eSpark Learning: Connecting Ideas in Nonfiction Texts Instructional Video (5.RI.3)

eSpark Learning: Connecting Ideas in Nonfiction Texts Instructional Video (5.RI.3)

This eSpark video outlines a new learning Quest that will help students master Common Core State Standard 5.RI.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

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today we're going to be reviewing how to connect ideas in an informational text this is important because it helps us communicate arguments processes or pieces of information let's look at a quick example I recently read an article about how recess and sports make us do better in school subjects like math reading in science because they strengthen our brains so if I were to come up to you and say I love recess and playing sports and doing well in school is important I wouldn't really be communicating how these two are related and I wouldn't be making a very strong argument or a point about what I read but if I were to say that my love of recess is actually helping me do well in school because scientists have found that physical activity makes our brain stronger now I'm communicating that these ideas are connected and my arguments a lot stronger so let's practice doing this we'll use a text about the Chicago River this river is really neat because it runs right through downtown Chicago people go boating in it it gets lit up at night and it even gets dyed green for st. Patrick's Day in March something rather strange happened to the river over a hundred years ago usually water in a river naturally flows in only one direction well in 1900 people in Chicago actually reversed the flow of the water we're about to read part of a text about this in it we're going to see two big ideas mentioned pollution and the reversal of the river we'll use our inference skills to explore the relationship between these two ideas in particular we'll aim to answer two questions first what caused a pollution in the Chicago River and second how is pollution related to the reversal of the Chicago River we're going to use three steps to do this first we'll read the whole text then we'll focus in on parts of the text that relate to our two key questions we'll use our background knowledge and evidence from the text to think through the connections between pollution and the rivers reversal finally we'll draw a conclusion about how these big ideas were connected let's read together in 1900 cycle goes government did something very bold they changed the direction of the Chicago until 1900 the river flowed into the lake Chicago started as a small town but it grew to a great city in 1890 there were 1 million people living here by 1900 just 10 years later there were 600,000 more people here the river was polluted factories dumped trash into it sewers drained into it because the river flowed into the lake people were getting sick the lake was getting polluted people about their drinking water from it Chicago has a history of bold planners Chicago leaders made a plan they would turn the river back it would flow the other way then they would send the pollution away from the lake it was a big job they had to dig a canal to move the water the other way let's look at the first question what caused the pollution in the Chicago River I'm going to focus in on the part of the passage that mentions pollution reread that section and then combine my own prior knowledge with evidence from the text I know that pollution is waste usually caused by humans that harms the environment after reading the paragraph I learned that Chicago grew a lot between 1800 and 1900 this large population began dumping its waste into the river I can therefore infer that this growing population created more waste which polluted the water let's take a look at the next question how is this pollution related to the reversal of the river now I'll focus in on the section that mentions the reversal of the river and see if I get any clues I already know based on the last paragraph the Chicago River was getting more polluted which was contaminating the water and making people sick in this section I learned that Chicago leaders decided to reverse the river so that pollution would flow away from their drinking water my inference is that pollution was a major threat to the people of Chicago reversing the river lesson to this threat and allowed the city to survive and probably grow even more now I know that a growing population caused pollution in the river this pollution made people sick so the people of Chicago banded together to reverse the flow of the river away from the source of their drinking water let's review the strategies I use to connect the two Big Ideas pollution and the reversal of the river first I read the text then I use my background knowledge and evidence from the text to infer how two Big Ideas pollution and the reversal of the river were connected finally I drew conclusions about this relationship these strategies will be helpful as you're connecting big ideas in text that you read on your own

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