Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.1.RI.2.6: Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
CCR Anchor Standard: Assess how point of view or purpose shapes the content and style of a text.
Cognitive Complexity: Level 1: Recall
Understand “Essential understandings”: Ideas transferable to other contexts.

A reader gains information through the combination of the author’s text and the illustrator’s pictures or
other illustrations.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Picture
 Illustration
 Information
Retrieval:
 Locate pictures and illustrations in a text.
 Identify what information is provided in the picture or
illustration.
 Identify what information is provided by the words in
a text.
 Distinguish between the information that is provided
in the pictures (or other illustrations) and the words in
a text.
Comprehension:
 Explain similarities and differences between
information that is provided in the pictures (or
illustrations) and the words in a text.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Know the role of an author and illustrator.
*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.1.RI.2.6: Distinguish between information provided by pictures or other illustrations and
information provided by the words in a text.
Score
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 explain similarities and differences between information that is provided in the
pictures (or illustrations) and the words in a text.
*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:
 Distinguish between the information provided by the pictures or other illustrations and
the words in a text.
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Locate pictures and illustrations in a text.
 Identify what information is provided in the picture or illustration.
 Identify what information is provided by the words in a text.
Know what is meant by: picture, illustration, and information.
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