Explaining Events & Ideas
PROCEDURALExplain events, procedures, ideas, or concepts in an informational text, including what happened and why, by citing specific textual evidence about causes, effects, and steps in a process
Mastery Evidence
- Explain a historical event described in an informational text by identifying both what happened and the causes leading to it, using specific details from the text
- Describe the steps in a procedure or process presented in an informational text, explaining why each step is necessary based on information in the text
- Identify cause-and-effect relationships between ideas or events in an informational passage and explain them using evidence from the text
Assessment Prompt
“After reading a non-fiction article that explains how something works — like how volcanoes form — can [child] write down the main steps or causes in their own words, citing the specific evidence the author used?”
Curriculum Standards1 alignment
RI.4.3Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsExplain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Prerequisites1
- Connecting Ideas in TextshardAges 8—9
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- Connecting Ideas in Texts hard
Explaining events/procedures/causes builds on describing connections in informational text; the step up is from identifying connections to explaining what happened and why
- 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'
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