Information Analysis

What is one way in which reading informational text is similar to reading fiction?

• Both require knowledge of Quidditch

• Both require understanding decoding and bringing personal experiences to make sense of the text

• Both involve tossing a frisbee

• Both focus on imaginary worlds created by the author

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

What is a key difference in the role of background knowledge when reading fiction versus informational text?

• Background knowledge is only necessary for fiction

• Background knowledge is not necessary for either fiction or informational text

• Background knowledge is not necessary for fiction but highly influences understanding of informational text

• Background knowledge is only necessary for informational text

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

What is the stance required when reading informational texts?

• To get caught up in a story

• To follow where the author takes us

• To be very focused and carefully build knowledge on the topic

• To bring personal experiences to make sense of the text

Tags

CCSS.RL.9-10.10

CCSS.RL.11-12.10

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

What type of questions should be asked when reading informational text?

• Questions about the setting and theme

• Questions about the author's personal life

• Questions about the character's motives and conflicts

• Questions about the author's perspective and viewpoints not presented in the text

Tags

CCSS.RI.3.1

CCSS.RL.3.1

CCSS.RI.2.1

CCSS.RL.2.1

CCSS.RI.1.1

What should readers consider when evaluating evidence in informational texts?

• Whether the evidence is one-sided

• Whether the evidence is fictional

• Whether the evidence is presented by multiple authors

• Whether the evidence seems logical and fair

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

What is the main goal when reading informational text?

• To understand how the author changed the reader's understanding

• To get caught up in a story

• To focus on imaginary worlds created by the author

• To bring personal experiences to make sense of the text

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

How does limited background knowledge affect students' understanding of informational text?

• It enhances their comprehension skills

• It has no impact on their understanding

• It makes the text more engaging

• It limits their ability to understand what the author is saying

Tags

CCSS.RI.11-12.5

CCSS.RI.9-10.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

What is the significance of asking questions about the author's perspective in informational text?

• To understand the author's favorite books

• To analyze the author's writing style

• To focus on the author's personal life

• To consider viewpoints that may not have been presented in the text

Tags

CCSS.RI.3.1

CCSS.RL.3.1

CCSS.RL.2.1

CCSS.RI.2.1

CCSS.RI.1.4

Why is it important to evaluate whether evidence in informational texts is logical and fair?

• To create conflict in the text

• To challenge the author's viewpoint

• To make the text more engaging

• To ensure the conclusions are justified by the evidence

Tags

CCSS.RI.9-10.5

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.7.5

CCSS.RI.6.5

What should readers consider when comparing what they are reading to what they already know?

• How the author's background influences the text

• How the text is similar or not similar to what they've already heard or read

• How the author changed the reader's understanding

• How the text relates to fictional stories

Tags

CCSS.RI.3.8

CCSS.RI.2.3

CCSS.RF.1.3A

CCSS.RF.1.3D

CCSS.RI.1.3