Reading Element Card Literary Text Grades 3-5
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{{BACK TO|[[Element Cards]]}} | {{BACK TO|[[Element Cards]]}} | ||
− | '''Teaching | + | '''Teaching Informational Text''' |
− | All of the CCCs in this document relate to teaching | + | 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 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: | Below are some additional resources that may be helpful: | ||
− | '''NCSC Curriculum Resource Guides''' | + | '''NCSC Curriculum Resource Guides:''' |
− | Reading | + | Reading Informational Text |
Vocabulary Acquisition and Use | Vocabulary Acquisition and Use | ||
* Access these guide here: [https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides] | * Access these guide here: [https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides https://wiki.ncscpartners.org/index.php/Curriculum_Resource_Guides] | ||
− | '''NCSC Content Modules''' | + | '''NCSC Content Modules:''' |
− | Author's | + | Author's Purpose and Point of View |
Main Idea, Theme, and Details | Main Idea, Theme, and Details | ||
Summarizing and Inferencing | Summarizing and Inferencing | ||
Text Structure | Text Structure | ||
Vocabulary Use and Acquisition | Vocabulary Use and Acquisition | ||
− | + | Informational Writing | |
+ | Persuasive Writing | ||
* Access all Content Modules here: [https://wiki.ncscpartners.org/index.php/Content_Modules https://wiki.ncscpartners.org/index.php/Content_Modules] | * Access all Content Modules here: [https://wiki.ncscpartners.org/index.php/Content_Modules https://wiki.ncscpartners.org/index.php/Content_Modules] | ||
− | '''Websites for additional information''' | + | '''Websites for additional information:''' |
[http://aim.cast.org/ http://aim.cast.org] | [http://aim.cast.org/ http://aim.cast.org] | ||
[http://www.inspiration.com/community/lessons-and-ideas http://www.inspiration.com/community/lessons-and-ideas] | [http://www.inspiration.com/community/lessons-and-ideas http://www.inspiration.com/community/lessons-and-ideas] | ||
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[http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension] | [http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension http://www.scholastic.com/teachers/lesson-plan/graphic-organizers-reading-comprehension] | ||
[http://learnzillion.com/ http://learnzillion.com] | [http://learnzillion.com/ http://learnzillion.com] | ||
− | [http://www.teacherspayteachers.com/ http://www.teacherspayteachers.com] | + | [http://www.teacherspayteachers.com/ http://www.teacherspayteachers.com] |
− | + | [http://www.ncte.org/standards/common-core/nonfiction-texts http://www.ncte.org/standards/common-core/nonfiction-texts]<u> </u> | |
− | <u>[ | + | [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/ 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/]<u> </u> |
− | + | ||
− | + | ||
− | + | ||
− | + | ||
− | + | ||
+ | '''Grades K–2 Reading Element Card – Informational Text –''' ''Retelling Texts Using Details'''''<span style="font-family:arial; font-size:150%;">1</span> | ||
{|border=1 | {|border=1 | ||
− | | | + | || |
+ | ||'''Grade 3 students: ''' | ||
− | | | + | ||'''Grade 4 students: ''' |
− | | | + | ||'''Grade 5 students: ''' |
|- | |- | ||
− | | |'''CCSS ''' | + | ||<span style="font-family:arial; font-size:150%;">2</span> |
+ | ||'''CCSS ''' | ||
− | | |'''CCSS ''' | + | ||'''CCSS ''' |
− | | |'''CCSS ''' | + | ||'''CCSS ''' |
|- | |- | ||
− | | |'''PI''' | + | ||<span style="font-family:arial; font-size:150%;">3</span> |
+ | ||'''PI''' | ||
− | | |'''PI''' | + | ||'''PI''' |
− | | |'''PI''' | + | ||'''PI''' |
|- | |- | ||
− | | |'''CCCs''' | + | ||<span style="font-family:arial; font-size:150%;">4</span> |
+ | ||'''CCCs''' | ||
− | | |'''CCCs''' | + | ||'''CCCs''' |
− | | |'''CCCs''' | + | ||'''CCCs''' |
|- | |- | ||
− | | |''Specific K grade CCCs would be listed here.'' | + | || |
+ | |style="background-color:#C2D69B;"|''Specific K grade CCCs would be listed here. '' | ||
− | | |''Specific 1<sup>st</sup> grade CCCs would be listed here.'' | + | |style="background-color:#C2D69B;"|''Specific 1<sup>st</sup> grade CCCs would be listed here.'' |
− | | |''Specific 2<sup>nd</sup> grade CCCs would be listed here.'' | + | |style="background-color:#C2D69B;"|''Specific 2<sup>nd</sup> grade CCCs would be listed here.'' |
|- | |- | ||
− | | |'''Essential Understanding:''' | + | ||<span style="font-family:arial; font-size:150%;">5</span> |
+ | ||'''Essential Understanding:''' | ||
− | | |'''Essential Understanding:''' | + | ||'''Essential Understanding:''' |
+ | |||
+ | ||'''Essential Understanding:''' | ||
− | |||
|- | |- | ||
− | | | + | ||<span style="font-family:arial; font-size:150%;">6</span> |
+ | |colspan=3|'''Suggested Instructional Strategies:''' | ||
+ | |||
|- | |- | ||
− | | | + | ||<span style="font-family:arial; font-size:150%;">7</span> |
+ | |colspan=3|'''Suggested Scaffolds and Supports:''' | ||
− | |||
|} | |} | ||
'''Explanations for corresponding line numbers''' | '''Explanations for corresponding line numbers''' | ||
# '''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 https://wiki.ncscpartners.org/index.php/Instructional_Families] | # '''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 https://wiki.ncscpartners.org/index.php/Instructional_Families] | ||
− | # '''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/ http://www.corestandards.org/] | + | # '''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/ http://www.corestandards.org/] |
# '''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 http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf] | # '''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 http://www.naacpartners.org/publications/ELA_LPF_12.2011_final.pdf] | ||
− | # '''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. | + | # '''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 https://wiki.ncscpartners.org/index.php/Core_Content_Connectors] |
# '''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. | # '''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. | ||
− | # '''Suggested Strategies''': Suggested instructional strategies to teach the specific concepts and skills of the CCC | + | # '''Suggested Strategies''': Suggested instructional strategies to teach the specific concepts and skills of the CCC. |
− | # '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do | + | # '''Suggested Supports and Scaffolds:''' Suggested supports and scaffolds for students to be able to demonstrate what they know and can do. |
<nowiki>*</nowiki>Strategies/Supports/Scaffolds should promote understanding for a range of students and should support instruction at various levels of difficulty. | <nowiki>*</nowiki>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''== | + | =='''Using Details to Describe Text'''== |
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* '''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: | * '''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 _________________________?'' | ''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''' | '''Model to Understand''' | ||
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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''== | + | == '''Describing the Central Message / Theme'''== |
{|border=1 | {|border=1 | ||
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Sequence the beginning, middle and end of a story. | Sequence the beginning, middle and end of a story. | ||
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
− | + | Identify a simple summary of a story, poem, or drama. | |
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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''== | + | =='''Describing the Central Message / Theme'''== |
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| |'''CCSS:''' | | |'''CCSS:''' | ||
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. | 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. | 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. | ||
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|- | |- | ||
− | | |'''PI: ''' | + | | |'''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.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.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. | E.RL.k Identifying central ideas and key details to derive author's purpose, message or theme. | ||
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|- | |- | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
− | + | Identify the topic of a text or information presented in diverse media. | |
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
Identify a supporting detail of the topic in a text or information presented in diverse media. | Identify a supporting detail of the topic in a text or information presented in diverse media. | ||
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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''== | + | =='''Using Details to Describe Text & Analyzing Relationships'''== |
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade 3 students: ''' |
− | + | ||'''Grade 4 students: ''' | |
− | | | + | ||'''Grade 5 students: ''' |
− | + | ||
− | | | + | |
|- | |- | ||
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| |'''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). | | |'''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:''' 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. | | |'''PI: '''M.RL.d Comparing literary elements (e.g., character, setting, plot/subplots) within or across text. | ||
|- | |- | ||
| |'''CCCs''' | | |'''CCCs''' | ||
− | |||
| |'''CCCs''' | | |'''CCCs''' | ||
− | |||
| |'''CCCs''' | | |'''CCCs''' | ||
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'''Write to Understand''' | '''Write to Understand''' | ||
− | * '''Story Elements Chart: | + | * '''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. |
{|border=1 | {|border=1 | ||
|- | |- | ||
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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'''== | ||
{|border=1 | {|border=1 | ||
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|- | |- | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
− | + | Identify a character's trait from an illustration. | |
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
Identify the thoughts, words, and actions that match to a character. | Identify the thoughts, words, and actions that match to a character. | ||
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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. | 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'''== | |
− | + | ||
− | = | + | |
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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'''== |
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|- | |- | ||
| |'''Essential Understanding:''' | | |'''Essential Understanding:''' | ||
− | + | Identify a character's actions in a story. | |
<div style="text-align:center;">THEN</div> | <div style="text-align:center;">THEN</div> | ||
Identify a change that happens to a character by the end of the story. | Identify a change that happens to a character by the end of the story. | ||
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|} | |} | ||
− | 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. | + | 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'''== |
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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. | 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'''== | |
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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. | 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'''== |
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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. | 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'''== | |
Line 1,132: | Line 1,131: | ||
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. | 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'''== |
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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. | 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'''== | |
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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'''== |
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− | + | =='''Analyzing Across Texts'''== | |
− | + | ||
{|border=1 | {|border=1 | ||
− | | | + | ||'''Grade 3 students: ''' |
− | + | ||'''Grade 4 students: ''' | |
− | | | + | ||'''Grade 5 students: ''' |
− | + | ||
− | | | + | |
|- | |- | ||
Line 1,444: | Line 1,440: | ||
'''Write to Understand''' | '''Write to Understand''' | ||
− | * '''Author Study: | + | * '''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 | Title | ||
Characters/Setting | Characters/Setting | ||
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+ | * '''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 | Differences I'm Seeing | ||
Text \#1 | Text \#1 | ||
− | |||
Text \#2 | Text \#2 | ||
− | |||
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|- | |- | ||
|} | |} | ||
− | 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. | + | 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'''== |
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* Peer support, collaborative grouping | * Peer support, collaborative grouping | ||
* Prepared objects, pictures, words, sentence strips, or recorded communication supports to provide access to content and facilitate responding | * 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'''== | ||
+ | |||
+ | {|border=1 | ||
+ | ||'''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''' | ||
+ | |||
+ | |- | ||
+ | | style="background-color:#95B3D7;"|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. | ||
+ | |||
+ | | style="background-color:#95B3D7;"|4.RL.k2 Determine the theme of a story, drama, or poem; refer to text to support answer. | ||
+ | |||
+ | | style="background-color:#95B3D7;"|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. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify a supporting detail of the topic in a text or information presented in diverse media. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | 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. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify details from text that support a topic. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Answer simple questions about the theme of a story, drama, or poem. | ||
+ | |||
+ | | |'''Essential Understanding:''' | ||
+ | Determine the topic of story or poem. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify details from text that support a topic. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Answer simple questions about the theme of a story, drama, or poem. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | With prompting and support, answer questions about the relationship between a character and a challenge. | ||
+ | |||
+ | |- | ||
+ | |colspan=3|'''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 | ||
+ | |||
+ | |- | ||
+ | |colspan=3 |'''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'''=== | ||
+ | |||
+ | {|border=1 | ||
+ | ||'''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''' | ||
+ | |||
+ | |- | ||
+ | || | ||
+ | | style="background-color:#95B3D7;"|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. | ||
+ | |||
+ | |style="background-color:#95B3D7;" |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. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify the thoughts, words, and actions that match to a character. | ||
+ | |||
+ | | |'''Essential Understanding:''' | ||
+ | Identify a character in text. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify a character's trait from an excerpt of a story. | ||
+ | <div style="text-align:center;">THEN</div> | ||
+ | Identify the thoughts, words, and actions that match to a character. | ||
+ | |||
+ | | |'''Essential Understanding:''' | ||
+ | |||
+ | |||
+ | |- | ||
+ | |colspan=3|'''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 | ||
+ | |||
+ | |- | ||
+ | |colspan=3 |'''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'''=== | ||
+ | |||
+ | {|border=1 | ||
+ | |width = "20%" |'''Grade 3 students: ''' | ||
+ | |||
+ | |width = "20%" |'''Grade 4 students: ''' | ||
+ | |||
+ | |width = "20%" |'''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''' | ||
+ | |||
+ | |- | ||
+ | |style="background-color:#95B3D7;"|3.RL.l2 Explain a character's motivation in a story using the character's thoughts, words, and actions as evidence from the text. | ||
+ | |||
+ | | style="background-color:#95B3D7;"|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:''' | ||
+ | |||
+ | |- | ||
+ | |colspan=3|'''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 | ||
+ | |||
+ | |- | ||
+ | |colspan=3|'''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. | 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. |
Latest revision as of 14:43, 3 November 2014
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
- 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
- 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/
- 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
- 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
- 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.
- Suggested Strategies: Suggested instructional strategies to teach the specific concepts and skills of the CCC.
- 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.
[edit] 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
Discuss to Understand
In the story, we infer that ______________________. Can you find a place in the story that helps support the inference that _________________________?
Model to Understand
| ||
Scaffolds and Supports
|
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.
[edit] 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
Discuss to Understand
Sort to Understand
Model to Understand
| ||
Scaffolds and Supports
|
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.
[edit] 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
Discuss to Understand
Model to Understand
| ||
Scaffolds and Supports
|
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.
[edit] 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
Model to Understand
| ||||||||||||
Scaffolds and Supports
|
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.
[edit] 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
Sort to Understand
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Scaffolds and Supports
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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.
[edit] 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
Discuss to Understand
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Scaffolds and Supports
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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.
[edit] 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). |
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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
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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). |
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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
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
Sort to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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. |
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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
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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. |
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Essential Understanding: | Essential Understanding: | Essential Understanding:
Identify a metaphor/simile within a text. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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:
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Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Sort to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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:
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Suggested Instructional Strategies:
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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.
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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
Title Characters/Setting Theme How are they similar/different than other books written by the author:
Noticing about the Text Differences I'm Seeing Text \#1
Sort to Understand
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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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.
[edit] 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.
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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
Discuss to Understand
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Scaffolds and Supports
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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.
[edit] 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:
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
Discuss to Understand Discussing Character's Risks and Consequences:
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
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Scaffolds and Supports
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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.
[edit] Supplemental Cards Specific to Daedalus and Icarus
[edit] 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:
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Suggested Instructional Strategies:
Write to Understand Use a Venn Diagram /Character Web/Flowchart:
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."
Sort to Understand Story Chain:
Discuss to Understand Discussing Character's Risks and Consequences: Whole Groups:
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Scaffolds and Supports
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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.
[edit] 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:
Sketch Character's Risks:
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)
Sort to Understand Story Chain:
Discuss to Understand Discussing Character's Risks and Consequences: Whole Groups:
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Scaffolds and Supports
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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.