Name: ThinkCERCA
Author: ThinkCERCA

Encouraging to build new information and visions

Plan their writing by identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own.

Draft and write in non-narrative material, using simple organisational devices [for example, headings and sub-headings].

Draft and write by organising paragraphs around a theme.

Plan their writing by discussing and recording ideas.

Make simple additions, revisions and corrections to their own writing by evaluating their writing with the teacher and other pupils.

Writing down ideas and/or key words, including new vocabulary.

Writing for different purposes.

Writing narratives about personal experiences and those of others (real and fictional).

Explain and discuss their understanding of what they have read, including through Formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Provide reasoned justifications for their views.

Distinguish between statements of fact and opinion.

Retrieve, record and present information from non-fiction.

Identifying how language, structure and presentation contribute to meaning.

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.

Retrieve and record information from non-fiction.

Identifying how language, structure, and presentation contribute to meaning.

Identifying main ideas drawn from more than one paragraph and summarising these.

Discussing and clarifying the meanings of words, linking new meanings to known vocabulary.

Explain clearly their understanding of what is read to them.

Discussing word meanings, linking new meanings to those already known.

Being encouraged to link what they read or hear read to their own experiences.

Provide a concluding statement or section that follows from the information or explanation presented.

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Provide a concluding statement or section that follows from the argument presented.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

Determine an author's point of view or purpose in a text and explain how it is conveyed in the text.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

Read and comprehend literature proficiently, with scaffolding as needed at the high end of the range.

Explain how an author develops the point of view of the narrator or speaker in a text.

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.

Provide a summary of the text distinct from personal opinions or judgments.

Determine a theme or central idea of a text and how it is conveyed through particular details.

Consult reference materials  to find the pronunciation and determine the meaning of key words and phrases.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases.

Use context as a clue to the meaning of a word or phrase.

Summarize or paraphrase information in notes and finished work, and provide a list of sources.

With guidance  develop and strengthen writing as needed by planning, editing or trying a new approach.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Provide a concluding statement or section related to the information or explanation presented.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

Read grade-level text with purpose and understanding.

Read with sufficient accuracy and fluency to support comprehension.

Read and comprehend informational texts  independently and proficiently.

Explain how an author uses reasons and evidence to support particular points in a text.

Describe how a narrator’s or speaker’s point of view influences how events are described.

Determine the meaning of words and phrases as they are used in a text, including figurative language.

Explain the relationships or interactions between two or more individuals, events, idea, or in technical text.

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

Consult reference materials  to find the pronunciation and determine the precise meaning of key words and phrases.

Choose words and phrases to convey ideas precisely.

Take notes and categorize information, and provide a list of sources.

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Provide a concluding statement or section related to the opinion presented.

Link opinion and reasons using words and phrases.

Provide reasons that are supported by facts and details.

Introduce a topic or text clearly and create an organizational structure in which related ideas are grouped to support the writer’s purpose.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Read and comprehend informational texts, including history/social studies, science, and technical texts with scaffolding as needed at the high end of the range.

Describe the overall structure of events, ideas, concepts, or information in a text or part of a text.

Determine the meaning of words and phrases as they are used in a text, including those referring to characters of mythology.

Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text.

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

Distinguish the literal and nonliteral meanings of words and phrases in context.

Use sentence-level context as a clue to the meaning of a word or phrase.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Produce writing in which the development and organization are appropriate to task and purpose.

Use temporal words and phrases to signal event order.

Provide a concluding statement or section.

Use linking words and phrases to connect opinion and reasons.

Provide reasons that support the opinion.

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

Describe the logical connection between particular sentences and paragraphs in a text.

Distinguish their own point of view from that of the narrator or those of the characters.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Determine the central message, lesson, or moral of a text.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

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Renaissance Accelerated Reader™️

A student reads a book, takes an online quiz, and gets immediate feedback

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Reading books that are structured in different ways and reading for a range of purposes.

Enabling the growth of positive self-image

Practicing to take responsibility of one's own learning

Practicing to find, evaluate and share information

Practicing to find ways of working that are best for oneself

Learning to understand and interpret diverse types of texts

Practicing persistent working

Practicing strategic thinking

Practicing to look things from different perspectives

Practising visual recognition

Practicing to observe spoken and written language

Learning about different countries and their characteristics

Learning about cultural aspects and to respect different cultures

Developing problem solving skills

Learning to recognise and evaluate arguments and their reasonings

Getting familiar with different cultures

Learning to understand people, surroundings and phenomenons around us

Learning to understand and interpret diverse types of texts, from vernacular to academic

Practicing logical reasoning to understand and interpret information in different forms

Learning to find the joy of learning and new challenges

Practicing letters, alphabets and written language

Learning to build information on top of previously learned

Practicing to notice causal connections

Learning the basics of spelling

Practicing decision making

Learning to plan and organize work processes

Encouraging the growth of positive self-image

Practicing to evaluate one's own learning

Practicing time management

Practicing to set one's own learning goals

Learning to face failures and disappointments

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Understand what they read by checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context.

Increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions.

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Drawing inferences such as inferring characters’.  feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.

Identifying themes and conventions in a wide range of books .

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally.

Practicing memorizing skills

Using technology as a part of explorative process

Practicing to use information independently and interactively

Connecting subjects learned at school to skills needed at working life

Encouraging positive attitude towards working life

Supporting student to build their own linguistic and cultural identity

Learning about different languages

Learning to combine information to find new innovations

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

Re-read these books to build up their fluency and confidence in word reading.

Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.

Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words containing common suffixes.

Read accurately words of two or more syllables that contain the same graphemes as above.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Practicing versatile ways of working

Learning to use foreign language in work context

Practicing to use foreign language as a communication tool

Learning to notice causal connections

Understand books by answering and asking questions.

Understand books by checking that the text makes sense to them as they read and correcting inaccurate reading.

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Experiencing and exploring sounds and music from different sources

Practicing keyboard skills and touch typing

Practicing categorization and classification

Practicing fine motor skills

Creating requirements for creative thinking

Using dictionaries to check the meaning of words that they have read.

Understand books by predicting what might happen on the basis of what has been read so far.

Understand books by making inferences on the basis of what is being said and done.

Understand books by discussing the significance of the title and events.

Understand books by drawing on what they already know or on background information and vocabulary provided by the teacher.

Learning to appreciate rhymes and poems, and to recite some by heart.

Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

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Make learning to read easy and fun with a proven program based on solid scientific research

ThinkCERCA is a product for practicing literacy, multimodal literacy and critical thinking skills. The product offers a large variety of different texts from different subjects for students to read, write about and analyze. 
 
With the CERCA method, it is easy for students to work with a given text and task to create the answer. Teachers can monitor the students’ progression in real time.

ThinkCERCA

A literacy platform that teaches critical thinking through academic writing.

ThinkCERCA

ThinkCERCA

What is ThinkCERCA?

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ThinkCERCA Pricing

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