Unwrapped Standards: RL.3.1 - Ask and Answer Questions to Demonstrate Understanding Of

Nevada Academic ContentStandards- Resource Page

The resources below havebeencreated to assist teachers'understandingand to aid instruction ofthis standard.

CollegeandCareer Readiness (CCR) Anchor Standard / Standard: RL.3.1-Askand answer questions to demonstrate understandingofatext, referring explicitlyto thetext as the basisforthe answers.
R.CCR.1 Read closelyto determinewhat thetext says explicitlyand to make logical inferences from it;
citespecific textual evidence when writingor speaking to support conclusions drawn from thetext. / Questions to FocusLearning
Howdoes referringto explicitevidence from literarytext help demonstrateunderstanding?
Proficient readers useexplicitreferences to a literarytext to strengthen thevalidityof ananswer. Student FriendlyObjectives
KnowledgeTargets
Iknow that details andexamplesfrom literarytext can beusedas textual evidenceto support an answer. Iknow that explicitreferences arebased on exactlywhat is written in literarytext.
Reasoning Targets
I can ask questions about literarytext referringtospecific details.
I can answer questions about a literarytext using explicitreferencesto support their answer. I can findevidencewithin aliterarytext to support an answer.
I can refer to text to support myconclusions.
Vocabularyevidence
explicit/explicitly literarytext reference/refer support

Teacher Tips

ApplyingQuestion Answer Relationships-This lesson is designed for strugglingreaders to learn about fourdifferent types of questions, rangingin difficultyfrom those with answers that can be found in thetext to thosethat require inferences. Students begin with a guided viewing ofDavid Wiesner’sTuesday, awordless picturebook, to learn and categorizequestion typesthen applywhat theylearnedto an independent readingofIstvanBanyai'sZoom.Includes student assessments. (Source: Read Write Think,International ReadingAssociation, NCTE)

Guided ReadingStrategies-In this lesson, students areintroduced toaquestioningstrategyas theyreadHenry and Mudgeand the Starry Nightas a wholegroup.Students applythis strategyduringrereadingand cangetadditional practicein smallgroupswith other texts. Resources include sample explicitquestions and an interactiveprogram for students to createflash card questions. (Source: Read Write Think,International ReadingAssociation, NCTE)

QAR-EnhancingComprehension-In this 2005 article,QAR: Enhancing Comprehension and Test Taking Across Grades and Content Areas, TaffyRaphael and KathrynAu describehowQuestion-Answer Relationships (QARs) can help provideaframework forquestioning activities and makethe invisibleprocesses underlyingeffective reading comprehension morevisible to students.Includesvisual cues to teach strategies to students.

Questioning-A Comprehension Strategy-In this lesson, students learn thedifferencebetween thin (factual)and thick

(inferential) questions and how to monitor their comprehension byusingquestion webs in journals duringsmall- groupreading. Readersareengaged in activecomprehension andreciprocal teachingstrategies.Itcan be applied to a varietyof texts used in small groupreading. Referencedresource: Oczkus,L.D.(2003). Thefourreciprocal teaching strategies.In Reciprocalteaching atwork:Strategies for improving reading comprehension. Newark, DE: International ReadingAssociation. (Source: ReadWrite Think,International Reading Association,NCTE)

Strategies to Teach Comprehension-This 2004 article,Seven Strategies to Teach Students Text Comprehension, by C.R. Adler discusses theimportanceofcomprehension strategyinstructionin helpingstudents become purposeful readers who areresponsible fortheirowncomprehension. Two of thestrategies discussed includeansweringand generatingquestions andthereis a simple overview oftheQuestion-Answer Relationship Strategy(QAR).

Vertical Progression

RL.K.1 -With promptingand support, ask andanswer questions about keydetails in atext. RL.1.1 -Askand answerquestions about keydetails in a text.

RL.2.1 -Askand answersuchquestions as who,what, where, when,why,and how to demonstrateunderstandingof keydetails in atext.

RL.4.1 -Refer to details and examples in a text when explainingwhat thetext saysexplicitlyand when drawing inferences from thetext.

RL.5.1 -Quoteaccuratelyfrom atext when explainingwhat thetext saysexplicitlyand when drawinginferences from thetext.

RL.6.1 -Citetextual evidenceto support analysisofwhat thetext says explicitlyas wellas inferences drawn from the text.

RL.7.1 -Citeseveral pieces of textual evidenceto support analysisof whatthe text saysexplicitlyas wellas inferences drawn from thetext.

RL.8.1 -Citethe textual evidencethat most stronglysupports ananalysisof what thetext says explicitlyas wellas inferences drawn from thetext.

RL.9-10.1 -Citestrongand thorough textual evidenceto support analysisofwhat thetext says explicitlyas wellas inferences drawn from thetext.

RL.11-12.1 -Citestrong and thorough textual evidenceto support analysisof what thetext says explicitlyas wellas inferences drawn from thetext, includingdeterminingwherethe text leaves matters uncertain.

The aboveinformation and more can be accessedfor freeon the Wiki-Teacherwebsite. Direct link forthis standard: RL.3.1