1.9.D.i
The Standard
the central idea and supporting evidence with adult assistance
Texas Essential Knowledge and Skills for English Language Arts and Reading · The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts.
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students tell what a short informational text is mostly teaching. With teacher questions or picture cues, they find facts that support that main point.
What Mastery Looks Like
- After hearing or reading a short informational text, the student states its main point in a complete sentence. The student points to one or two facts that support that point and explains the connection with prompting.
Common Misconceptions
- Students may name a one-word topic instead of telling what the author says about it. They may choose an interesting fact that does not support the main point. Some use their own knowledge instead of evidence from the text.
How to Assess It
- Read a four-sentence passage about bees aloud. Ask, “What is the passage mostly teaching us, and which sentence helps prove your answer?”
Lesson moves
Ways to Teach It
Give pairs a short animal paragraph and sentence strips, then have them place the main point above two supporting facts.
Ask, “What does the author want us to learn, and which fact best shows it?” Students answer with a partner.
Play Detail Detective by reading three facts and having students hold up a magnifying glass card when a fact supports the main point.
Read a school lunch notice and identify its main message, then circle two details families need to know.
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