemplifies, opposes, provides background)
Explaining how the information contributes to an understanding of the text in which it appears
Have experience/access to Web sources
Vocabulary:
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Analyze
Animation
Charts
Compare
Contrast
Contributes
Decrease
Diagrams
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Evidence
Explain
Graphs
Increase
Information
Interactive
Interpret
Legends
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Maps
Photographs
Purpose
Relevant
Support
Timelines
Web pages
Revised May 2016
4 th Grade Literacy
RI.4.7 – Reading: Informational Text
Question Stems:
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What does this chart mean?
When did this event happen on the timeline?
How does the diagram help us understand what the topic is?
What does the animation mean? Can you explain what the animation is showing?
What helped you understand this chart?
Is there a legend that can help you figure out what this means?
How does the diagram help the reader understand ______? Use examples from the diagram and the
text to support your answer.
Explain how the chart helps the reader understand how _____ changes from year to year. Use examples
from the chart and the text in your answer.
How does the diagram help the reader understand the directions? Use examples from the diagram and
the text in your answer.
How does the graph contribute to the reader’s understanding of ____? Use examples from the graph
and the text in your answer.
How does the timeline contribute to the reader’s understanding of _____? Use examples from the
timeline and the text in your answer.
PARCC Evidence Statement:
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Provides an interpretation of information presented visually (e.g., in charts, graphs, diagrams, timelines,
animations, or interactive elements on Web pages).
Provides an interpretation of information presented orally (e.g., animations or interactive elements on
Web pages).
Provides an interpretation of information presented quantitatively (e.g., in charts, graphs, diagrams, or
interactive elements on Web pages).
Provides an explanation of how the information presented visually, orally, or quantitatively contributes
to an understanding of the text in which it appears.
Sample Instructional/Assessment Tasks:
1) Item Type: Selected Response
Item Prompt: A student is writing a report about the California Gold Rush. She found a timeline. Read
the timeline and the directions that follow.
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Revised May 2016
4 th Grade Literacy
RI.4.7 – Reading: Informational Text
The student found a second source. Read the second source below. Then click on all of the sentences
from the second source that support the information in the timeline.
In 1803, the United States bought a large piece of land from France. This was called the Louisiana
Purchase. This made the United States much larger by adding land west of the Mississippi River. Later,
gold was found at Sutter’s Hill in California. After that, more people began to journey west. People
came from all over the world to California. Most of these people wanted to find gold.
Correct Answer: Later, gold was found at Sutter’s Hill in California. After that, more people began to
journey west.
2) Passage: from The Wild Horses of Assateague Island (Open link and navigate to page 19) , Wild Ponies
of Chincoteague (Open link and navigate to page 26), and In Thunder and Rain, Chincoteague Ponies
Make Annual Swim (Open link and navigate to page 34)
Item Type: 2 Part Multiple Choice
Item Prompt: You have read a passage from “The Wild Horses of Assateague Island,” “Wild Ponies of
Chincoteague,” and “In Thunder and Rain, Chincoteague Ponies Make Annual Swim.” Think about the
illustrations from the passages and how they help the reader learn more about the ponies. Write an
essay explaining what can be learned from the illustrations about the lives of the ponies described in the
passages. Include details from all three sources in your explanation.
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Revised May 2016