Interesting Instruments

Part of

• Reading Comprehension 2

Standards alignment

Common Core State Standards

• ELD-LA.4-5.Inform.Interpretive — Multilingual learners will interpret informational texts in language arts by • Identifying and summarizing main ideas and key details • Analyzing details and examples for key attributes, qualities, and characteristics • Evaluating the impact of key word choices in a text

Alabama

• ELA21.1.21 — Identify the main topic and key details of literary and informational texts.
• ELA21.1.22 — Ask and answer questions about key details in literary and informational texts.
• MA19.1.16b — Summarize data on Venn diagrams, pictographs, and "yes-no" charts using real objects, symbolic representations, or pictorial representations.

Alaska

• RI.1.9 — Identify basic similarities in and differences between information presented in two texts on the same topic (e.g., compare two graphics, descriptions, or steps in a process to make something).
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.1.1 — With prompting and support, elicit background/prior knowledge and experience in order to ask and answer questions about an informational text using key details from the text.

Arizona

• 2.RI.10 — By the end of the year, proficiently and independently read and comprehend informational texts, including history/social studies, science, and technical texts, in a text complexity range determined by qualitative and quantitative measures appropriate to grade two.
• 3.SL.2 * — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCRA.R.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Arkansas

• 3.RC.2.RF — Answer questions about key details in a text.
• 3.RC.14.RI — Compare and contrast two texts on the same topic, identifying key details from each text.
• 3.RC.4.RF — Build general and academic vocabulary and background knowledge of age and grade-appropriate topics through discussion, reading, and writing.

California

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Colorado

• RWC20-GR.3-S.1-GLE.1-EO.b — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RWC20-GR.4-S.2-GLE.2-EO.c.i — Interpret information presented visually, orally, or quantitatively (for example: in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• RWC20-GR.2-S.2-GLE.2 — Apply specific skills to comprehend and fluently read informational texts.

Connecticut

• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Delaware

• CCRA.R.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Florida

• SC.K.P.10.1 — Observe that things that make sound vibrate.

Georgia

• ELAGSE4RI7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• S1P1.d — Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate.

Hawaii

• 3.SL.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• 4.RI.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Idaho

• 3.RS.DR.2 — Read a series of texts organized around a variety of conceptually related topics to build knowledge about the world. (These texts should be at a range of complexity levels so students can read the texts independently, with peers, or with modest support.)
• 3.W.OC.2 — Determine the main ideas and supporting details of a text read aloud or information presented in a variety of media (audio, visual, and quantitative).

Indiana

• 3.PS.4 — Investigate and recognize properties of sound that include pitch, loudness (amplitude), and vibration as determined by the physical properties of the object making the sound.

Iowa

• 1-PS4-1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Kansas

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• RI.4.13 — Read and comprehend high quality informational text of appropriate quantitative and qualitative complexity for Grade 4.

Louisiana

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCRA.R.7 — Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Maine

• R.11.3.d — Compare and contrast the key details presented in two texts on the same topic.
• R.12.3.a — Read various on-level text with purpose and understanding.
• W.1.3.c — Take brief notes on sources and sort information into provided categories.

Maryland

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• CCC.1.3-5.1 — Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.
• L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Massachusetts

• RI.1.9 — Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• 1-PS4-1 — Demonstrate that vibrating materials can make sound and that sound can make materials vibrate.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on webpages) and explain how the information contributes to an understanding of the text in which it appears.

Michigan

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Minnesota

• 4.1.5.3 — Interpret the ideas/information conveyed through illustrations, graphics and other audiovisual elements to support understanding and compare and contrast illustrations, graphics and other audiovisual elements in a wide variety of texts.
• 4.1.2.1 — Read independently and monitor understanding of grade-level text;self-correct as needed, using more advanced meta cognitive strategies including, but not limited to, making inferences and connecting text to background knowledge, building on strategies learned in previous grade levels, with guidance and support.

Mississippi

• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• P.1.6B.1 — Conduct an investigation to provide evidence that vibrations create sound (e.g., pluck a guitar string) and that sound can create vibrations (e.g., feeling sound through a speaker).
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

Missouri

• 1.PS4.A.1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.
• 3.TS.7.B.a — With guidance and support, use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas.
• 4.TS.7.B.a — Use visual tools and informational texts to interpret, draw conclusions, make predictions, and communicate information and ideas with guidance and support, as needed.

Montana

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Nebraska

• LA.2.RI.1 — Identify the main topic and key details in a multi-paragraph text.
• LA.3.RI.7 — Compare and contrast topics and/or patterns of events in a range of informational texts.
• LA.5.RI.2 — Compare and contrast two or more individuals, events, scientific ideas or concepts, or steps in a process, drawing on supporting details from an informational text or texts.
• LA.3.RI.8 — Read and comprehend a wide range of informational texts of appropriate complexity for Grade 3 independently and proficiently.

Nevada

• CCRA.R.7 — Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

New Hampshire

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

New Jersey

• L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
• RI.3.9 — Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) the most important points and key details presented in two texts on the same topic.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

New Mexico

• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

New York

• 3R1 — Develop and answer questions to locate relevant and specific details in a text to support an answer or inference. (RI&RL)
• 2R1 — Develop and answer questions to demonstrate an understanding of key ideas and details in a text. (RI&RL)

North Carolina

• RI.2.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• PS.2.2 — Understand the relationship between sound and vibrating objects.
• RI.3.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

North Dakota

• 3.R.2 — Ask and answer questions about key details before, during, and after reading a variety of genres, literary, and informational texts using text evidence to compare, contrast, predict, and infer.
• 2.R.2 — Ask and answer questions about key details before, during, and after reading a variety of literary and informational texts to compare, contrast, predict or infer.

Ohio

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• K.PS.2 — Some objects and materials can be made to vibrate to produce sound.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Oklahoma

• 3.4.R.5 — Students will acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.
• 4.7.R — Students will locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content to compare and contrast perspectives about ideas and topics.
• 1.PS4.1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Oregon

• 2.RI.1 — Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• 3.RI.1 — Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
• 3.RI.10 — By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2—3 text complexity band independently and proficiently.
• 3.RI.4 — Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Pennsylvania

• CC.1.2.2.B — Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
• CC.1.5.3.B — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
• Similarities and differences in patterns can be used to sort, classify, communicate and analyze simple rates of change for natural phenomena and designed products.

Rhode Island

• L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). (See grade 4 Reading Literature standard 4 and Reading Informational Text standard 4 on applying knowledge of vocabulary to reading; see grade 4 Writing standard 5 and Speaking and Listening standard 4 on strengthening writing and presentations by applying knowledge of vocabulary.)
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

South Carolina

• 1-PS4-1. — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate. Clarification Statement: Examples of vibrating materials that make sound could include tuning forks and a stretched string that is plucked. Examples of how sound can make matter vibrate could include holding a piece of paper near a speaker making sound and holding an object near a vibrating tuning fork.

South Dakota

• 3.RI.9 — Compare and contrast the main ideas and key details presented in two texts on the same topic.
• 3.SL.2 — Determine the main ideas and supporting details of a text presented in diverse media and formats, such as visual, quantitative, and oral formats..
• 4.RI.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• 4.L.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Tennessee

• 3.FL.VA.7.c — Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and time relationships.

Texas

• 4.9D.iii — organizational patterns such as compare and contrast;
• 4.9D — recognize characteristics and structures of informational text, including:
• 4.9D.i — the central idea with supporting evidence;
• 2.9D.i — the central idea and supporting evidence with adult assistance;

Utah

• 2.R.5 — Ask and answer questions such as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL & RI)
• 3.R.10 — Identify and discuss the structural elements of different types of text when writing or speaking about a text. (RL) Use text features and search tools to build comprehension and locate relevant information efficiently. (RI)

Virginia

• 3.R.1.D — Organize and share information orally, in writing, or through visual display.
• 3.RV.1.F — Develop breadth of vocabulary knowledge by listening to and reading high quality, complex text.

Washington

• L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• 1-PS4-1 — Plan and conduct investigations to provide evidence that vibrating materials can make sound and that sound can make materials vibrate.

Washington, D.C.

• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• L.4.6 — Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

West Virginia

• ELA.3.31 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• ELA.4.15 — Interpret information presented visually orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages) and explain how the information contributes to an understanding of the informational text in which it appears.

Wisconsin

• ELA.3.W.8 — Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
• ELA.3.W.9 — Recall facts from literary or informational texts to support reflection, and inquiry.
• Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and use these patterns to make predictions.

Wyoming

• SL.3.2 — Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
• RI.4.7 — Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.