Curriculum Map
Unit # 4 Reading Nonfiction: Grades 6 - 8
Skills
Grades
Grade 6
CS
CCS IL.6.2. Determine a
central idea of a text and
how it is conveyed through
particular details; provide a
summary of the text distinct
from personal opinions or
judgments.
CCS IL6.6. Determine an
author’s point of view or
purpose in a text and
explain how it is conveyed
in the text.
CCS IL6.1. Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
GLE
I Can summarize (R1Hi) text using
nonfiction text structures.
description main idea &
supporting details
R3Ca
Compare Contrast
R3Cg
Cause and Effect
R3Cj
Problem/Solution
R3Ck
I Can annotate the text based on
the structures of it (ICT5a)
I Can identify and compare the
authors’ viewpoints from multiple
texts. (R3Ci).
I Can identify the problem solving
processes of a text and explain the
effectiveness of its solutions
(R3Ck).
I Can evaluate the text for its
accuracy of the information by
analyzing its source. (R3Ce)
Knowledge
BEFORE READING
Students will know the before reading strategies
that increase comprehension of nonfiction text.
text features– something used to make
the meaning of the text more easily
understood (title, bold faced word,
italics, headings, graphics…)
DURING READING
Students will know the text structures that are
used during reading to summarize nonfiction
text:
Text structures – an organizational
structure of a writing that is predictable
and assists the reader in making
meaning of the text
Description – a text structure whose
wording is organized with details
around a main idea
Sequence – a text structure whose
wording is organized in time order by
chronological date or sequential event
Compare / contrast – a text structure
whose wording is organized to present
both similarities and differences
Point to Point - presents a main point
about both topics before moving on to
another main point.
Whole to Whole - presents all
the main points of one topic before
presenting the all the main points of
the
second topic
Cause and effect – a text structure
whose wording is organized to show
how one event brings about another
-the effect is sometimes inferred
Problem solution – a text structure
whose wording is organized where a
problem is described and one or more
solutions are offered
-the solution is sometimes inferred
Students will know different forms of graphic
organizers and which to choose for the text
structure that they are summarizing:
Description – main idea with details in
outline or web
Sequence – chronological list
Compare Contrast – 3 columns with
categories labeled and facts presented
parallel in diagram
Cause and Effect – cause → effect
Problem / Solution – Problem →
Solution
(there are more…)
AFTER READING
Students will know the following after reading
strategies:
Accuracy of Information
Facts and Opinions
Facts believable
Facts accurate
Opinions based on facts presented
in article
Balance of fact and opinion
Author
Credentials
Experience with topic
Education
Bias toward topic
(perspective)
Publication
Current
Credible reputation
Purpose
View Point - (perspective)-position or stance the
writer expresses, author shows two or more
sides of topic (not an argument)
Effectiveness of the solution
-will solve the problem
-is a reasonable solution
-solution will last
Glossary of Terms for Teachers for previously
taught concepts
Students will know the before reading strategies
that increase comprehension of nonfiction text.
prior knowledge – the background
information that the reader brings to
the reading of a topic
reading rate - the speed at which a
selection is read and the manner in
which it is read, depending on the
purpose for reading: skimming,
scanning, studying, or reading for
pleasure
reader’s purpose – the reader’s intent
or reason for reading: to gain
information for personal interest or for
a test or for entertainment
Students will know the academic action words
that determine what is expected in an answer:
Identify – to recognize something based
on its characteristics
Explain – to make clear, to make known
in detail
Analyze – to examine by breaking down
into smaller parts or elements
Evaluate – to judge or determine the
significance of worth
Unit 4 Word Parts:
syn-, sym-, syl- = “with, together”
peri- and circum-, circu- = “around”
mit, miss = “send”
cred, credit = “believe”
ven, vent = “come”
Grade 7
pieces of textual evidence
to support analysis of what
the text says explicitly as
well as inferences drawn
from the text.
Determine
two or more central ideas in
a text and analyze their
development over the
course of the text; provide
an objective summary of
the text.
CCS IL7.6. Determine an
author’s point of view or
purpose in a text and
analyze how the author
distinguishes his or her
position from that of
others.
I Can prepare to read non fiction
text by using text features (R3A)
to help me question and connect
to my prior knowledge R1Fa
I Can summarize text using non
fiction text structures.description
main idea & supporting details
R3Ca
Compare Contrast
R3Cg
Cause and Effect
R3Cj
Problem/Solution
R3Ck
I Can annotate the text based on
the structures of it. ICT5a
I Can identify and compare the
authors’ viewpoints from multiple
texts. R3Ci
I Can identify the problem solving
processes of a text and explain the
effectiveness of its
solutions. R3Ck
I Can evaluate the text for its
accuracy of the information by
analyzing its source. (R3Ce)
Knowledge
Students will know . . .
Students will know the text structures that are
used during reading to summarize nonfiction
text:
Text structures – an organizational
structure of a writing that is predictable
and assists the reader in making
meaning of the text
Description – a text structure whose
wording is organized with details
around a main idea
Sequence – a text structure whose
wording is organized in time order by
chronological date or sequential event
Compare / contrast – a text structure
whose wording is organized to present
both similarities and differences
Cause and effect – a text structure
whose wording is organized to show
how one event brings about another
-the effect is sometimes inferred
-Point to Point - presents a main
point about both topics before moving
on to another main point.
-Whole to Whole - presents all the
main points of one topic before
presenting the all the main points of the
second
topic.
Students will know different forms of
graphic organizers and which to choose
for the text structure that they are
summarizing:
Description – main idea with details in
outline or web
Sequence – chronological list
Compare Contrast – 3 columns with
categories labeled and facts presented
parallel in diagram
Cause and Effect – cause → effect
Problem / Solution – Problem →
Solution
(there are more…)
Students will know the following after reading
strategies:
Accuracy of Information
Facts and Opinions
Facts believable
Facts accurate
Opinions based on facts presented
in article
Balance of fact and opinion
Author
Credentials
Experience with topic
Education
Bias toward topic
(perspective)
Publication
Current
Credible reputation
Purpose
View Point - (perspective)-position
or stance the writer expresses,
author shows two or more sides of
topic (not an argument)
Effectiveness of the solution
-will solve the problem
-is a reasonable solution
-solution will last
Glossary of Terms for Teachers for previously
taught concepts
Students will know the before reading strategies
that increase comprehension of nonfiction text.
prior knowledge – the background
information that the reader brings to
the reading of a topic
reading rate - the speed at which a
selection is read and the manner in
which it is read, depending on the
purpose for reading: skimming,
scanning, studying, or reading for
pleasure
reader’s purpose – the reader’s intent
or reason for reading: to gain
information for personal interest or for
a test or for entertainment
Students will know the academic action words
that determine what is expected in an answer:
Explain – to make clear, to make known
in detail
Analyze – to examine by breaking down
into smaller parts or elements
Evaluate – to judge or determine the
significance of worth
Word Parts assessed at end of Reading
Nonfiction:
tang, ting, tig, tact = “touch”
tend, tens, tenu = “stretch, thin”
clud, clus, clos = “close, shut”
path, pati, pass = “suffer(ing), feel(ing)” .
photo, luc, lumin = “light”
scop, spec, spic, spect = “look”
Grade 8
CCS IL.8.1. Cite the
textual evidence that most
strongly supports an
analysis of what the text
says explicitly as well as
inferences drawn from the
text.
central idea of a text and
analyze its development
over the course of the text,
including its relationship to
supporting ideas; provide
an objective summary of
the text.
CCS IL8.6. Determine an
author’s point of view or
purpose in a text and
analyze how the author
acknowledges and responds
to conflicting evidence or
viewpoints.
Skills
Students will be able to . . .(‘I
Cans’)
I Can analyze the organizational
effectiveness of a non fiction text
using a variety ofstructures.
Organizational Effectiveness
8 R3Ck
Description -main idea &
supporting details
R3Ca
Compare Contrast
R3Cd
Cause and Effect
R3Ca
Problem/Solution
R3Ch
I Can annotate the text based on
the structures of it. ICT5a
I Can identify author’s purpose for
writing based on text
analysis. (R3Cc)
I Can identify multiple viewpoints
of an author within a text. (R3Cg)
I Can identify the problem solving
processes of a text and explain the
effectiveness of its
solutions. (R3Ch)
Knowledge
Students will know . . .
Students will analyze the text for its
organizational effectiveness through:
Text features
Text paragraphs/ main idea
Students will know the following after reading
strategies:
Accuracy of Information
Facts and Opinions
Facts believable
Facts accurate
Opinions based on facts presented
in article
Balance of fact and opinion
Language
Slant
Bias
Author
Credentials
Experience with topic
Education
Bias toward topic
(perspective)
Publication
Current
Credible reputation
Purpose
I Can evaluate the text for its
accuracy of the information (R3Cl)
by analyzing its source, evaluating
the adequacy of facts presented,
(R3Cb) and considering the
author’s word choice, and
connotation.(R3Cj
View Point - (perspective)-position or stance the
writer expresses, author shows two or more
sides of topic (not an argument)
Students will know how words and personal
prejudices can affect the credibility of a text:
Slant – use of words whose connotation
reflects a certain attitude, point of view
Bias – a mental leaning, inclination, or
prejudice
Glossary of Terms for Teachers for previously
taught concepts
Students will know the before reading strategies
that increase comprehension of nonfiction text.
prior knowledge – the background
information that the reader brings to
the reading of a topic
reading rate - the speed at which a
selection is read and the manner in
which it is read, depending on the
purpose for reading: skimming,
scanning, studying, or reading for
pleasure
reader’s purpose – the reader’s intent
or reason for reading: to gain
information for personal interest or for
a test or for entertainment
Students will know the text structures that are
used during and after reading to summarize
nonfiction text:
Text structures – an organizational
structure of a writing that is predictable
and assists the reader in making
meaning of the text
Description – a text structure whose
wording is organized with details
around a main idea
Sequence – a text structure whose
wording is organized in time order by
chronological date or sequential event
Compare / contrast – a text structure
whose wording is organized to present
both similarities and differences
Comparison structures:
Point to Point - presents a main point
about both topics before moving on to
another main point.
Whole to Whole - presents all the main
points of one topic before presenting
the all the main points of the second
topic
Cause and effect – a text structure
whose wording is organized to show
how one event brings about another
-the effect is sometimes inferred
Problem solution – a text structure
whose wording is organized where a
problem is described and one or more
solutions are offered
-the solution is sometimes inferred
Students will know different forms of graphic
organizers and which to choose for the text
structure that they are summarizing:
Description – main idea with details in
outline or web
Sequence – chronological list
Compare Contrast – 3 columns with
categories labeled and facts presented
parallel in diagram
Cause and Effect – cause → effect
Problem / Solution – Problem →
Solution
(there
are more…)
Students will know the academic action words
that determine what is expected in an answer:
Identify - to recognize something based
on its characteristics
Explain – to make clear, to make known
in detail
Analyze – to examine by breaking down
into smaller parts or elements
Evaluate – to judge or determine the
significance of worth
Word Parts for Reading Nonfiction:
phon and voc, vok = “voice, call, sound”
ced, ceed, cess = “go, move, yield”
volv, volu, volut = “roll”
cap, capt, cept, ceive = “take, seize, get”
fer, lat = “to bear, bring, go”