Synthesising across multiple texts
PROCEDURALIntegrate information from several texts on the same topic in order to write or speak about the subject knowledgeably, combining information without plagiarising
Mastery Evidence
- Combine information from three sources into a coherent paragraph using own words
- Create a fact sheet that synthesises key information from multiple texts on one topic
- Present information orally that draws on multiple sources while crediting the sources
Assessment Prompt
“When [child] writes a school report using several sources, do they bring together information from all of them into their own words — rather than just quoting or copying from one source at a time?”
Curriculum Standards1 alignment
RI.5.9Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsIntegrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Prerequisites1
- Combining information from textshardAges 9—10
Show full prerequisite tree
- Connecting Ideas in Texts hard
Integrating information from two texts builds on describing connections in informational text; the step up is from within-text connections to cross-text synthesis
- Main Topic of Informational Texts hard
Describing connections in informational text builds on identifying main topic and key details
- Main Topic & Key Details hard
Identifying logical connections between paragraphs builds on multi-paragraph main idea work
- Main Topic of Informational Texts hard
Multi-paragraph main idea analysis builds on identifying main topic and key details in simpler texts
- Representing numbers with objects (age 8+) soft
Cross-subject: understanding informational text connections (e.g. texts with charts/graphs) benefits from data representation literacy in maths
- Pictograms and tally charts hard
Constructing simple pictograms/tables is prerequisite to scaled versions
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
- Sorting Data into Categories hard
Drawing picture/bar graphs extends organising and representing data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Unlocks0
No topics build on this one.