Reading Element Card Literary Text Grades 3-5

BACK TO Element Cards

Teaching Informational Text All of the CCCs in this document relate to teaching informational text. Page 2 of this document provides a template of an Element Card and a line by line explanation of its components. Each Element Card contains related CCCs within a grade band (i.e., K-2, 3-5, 6-8, 9-12) and suggestions as to how the CCCs may be taught, supported and scaffolded. The suggested strategies are commonly used by general educators and may need to be modified to meet the needs of students with disabilities. Many of the instructional strategies will be strengthened when used in combination with systematic instruction such as a system of least prompts or time delay. An Instructional Resource Guide is provided on the NCSC Wiki (https://wiki.ncscpartners.org/index.php/Main_Page) and contains information on how to use specific systematic instruction strategies when teaching academics. The strategies, supports and scaffolds listed on the Element Cards are suggestions and not intended to be an exhaustive list. Below are some additional resources that may be helpful:

NCSC Curriculum Resource Guides: Reading Informational Text Vocabulary Acquisition and Use

• Access these guide here: https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides

NCSC Content Modules: Author's Purpose and Point of View Main Idea, Theme, and Details Summarizing and Inferencing Text Structure Vocabulary Use and Acquisition Informational Writing Persuasive Writing

• Access all Content Modules here: https://wiki.ncscpartners.org/index.php/Content_Modules

Websites for additional information: http://aim.cast.org http://www.inspiration.com/community/lessons-and-ideas www.edhelper.com http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://learnzillion.com http://www.teacherspayteachers.com http://www.ncte.org/standards/common-core/nonfiction-texts http://blogs.loc.gov/teachers/2013/02/informational-text-the-common-core-and-the-library-of-congress-a-resource-center-rich-with-primary-sources-and-teacher-tools/

Grades K–2 Reading Element Card – Informational Text – Retelling Texts Using Details1

	Grade 3 students:	Grade 4 students:	Grade 5 students:
2	CCSS	CCSS	CCSS
3	PI	PI	PI
4	CCCs	CCCs	CCCs
	Specific K grade CCCs would be listed here.	Specific 1st grade CCCs would be listed here.	Specific 2nd grade CCCs would be listed here.
5	Essential Understanding:	Essential Understanding:	Essential Understanding:
6	Suggested Instructional Strategies:
7	Suggested Scaffolds and Supports:

Explanations for corresponding line numbers

1. Strand and Instructional Family: The Instructional Families group the CCCs into easily interpretable visuals that illustrate the areas of curricular emphasis within and across grades by ELA CCSS Anchors and Anchor Standards. https://wiki.ncscpartners.org/index.php/Instructional_Families
2. Common Core State Standard (CCSS): A set of national standards that provide a consistent, clear understanding of what students are expected to learn. http://www.corestandards.org/
3. Progress Indicators (PI): The PIs come directly from the Learning Progression Framework (LPF) and provide the sequence for instruction within strands. http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf
4. Core Content Connectors (CCCs): The CCCs represent the eligible content for instruction and assessment for students who participate in the alternate assessment based upon alternate achievement standards. The CCC cells are color coded to represent the Instructional Family. https://wiki.ncscpartners.org/index.php/Core_Content_Connectors
5. Essential Understandings: The Essential Understandings (EUs) identify the fundamental concepts and skills that students use to address the content described in a reading CCC at a specific grade level. These EUs are in a suggested progression which reflects one potential path to reach the content targets within the CCCs. Since students differ in how they learn and demonstrate their understanding, instructional decisions should be made by the teacher to meet the needs of each student.
6. Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC.
7. Suggested Supports and Scaffolds: Suggested supports and scaffolds for students to be able to demonstrate what they know and can do.

*Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty.

Using Details to Describe Text

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS:	CCSS: RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.	CCSS: RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
PI:	PI: E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions.	PI: M.RL.b Using evidence from the text to support interpretations, inferences, or conclusions (e.g., character or plot development, point of view).
CCCs	CCCs	CCCs
4.RL.i2 Refer to details and examples in a text when drawing basic inferences about a story, poem, or drama.	5.RL.b2 Refer to specific text evidence to support inferences, interpretations, or conclusions.
Essential Understanding:	Essential Understanding: With prompting and support, make basic inferences about a story, poem, or drama. THEN With prompting and support, find places in the text that help support inferences made.	Essential Understanding: With prompting and support, make basic inferences about a story, poem, or drama. THEN With prompting and support, find places in the text that help support inferences made.
Suggested Instructional Strategies: Write to Understand Sketch-to-Stretch: Sketch-to-stretch is a way for students to capture author's inferences through drawing. After the students have completed reading a story, they can draw a visual representation about what the story was really about. They can use examples and details from the text to inform their drawings. Graphic organizer: Create a graphic organizer or find one on the internet that includes these prompts to help students make inferences: The text says… and I know… so I can infer… Discuss to Understand Making Inferences: As students are reading particular sections of text – or, after reading a text – ask a series of questions that encourage students to refer to details and examples in the text to draw basic inferences. The teacher can help facilitate this by asking questions such as: In the story, we infer that ______________________. Can you find a place in the story that helps support the inference that _________________________? For example, In the story, the Three Little Pigs, we infer that the third little pig is the smartest. Can you give an example in the story that supports the inference that the third little pig is the smartest? Model to Understand Think Aloud: To model drawing basic inferences by referring to details and examples in a text, read aloud a story. As you read aloud, describe inferences you are making. As you make inferences, support them by going back into the story and showing details and examples that support each inference. By watching a teacher model this, students can begin to do this themselves when they independently read.
Scaffolds and Supports Read aloud texts Paper and crayons Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Describing the Central Message / Theme

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS:	CCSS: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.	CCSS: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
PI:	PI: E.RL.i using evidence from the text to summarize or make and support inferences, opinions, and conclusions	PI: M.RL.c summarizing and interpreting purpose or central ideas to derive a theme
CCCs	CCCs	CCCs
4.RL.i3 Use evidence from the text to summarize a story, poem or drama.	5.RL.c1 Summarize a portion of text such as a paragraph or a chapter. 5.RL.c2 Summarize a text from beginning to end in a few sentences.
Essential Understanding:	Essential Understanding: Identify what happens in the beginning of a story. THEN Identify what happens at the end of a story. THEN Sequence what happens first, next, and last. THEN Sequence the beginning, middle and end of a story. THEN Identify a simple summary of a story, poem, or drama.	Essential Understanding: Identify what happens in the beginning of a story. THEN Identify what happens at the end of a story. THEN Sequence what happens first, next, and last. THEN Sequence the beginning, middle and end of a story. Identify a simple summary of a story, poem, or drama. THEN With prompting and support, summarize a portion of the story.
Suggested Instructional Strategies: Write to Understand Story Map: During and after reading a text aloud, create a story map on an interactive whiteboard. The story map should contain the essential elements of the story (characters, setting, major plot points, resolution). The elements can be written or drawn. After the completion of the story and the story map, work collaboratively with the students to create a summary of the story. Create graphic organizer to determine the sequence of a story. Students use pictures to sequence a story. Create a timeline with pictures from the text. Discuss to Understand GIST: GIST (Generating Interactions between Schemata and Text) is a strategy that asks readers to condense or summarize a text by generating a summary in their own words. For simple texts read aloud by the teacher, students can provide the GIST by identifying the some of the main events from the story. In longer read aloud texts, the teacher may stop every few pages and ask students to tell the GIST of what was read so far. Think, Pair, Share: Ask students to individually summarize the story. Then, the student meets with a peer to share their summaries. After the pairs share, a couple teams can share with the rest of the class. Students in a small group tell one sentence to the student next to them, and subsequent students continue the sequence. Students use sequence cards shown to the student to tell about a particular part of a story. After creating a story map students tell about the story. After creating a story map students point to the picture indicating the part of the story the teacher is discussing. Sort to Understand Story Sorting: Visually represent the events of the story by making picture cards of each event. Then, individually, in small groups, or with the whole class sort the events in order. As students sort, verbally summarize the various events. Model to Understand Think Aloud: To model summarization a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and summarize what was just read. At the end of the story, the teacher can provide another summary of the entire text to students. Teacher creates a timeline while reading text, pausing to identify the sequence as it progresses. Teacher reads text while engaging in think aloud at the end of each paragraph using one sentence (i.e. that paragraph was mostly about ____________).
Scaffolds and Supports Story map graphic organizer Blank storyboards Pre-drawn storyboard to use for sorting Picture representations describing the possible details of the specific story Cloze notes with picture supports for text and students input Highlighted text Simplified text options Errorless learning techniques Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Describing the Central Message / Theme

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.	CCSS: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.	CCSS: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
PI: E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions. E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.	PI: E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.	PI: M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme.
CCCs	CCCs	CCCs
2.RL.f5 Determine the central message, lesson or moral from fables and folktales from diverse cultures. 3.RL.i1 Identify the central message (theme), lesson, or moral within a story, folktale, or fable from diverse cultures. 3.RL.k2 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. 3.RL.k3 Use information in the text to determine and explain a lesson learned by a character or theme within the story.	4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.	5.RL.c3 Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
Essential Understanding: Identify the topic of a text or information presented in diverse media. THEN Identify a supporting detail of the topic in a text or information presented in diverse media. THEN With prompting and support, answer simple questions about the central message, lesson, or moral of a story, fable, or folktale (i.e., After reading this story, what happened to the character? So, what did the character learn? Then, what do you think was the lesson the author was trying to teach you?).	Essential Understanding: Determine the topic of story or poem. THEN Identify details from text that support a topic. THEN Answer simple questions about the theme of a story, drama, or poem.	Essential Understanding: Determine the topic of story or poem. THEN Identify details from text that support a topic. THEN Answer simple questions about the theme of a story, drama, or poem. THEN With prompting and support, answer questions about the relationship between a character and a challenge.
Suggested Instructional Strategies: Write to Understand Sketch-to-Stretch: Sketch-to-stretch is a way for students to capture the central message through drawing. After the students have completed reading a story, they can draw or create (e.g., by pasting illustrations) a visual representation about the central message the author is trying to convey. They can use examples and details from the text to inform their drawings. Discuss to Understand Determining the Central Message: As students are reading particular sections of text—or, after reading a text—ask a series of questions to help students determine the central message. The teacher can help facilitate this by asking questions such as: What is this story really about? What do you think the author wants you to learn from this story? What lessons do you think the characters learned? Model to Understand Think Aloud: To model determining a central message, a teacher should read aloud a book in front of the class. Then, at the end of the story, the teacher should demonstrate what he/she believes the central message to be. This could be demonstrated through the use of a graphic organizer.
Scaffolds and Supports Paper and crayons Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text (e.g., words that support the topic) Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Using Details to Describe Text & Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.	CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	CCSS: RL5.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
PI: E.RL.h Describing relationships among characters, setting, key events, and conflicts.	PI: E.RL.h Describing relationships among characters, setting, key events, and conflicts.	PI: M.RL.d Comparing literary elements (e.g., character, setting, plot/subplots) within or across text.
CCCs	CCCs	CCCs
3.RL.h1 Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).	4.RL.h1 Answer questions related to the relationship between characters, setting, events, or conflicts (e.g., characters and events, characters and conflicts, setting and conflicts).	5.RL.d1 Compare characters, settings, events within a story; provide or identify specific details in the text to support the comparison. 5.RL.d2 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
Essential Understanding: Identify the basic elements of a story (character, setting, events, or conflicts). THEN With prompting and support, answer simple questions about how two of the elements are related \[i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship between character and conflict)\].	Essential Understanding: Identify the basic elements of a story (character, setting, events, or conflicts). THEN Describe characters, settings, and events within a story. THEN With prompting and support, answer simple questions about how two of the elements are related \[i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship between character and conflict)\].	Essential Understanding: Identify the basic elements of a story (character, setting, events, or conflicts). THEN Describe characters, settings, and events within a story. THEN Use descriptions to identify two similar characters, settings or events within a story. THEN With prompting and support, answer simple questions about how two of the elements are related \[i.e. Where does the character live (to address relationship between character and setting); Why is the character upset (to address relationship between character and conflict)\]. THEN Answer questions related to the relationship(s) between characters, setting, events, or conflicts.
Suggested Instructional Strategies: Write to Understand Story Elements Chart: During and after reading a text, create a story elements chart with the class to answer questions about and make relationships between key details in the text. Title Characters Setting Plot Theme _____ _____ _____ _____ _____ Discuss to Understand 5W Questions: Before, during, and after reading the text, ask students 5 W Questions (examples are listed below): Who are the characters in the story? Where does the story take place? When does this story take place? What happened in the story? Why do you think this happened? Think, Pair, Share: Ask students to think individually about a question then meet with a peer to discuss their answers. Then, after they have had time to discuss with a peer they can share their thoughts with the rest of the class. Discussion Webs: Write a question about the story in the middle of a web. Draw lines extending from the web and ask students to provide responses for the question. For example, you may write "Who are the characters?" in the middle of the web. Then, on extended lines students can offer responses to the question. During the discussion, ask students to draw relationships between the various elements. Model to Understand Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and ask questions out loud. Then, as the teacher continues to read, the teacher should begin answering the questions him/herself.
Scaffolds and Supports Graphic organizers (Web) Interactive whiteboard and/or chart paper Read aloud texts Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding Dichotomous questions that allow for making a choice of correct versus incorrect answers Simpler or shorter text of the same story with the same key events or details

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	CCSS
PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI:
CCCs	CCCs	CCCs
3.RL.l1 Describe a character's traits in a story using details from the text and illustrations. 3. RL.l3 Explain a character's feelings in a story using the character's thoughts, words, and actions as evidence from the text.	4.RL.l1 Describe character traits (e.g., actions, deeds, dialogue, description, motivation, interactions); use details from text to support description.
Essential Understanding: Identify a character's trait from an illustration. THEN Identify the thoughts, words, and actions that match to a character.	Essential Understanding: Identify a character in text. THEN Identify a character's trait from an excerpt of a story. THEN Identify the thoughts, words, and actions that match to a character.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Character Maps: Characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks. Discuss to Understand Grand Conversations: To delve deeper into various story characters, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about the character that the students would answer. Questions may include: Who was the main character in the story? (e.g. The big, bad wolf; the three little pigs) What did the main character look like? What did the characters do throughout the story? (e.g. wolf: blew down houses and ate the pigs; pigs: built houses made of straw, sticks, and bricks) What kinds of things did the character say to other characters in the story? (e.g. The little pigs would say, "Not by the hair of my chinny, chin, chin." Sort to Understand Character Sorts: Make a sort that lists character names and character traits. After students have cut out the sort, match the character trait for each character in the story.
Scaffolds and Supports Character maps Interactive white board Character sorts Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding Dichotomous questions that allow for making a choice of correct versus incorrect answers Simpler or shorter text of the same story with the same key events or details

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	CCSS
PI: : E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI:
CCCs	CCCs	CCCs
3.RL.l2 Explain a character's motivation in a story using the character's thoughts, words, and actions as evidence from the text.	4.RL.l2 Describe character motivation (e.g., actions, thoughts, words); use details from text to support description.
Essential Understanding: Identify a character's motivation in a story from a list.	Essential Understanding: Identify a character's motivation in a story from a list.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Character Maps: Characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. Students should also graph character motives for certain decisions that they made in the story. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks. The teacher may model as needed. Discuss to Understand Grand Conversations: To delve deeper into various story characters, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about the character that the students would answer. Questions may include: Describe the characters from the story. Why do you think (character) wanted to (motivating factor) ?
Scaffolds and Supports Character maps Interactive white board Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Using Details to Describe Text & Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS:	CCSS
PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI:	PI:
CCCs	CCCs	CCCs
3.RL.h2 Explain how characters actions contribute to the sequence of events/plot. 3.RL.l4 Describe how a character changed in a story (e.g., different words, thoughts, feelings, actions).
Essential Understanding: Identify a character's actions in a story. THEN Identify a change that happens to a character by the end of the story.	Essential Understanding:	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Character Timelines: Ask students to create a timeline of story characters by drawing a line down the middle of the paper. Then, students should plot out (through writing or drawing) different events that involved the character as it unfolded. For each drawing of the event, the student should note how the character changed (words, thoughts, feelings, actions) throughout the story. Discuss to Understand Grand Conversations: To delve deeper into various story characters, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about the character that the students would answer. Questions may include: What did the characters do throughout the story? (e.g. wolf: blew down houses and ate the pigs; pigs: built houses made of straw, sticks, and bricks) What kinds of things did the character say to other characters in the story? (e.g., The little pigs would say, "Not by the hair of my chinny, chin, chin." How did the character change throughout the story (thoughts, feelings, actions)? Model to Understand Think Aloud: The purpose for asking students questions about texts is to get them into the habit of analyzing stories as they read by themselves. To model this, a teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop and talk about the character from the story. The teacher should explain how the character is contributing to the sequence of events and how the character changes throughout the story.
Scaffolds and Supports Character timelines Interactive white board Paper/crayons Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Recognizing Organization and Features of Text

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.	CCSS: RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.	CCSS
PI: E.RL.j Describing or classifying texts according to literary genre, text features, or author's style/perspective.	PI: E.RL.j Describing or classifying texts according to literary genre, text features, or author's style/perspective.	PI:
CCCs	CCCs	CCCs
3.RL.j2 Identify how the structure of a poem is different than a story (e.g., rhyme shorter than stories; stanza instead of paragraph). 3.RL.j3 Identify how the structure of a play is different than the structure of a story (e.g. text includes props; dialogue without quotation marks acts/scenes instead of chapter).	4.RL.j2 Identify how the structure of a poem is different than a story (e.g., identify rhyme, shorter than stories; stanza instead of paragraph). 4.RL.j3 Identify how the structure of a play is different than the structure of a story (e.g. text includes props; dialogue without quotation marks acts/scenes instead of chapter).
Essential Understanding: Given examples of two types of text (a play and a story), choose which one represents a play/story. THEN Identify the structure of a story. THEN Identify the structure of a play.	Essential Understanding: Given examples of two types of text (a poem and a story), choose which one represents a poem/story. THEN Given examples of two types of text (a play and a story), choose which one represents a play/story. THEN Identify the structure of a story. THEN Identify the structure of a poem. THEN Identify the structure of a play.	Essential Understanding:
Suggested Instructional Strategies: Discuss to Understand Genre Study: To create a deeper understanding of the difference among the structures used in a story, the structures used in a poem, and the structures used in a play, conduct a genre study with the children noticing the various differences between the two text types. As you read books from each genre, note what students' notice on a chart. Keep adding to the chart as students continue to notice new things. Stories Poetry Plays Contain characters Has people talking to one another Have a setting Some have animals talking Have a beginning/middle/end Not real Sometimes contains rhymes Stanzas Contains syllable and word counts Contains scenes Contains acts Has people speaking to one another Grand Conversations: To delve deeper into the "what" authors do when they write stories, poems, and plays, have a conversation with a small group or whole class of students. Questions may include: What makes stories poems, and plays different? How are stories, poems, and plays similar? Sort to Understand Genre Sort: After reading several stories, poems, and plays, create a genre sort for the students that has multiple elements (e.g. characters, setting, plot, scenes, acts, rhymes, stanzas) written on sort cards. Next, create three categories: Stories, Poems, and Plays. Ask students to sort the cards into the three categories to show their understanding of the differences among the genres. Model to Understand Think Aloud: To model your knowledge about genres, talk aloud as you read various stories, poems, and plays. As you read a story, you may say, "Oh, this man is a character. That's how I know this is a story because stories have characters." Or, you may say, "Oh, these have rhyming phrases and stanzas. That's how I know this is a poem." Or, you may say, "This has acts and scenes. That's how I know this is a play." Continue to talk aloud as you read.
Scaffolds and Supports Chart paper or interactive white board Various stories, poems, and plays to use for comparisons. Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Distinguishing a Point of View

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.1.6 Identify who is telling the story at various points in a text. RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.	CCSS: RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.	CCSS
PI: E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson).	PI: E.RL.j Describing or classifying texts according to literary genre, text features, or author's style/perspective.	PI:
CCCs	CCCs	CCCs
1.RL.f1 Identify who is telling the story in a text. 2.RL.f2 Identify different points of view of different characters in a story (e.g., In the story who thinks it is a bad idea to play a joke on a friend?).	3.RL.j4 Identify narrator or character's point of view. 3.RL.j5 Identify own point of view. 3.RL.j6 Distinguish their own point of view from that of the narrator or those of the characters.
Essential Understanding: Identify the main character of a story. THEN Identify the character telling the story. THEN Match dialogue, thoughts, and actions to each character in a story.	Essential Understanding: Identify who is telling a story in a text. THEN Match the point of view to each character in a story.	Essential Understanding:
Suggested Instructional Strategies: Discuss to Understand Grand Conversations: To delve deeper into various points of view, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about various points of view for students to answer. Questions may include: How do you think (character) feels about (event) ? How do you feel about _________________________? How do you think other characters feel about ____________________? Identify the main character by providing choices of characters (2 from the text and 1 not from the text). Use the prompt "We know a lot about____, We know a little about____, we don't know anything about____. You may also create a graphic organizer with this information. The information can be added in the form of sentences, symbols, or illustrations. Model to Understand Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud a book in front of the class. As the teacher reads the story, the teacher should identify who is telling the story, identify the points of views of different characters in the story, and identify his /her point of view, and make distinctions between all the various points of view.
Scaffolds and Supports Read aloud texts Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Distinguishing a Point of View

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS: RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.	CCSS: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
PI: E.RL.m Describing aspects of author's craft (e.g., literary devices, dialogue, point of view) when analyzing literary elements or themes within or across texts.	PI: E.RL.m Describing aspects of author's craft (e.g., literary devices, dialogue, point of view) when analyzing literary elements or themes within or across texts.	PI: M.RL.f Identifying and describing how the narrative point of view influences the reader's interpretation.
CCCs	CCCs	CCCs
3.RL.m1 Analyze how a character's point of view influences a conflict within a text.	4.RL.m1 Determine the author's point of view (first- or third- person). 4.RL.m2 Compare the point of view from which different stories are narrated, including the difference between first- and third-person narrations.	5.RL.f2 Describe how a narrator's or speaker's point of view influences how events are described. 5.RL.f3 Explain how the description of characters, setting, or events might change if the person telling the story changed.
Essential Understanding: Identify a conflict in a story. THEN Answer questions about the relationship between a character and a conflict within a story.	Essential Understanding: With prompting and support, describe point of view.	Essential Understanding: Describe point of view. THEN Determine the narrator's point of view in a story.
Suggested Instructional Strategies: Discuss to Understand Grand Conversations: To delve deeper into a character's points of view and how it influences a conflict, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about various points of view for students to answer. Questions may include: What do you think a character is thinking in this story? How does the character's thinking influence the problem in the story? What does the character do that creates conflict? How does the character respond to the conflict? Model to Understand Think Aloud: The purpose for asking students questions about texts is to get them into the habit of self-questioning as they read by themselves. To model this, a teacher should read aloud a book in front of the class. As the teacher reads the story, the teacher should analyze how a character's point of view influences a conflict within a story.
Scaffolds and Supports Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Recognizing Organization and Features of Text

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS:	CCSS:	CCSS: RL.5.6 Describe how a narrator's or speaker's point of view influences how events are described.
PI:	PI:	PI: M.RL.g Applying aspects of author's craft (e.g., literary devices) when analyzing literary elements, style, or mood within or across text.
CCCs	CCCs	CCCs
5.RL.g1 Interpret the meaning of metaphors and similes to help explain the setting within a text. 5.RL.g2 Interpret the meaning of metaphors and similes to help determine the mood within a text.
Essential Understanding:	Essential Understanding:	Essential Understanding: Identify a metaphor/simile within a text.
Suggested Instructional Strategies: Write to Understand Setting Maps: Fold a blank piece of paper in half. Ask students to draw the setting on one half of the sheet. Ask students to draw the metaphor or simile that corresponds with the setting on the other half of the paper. Use the drawings to explain how the metaphor/simile helps describe the setting. Discuss to Understand Grand Conversations: To delve deeper into how the meaning of metaphors and similes help explain the setting and mood of the story, the teacher can pose questions for students to answer. Questions may include: Let's look at this metaphor/simile. How does this describe the setting? Why do you think the author included this simile/metaphor? What kind of mood is the author trying to set in the story? Model to Understand Use example/non-example to model identifying metaphors and similes.
Scaffolds and Supports Paper/crayons Texts Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding
Additional Resources: You tube video that provides short clips from popular music where the lyrics use similes and metaphors https://www.youtube.com/watch?v=G1c6zF9aJxs

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Connecting Diverse Media and Formats

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).	CCSS: RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.	CCSS
PI: E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions.	PI: E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions.	PI:
CCCs	CCCs	CCCs
3.RL.i3 Support inferences, opinions, and conclusions using evidence from the text including illustrations.	4.RL.i4 Use evidence from both the text version and oral or visual presentation of the same text to support inferences, opinions, and conclusions.
Essential Understanding: Match evidence to a provided conclusion. THEN Find evidence for an opinion from provided text or illustration. THEN With prompting and support find evidence for a selected inference from provided text or illustration.	Essential Understanding: Match evidence to a provided conclusion. THEN Find evidence for an opinion from provided text or illustration. THEN Find evidence for a selected inference from provided text or illustration.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Story Coding: Provide the students with a copy of the text the students for students to mark. Give students an example of an inference, opinion, or conclusion. Next, provide students with a highlighter. Ask students to find evidence in the text to support the inference, opinion, or conclusion by highlighting supporting words, phrases, or sentences. Discuss to Understand Think, Pair, Share: Provide students with an inference, opinion, or conclusion. Ask students to individually find evidence from the text to support the inference, opinion, or conclusion. Then, the student meets with a peer to share their findings. After the pairs share, a couple teams can share with the rest of the class. Sort to Understand Evidence Sorting: Make a set of sorting cards with various sentences/paragraphs from the story. Provide students with the inference, opinion, or conclusion. Then, individually, in small groups, or with the whole class sort the evidence into two categories: evidence that supports the inference/opinion/conclusion and evidence that does not support the inference/opinion/conclusion. Model to Understand Think Aloud: To model how to support inferences/opinions/conclusions using evidence from a text, the teacher should read aloud a book in front of the class. Then, periodically, the teacher should stop explain how pieces of evidence support the inferences/opinions/conclusions.
Scaffolds and Supports Highlighters Read aloud texts Sorting cards Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Connecting Diverse Media and Formats

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.7 Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).	CCSS:	CCSS
PI: E.RL.m Describing aspects of author's craft (e.g., literary devices, dialogue, point of view) when analyzing literary elements or themes within or across texts.	PI:	PI:
CCCs	CCCs	CCCs
3.RL.m2 Use descriptive words and illustrations/visuals from a story read or viewed to explain the mood in a given part of the story.
Essential Understanding: With prompting and support, describe an illustration/visual. THEN Given a list, identify which choice represents the mood for a text.	Essential Understanding:	Essential Understanding:
Suggested Instructional Strategies: Discuss to Understand Grand Conversations: Gather students to engage in a conversation about the story. Look at the pictures/visuals. Ask a series of questions to the group of students that requires them to explain the mood of the story using the descriptive words and illustrations/visuals from the story. Questions may include: What do you see in this picture/visual? How is this picture/visual making you feel? What kind of mood is the author setting for the story? How is the author using words, pictures, or visuals to foster this mood? Model to Understand Think Aloud: Read aloud a story to students. As you read the story aloud, explain how the author/illustrator uses words, illustrations, and visuals to set the mood of the story.
Scaffolds and Supports Read aloud texts supported by illustrations Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding Dichotomous questions that allow for making a choice of correct versus incorrect answers Black and white illustrations of key elements in the story Clearly differentiated multiple-choice answers Word bank from which students may select answers to questions or select descriptive words Videos or story boards/cards of the story for visual supports Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.)

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Connecting Diverse Media and Formats

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS:	CCSS: RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.	CCSS: RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel; multimedia presentation of fiction, folktale, myth, poem).
PI:	PI: E.RL.m Describing aspects of author's craft (e.g., literary devices, dialogue, point of view) when analyzing literary elements or themes within or across texts.	PI: M.RL.e Analyzing text according to text structure, genre features, or author's style.
CCCs	CCCs	CCCs
4.RL.m3 Make connections between the text of a story and the visual representations, refer back to text/illustrations to support answer. 4.RL.m4 Make connections between the text of a play and the oral representations, refer back to text/illustrations to support answer.	5.RL.e3 Describe how visual and multimedia elements contribute to the meaning or tone of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
Essential Understanding:	Essential Understanding: With prompting and support, compare a story's text with the story's illustration (e.g., What do you see in the illustration that you don't read in the text?).	Essential Understanding: Identify visual/multimedia elements within a text. THEN Describe the visual/multimedia element found within a text.
Suggested Instructional Strategies: Discuss to Understand Grand Conversations: To delve deeper into the relationship between an illustration and the words in the story, conduct a grand conversation with a small group or whole class. Questions might include: What do you see in this illustration? Look at the illustration of the character. What does it show? Let's listen to the words. How does the author describe the character? What does this illustration show us about the setting? By looking at the illustration, how do you think the character is feeling? Model to Understand Think Aloud: As you read texts aloud, model your comparisons of the illustrations of the text with the words from the story. Talk aloud about what you see in each illustration and how each illustration gives you additional insight into the characters in the story. Talk about how in picture books, the author/illustrator will sometimes use illustrations, rather than words, to show problems/solutions, settings, and characters.
Scaffolds and Supports Read aloud texts that contain supportive illustrations Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Analyzing Across Texts

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).	CCSS: RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.	CCSS: RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
PI: E.HD.h Self-selecting texts by reading level to expand personal breadth or depth (e.g., genre, author, topic, inquiry).	PI: E.RL.m Describing aspects of author's craft (e.g., literary devices, dialogue, point of view) when analyzing literary elements or themes within or across texts.	PI: M.RL.d Comparing literary elements (e.g., character, setting, plot/subplots) within or across text.
CCCs	CCCs	CCCs
3.HD.h2 Compare two or more texts on the same topic or by the same author.	4.RL.m5 Compare the treatment of similar themes and topics (e.g., opposition of good and evil) in stories, myths, and traditional literature from different cultures. 4.RL.m6 Compare the treatment of patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.	5.RL.d3 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Essential Understanding: Identify a topic in a story. THEN Identify two stories with the same or similar topic. THEN With prompting and support, describe how topics in two stories are similar or different.	Essential Understanding: Identify a theme in a story or myth. THEN Identify two stories with the same or similar theme. THEN With prompting and support, describe how themes in two stories/myths are similar or different.	Essential Understanding: Identify similar topics in two stories in the same genre. THEN Identify similar themes in two stories in the same genre. THEN With prompting and support, describe how themes of stories in the same genre are similar or different.
Suggested Instructional Strategies: Write to Understand Author Study:Compare two or more texts written by the same author. Notice how elements within the texts are the same and how elements within the texts are different. During and after reading a text, create a chart with the class to analyze how texts by the same author are similar/different. Title Characters/Setting Theme How are they similar/different than other books written by the author: Topic Study: Using a T-chart, compare two or more texts written about the same topic. Notice how the texts are similar and how the texts are different. Noticing about the Text Differences I'm Seeing Text \#1 Text \#2 Sort to Understand Venn Diagram Sorting: Choose 2 texts written by the same author and create category cards with the titles of both texts. Next, create cards that have some information about the texts that are the same and create some cards that have some information about the texts that are different (e.g. characters, setting, themes, events). Ask students to sort the cards onto the Venn Diagram, placing the cards with similar information in the middle of the diagram and placing cards with dissimilar information in either the right or left circle. Discuss to Understand Grand Conversations: Gather students to engage in a conversation about stories written by the same author or stories that address the same topic. Ask a series of questions to the group of students that requires them to explain how the stories are similar and how they are different. Questions may include: How are these stories alike? How are these stories different? How does this author address the topic? How does this author address a similar topic? How do the authors address the topic similarly? How do the authors address the topic differently? Model to Understand Think Aloud: Read aloud a story to students. As you read the story aloud, explain how the author of multiple texts uses similarities/differences in each book. Similarly, explain how multiple authors addresses a similar topic in similar/different ways.
Scaffolds and Supports Graphic organizer Chart paper Whiteboard Read aloud texts Multiple texts by the same author Multiple texts that address a similar topic Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Recognizing Organization and Features of Text

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS:	CCSS: RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.	CCSS: RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
PI:	PI: E.RL.j Describing or classifying texts according to literary genre, text features, or author's style/perspective.	PI: M.RL.e Analyzing text according to text structure, genre features, or author's style.
CCCs	CCCs	CCCs
4.RL.j1 Identify the structure of a chapter book (e.g., where a new chapter begins in a text; what is in the Table of Contents).	5.RL.e2 Explain how a series of chapters fits together to provide the overall structure of a particular text.
Essential Understanding:	Essential Understanding: Identify the different parts of a chapter book (e.g., Table of Contents).	Essential Understanding: Identify the different parts of a chapter book (e.g., Table of Contents).
Suggested Instructional Strategies: Write to Understand Flow Chart/Diagram: Students can use flow charts to show how things have changed in the text, using the signal words. Teacher can provide or show students in the text what the "current" situation is. Then, highlighting the "signal words" (meanwhile, unlike, etc.) students can write down/copy how things have changed. Discuss to Understand Grand Conversations: Gather students to engage in a conversation about chapter books. Ask questions that help students identify the structure of a chapter book. Questions may include: Where does a new chapter begin in a text? What is the purpose of a Table of Contents? How do chapters help readers understand the book? Why do you think the author included chapters in this book? Think, Pair, Share: Provide students with a text. Ask students to analyze how a particular sentence, chapter fits into the overall structure of the text. Then, the student meets with a peer to share their findings. After the pairs share, a couple teams can share with the rest of the class. The teacher can then lead a class discussion by asking some of the following questions: Why do you think the author included this sentence/chapter? What does this sentence/chapter tell us about the character/setting? How does this sentence/chapter support the theme of (theme) ?
Scaffolds and Supports Chapter books Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding Read aloud texts Interactive white board Content delivered using multi-media (e.g., book, storyboard, video, computer, etc.) Graphic organizers Highlighted text Preview of the text, illustrations, and details, frontloading Pictures, objects, or tactile representations to illustrate the key details Sentence strips that reflect text from the story that supports the key details Videos or story boards/cards of the story for visual supports Picture icons on graphic organizers to support non-readers and visual learners Peer support, collaborative grouping Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Grades 3–5 Reading Element Card – Literary Text -Describing the Central Message / Theme

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.	CCSS: RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.	CCSS: RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
PI: E.RL.f Interpreting and analyzing literary elements within a text (e.g., intentions/feelings of characters, cause-effect relationships, a lesson). E.RL.i Using evidence from the text to summarize or make and support inferences, opinions, and conclusions. E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.	PI: E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme.	PI: M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme.
CCCs	CCCs	CCCs
2.RL.f5 Determine the central message, lesson or moral from fables and folktales from diverse cultures. 3.RL.i1 Identify the central message (theme), lesson, or moral within a story, folktale, or fable from diverse cultures. 3.RL.k2 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. 3.RL.k3 Use information in the text to determine and explain a lesson learned by a character or theme within the story.	4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer.	5.RL.c3 Determine the theme of a story, drama, or poem including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic.
Essential Understanding: Identify the topic of a text or information presented in diverse media. THEN Identify a supporting detail of the topic in a text or information presented in diverse media. THEN With prompting and support, answer simple questions about the central message, lesson, or moral of a story, fable, or folktale (i.e., After reading this story, what happened to the character? So, what did the character learn? Then, what do you think was the lesson the author was trying to teach you?).	Essential Understanding: Determine the topic of story or poem. THEN Identify details from text that support a topic. THEN Answer simple questions about the theme of a story, drama, or poem.	Essential Understanding: Determine the topic of story or poem. THEN Identify details from text that support a topic. THEN Answer simple questions about the theme of a story, drama, or poem. THEN With prompting and support, answer questions about the relationship between a character and a challenge.
Suggested Instructional Strategies: Write to Understand Use a Graphic Organizer/Story/Character Web: Organize each character's risks and consequences (Thematic Study of Risks and Consequences) Have students pick out details from the story to support the themes (Risks and Consequences) Essential Understanding: Using pictures, icons or objects (that represent characters, settings, plot) create a Story Map/Flowchart to identify details of the story "Daedalus and Icarus." Sort to Understand Concept Sort: Add details from the story to a Concept Board to investigate risks and consequences Essential Understanding: Using icons, pictures or objects-representing characters, setting and plot—identify and group items according to characters, setting and plot (for example: Daedalus-character; palace-setting, feathers-plot; etc) Discuss to Understand Discussing Character's Risks and Consequences: Whole Groups:Why did Icarus and Daedalus risk their lives to leave the palace? Partner Share: Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk? Essential Understanding: Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took Model to Understand Theme Study: Using a document camera and a copy of the story, model for your students how you would choose the main details in the story that support the overall theme of risk and consequences Essential Understanding: Using a picture of Daedalus and Icarus by a Palace; a picture of Daedalus and Icarus flying; and a picture of Icarus flying too close to the sun; model for the your students the correct sequencing of first, then and last
Scaffolds and Supports Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer Icons/pictures of characters, plot and settings Highlighted text Academic vocabulary on flashcards Modified story (with main details and pictures) Modified story with "picture it" icons to assist in reading

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Supplemental Cards Specific to Daedalus and Icarus

Grades 3–5 Reading Element Card – Literary Text – Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	CCSS
PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI:
CCCs	CCCs	CCCs
	3.RL.l1 Describe a character's traits in a story using details from the text and illustrations. 3. RL.l3 Explain a character's feelings in a story using the character's thoughts, words, and actions as evidence from the text.	4.RL.l1 Describe character traits (e.g., actions, deeds, dialogue, description, motivation, interactions); use details from text to support description.
Essential Understanding: Identify a character's trait from an illustration. THEN Identify the thoughts, words, and actions that match to a character.	Essential Understanding: Identify a character in text. THEN Identify a character's trait from an excerpt of a story. THEN Identify the thoughts, words, and actions that match to a character.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Use a Venn Diagram /Character Web/Flowchart: Organize each character's risks and consequences Have students use details from the story to support each characters main thoughts and actions throughout the story Essential Understanding: Using pictures, icons or objects (that represent characters, settings, plot) create a Story Map/Flowchart to identify what the characters do in "Daedalus and Icarus." Have students sort icons into characters and non-characters Sort to Understand Story Chain: Students summarize details in the story and then put them together in a chain to show character interaction and risk/consequences of actions How do character's actions affect outcome of the story Essential Understanding: Using icons, pictures or objects-representing characters, setting and plot—create a character story chain to show each character's risk and the resulting consequence Discuss to Understand Discussing Character's Risks and Consequences: Whole Groups: Why did Icarus and Daedalus risk their lives to leave the palace? How did were their risks similar? How were their risks different? Partner Share: Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk? How does this compare to your own relationship with your father/parent? Essential Understanding: Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took
Scaffolds and Supports Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer Icons/pictures of characters, plot and settings Highlighted text Academic vocabulary on flashcards Modified story (with main details and pictures) Modified story with "picture it" icons to assist in reading

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.

Analyzing Relationships

Grade 3 students:	Grade 4 students:	Grade 5 students:
CCSS: RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.	CCSS: RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).	CCSS
PI: : E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI: E.RL.l Using supporting evidence to analyze character development and character traits (e.g., deeds, dialogue, description, motivation, interactions).	PI:
CCCs	CCCs	CCCs
3.RL.l2 Explain a character's motivation in a story using the character's thoughts, words, and actions as evidence from the text.	4.RL.l2 Describe character motivation (e.g., actions, thoughts, words); use details from text to support description.
Essential Understanding: Identify a character's motivation in a story from a list.	Essential Understanding: Identify a character's motivation in a story from a list.	Essential Understanding:
Suggested Instructional Strategies: Write to Understand Use a Venn Diagram /Character Web/Flowchart: Organize each character's motivation for taking the risks that they took using details from the story Have students use details from the story to support each characters main thoughts and actions throughout the story Sketch Character's Risks: Have each student sketch each character in the moment the too their biggest risk during the story (based on details from the story must include- setting, character and another aspect of the plot/story) Essential Understanding: Using pictures, icons or objects (that represent characters, settings, plot) create a character chart to demonstrate why each character took their risk (Daedauls-sad; Icarus- pride/excitement) Have students sort icons into characters and non-characters Sort to Understand Story Chain: Students summarize details in the story and then put them together in a chain to show character motivation and risk/consequences of actions How do character's actions affect outcome of the story Essential Understanding: Using icons, pictures or objects-representing characters, setting and plot—create a character story chain to show each character's risk and the resulting consequence Discuss to Understand Discussing Character's Risks and Consequences: Whole Groups: Why did Icarus and Daedalus risk their lives to leave the palace? How did were their risks similar? How were their risks different? Partner Share: Icarus ignored his father's advice and flew too close to the sun. What was the consequence of this risk? How does this compare to your own relationship with your father/parent? Essential Understanding: Using icons and pictures In a character tree, discuss and have students identify the risk that Daedalus took; identify the risk that Icarus took
Scaffolds and Supports Realia/objects- feathers, seeds, water, wax and a lamp/hairdryer Icons/pictures of characters, plot and settings Highlighted text Academic vocabulary on flashcards Modified story (with main details and pictures) Modified story with "picture it" icons to assist in reading

Note: Many of these strategies will be strengthened through the use of Systematic Instruction. Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.