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Interacting in Meaningful Ways: academic collaboration
Learning Targets
• Ask and answer relevant questions about an informational text in collaborative conversations. PI.7.1
• Demonstrate active listening. PI.7.5
• Express and support opinions about facts from an informational text in conversation. PI.7.3 • Read closely to explain ideas, make inferences, and draw conclusions. PI.7.6a–b
Turn to your partner or small group to discuss each question about $211 Billion and So Much to Buy. After you have discussed a question, write notes about your answer before going on to the next question.
actIVIty 1.4
1. What evidence is given about the purchasing power of youth today? ccSS.RI.7.1
The purchasing power of today’s youth is strong: for example, seven-in-ten teens have cell phones (69%) and three-in-ten have smartphones (30%).
3. How does the chart help support the main idea and key details in the article? ccSS.RI.7.2
The chart gives statistics and details about what today’s youth buy in a clear, easy-to-read format.
Asking Questions
2. How do today’s youth use their influence to add to their purchasing power? ccSS.RI.7.8
Today’s youth influence .
When it comes to smartphones or cell phones, one-third of teens (34%) say they influenced their parents to help them buy the devices.
4. What is the relationship between youth’s access to media and advertisers? ccSS.RI.7.3
Marketers know what websites and other media is popular with today’s youth. The advertisers target these sites because they know kids will see the ads.
The evidence given in paragraph 1 shows .
The graph supports the main idea by .
Informational texts often include numbers and statistics as a way to give evidence. Reread the sentences with facts and statistics. Think about any additional questions you have, and discuss them with a partner. Then write one question to share with the class.
The relationship between media access and advertisers is .
Unit 2 •  What Influences My Choices? • Part 1: $211 Billion and So Much to Buy  53
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