Reading Element Card Literary Text Grades 6-8
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.
Range of Reading Level and Text Complexity
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | CCSS: RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. | CCSS: RL.7.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6–8 text complexity band independently and proficiently. |
PI: M.RL.a Flexibly using strategies to derive meaning from a variety of texts. | PI: M.RL.h Flexibility using strategies to derive meaning from a variety of texts and mediums. | PI: M.RL.h Flexibly using strategies to derive meaning from a variety of texts and mediums. |
CCCs | CCCs | CCCs |
5.RL.a1 Use a variety of strategies to derive meaning from a variety of texts.
6.RL.a1 Use a variety of strategies to derive meaning from a variety of texts. |
7.RL.h1 Use a variety of strategies to derive meaning from a variety of literary texts. | 8.RL.h1 Use a variety of strategies to derive meaning from a variety of texts. |
Essential Understanding:
Use predicting to understand texts. THEN Make connections to understand texts. THEN Use summarizing to understand texts. THEN Use synthesizing to understand texts.
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Essential Understanding:
Use predicting to understand texts. THEN Make connections to understand texts. THEN Use summarizing to understand texts. THEN Use synthesizing to understand texts.
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Essential Understanding:
Use predicting to understand texts. THEN Make connections to understand texts. THEN Use summarizing to understand texts. THEN Use synthesizing to understand texts. |
Suggested Instructional Strategies:
Write to Understand
Code Meaning (-( I have a connection ??? This part does not make sense !!! Wow! This was interesting. I want to share \#\#\# This is an important part
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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Additional Resources:
Karen Haag's Website: www.liketoread.com |
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 6 students: | Grade 7 students: | Grade 8 students: |
CCSS:
RL.6.3 Describe how a particular story's or drama's plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
CCSS: | CCSS |
PI: M.RL.b Using evidence from the text to support interpretations, inferences, or conclusions (e.g., character or plot development, point of view). | PI: | PI: |
CCCs | CCCs | CCCs |
6.RL.b1 Describe how the plot unfolds in a story.
6.RL.b4 Use the specific details from the text to support inferences and explanations about plot development. |
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Essential Understanding:
Identify the beginning, middle, and end of a story. THEN Identify the problem/situation in the story. THEN Identify how the problem/situation is resolved. THEN Identify inferences that can be made from a 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.
Describing the Central Message / Theme
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | CCSS: | CCSS: RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
PI: M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme. | PI: | PI: M.RL.j Identifying and analyzing how the use of literary elements and point of view influence development of plot, characters (motivation, interactions) or theme. |
CCCs | CCCs | CCCs |
6.RL.c3 Summarize a text from beginning to end in a few sentences without including personal opinions. | 8.RL.j3 Provide/create an objective summary of a text. | |
Essential Understanding:
Identify what happens in the beginning and ending of a story. THEN Summarize what happens first, next, and last. |
Essential Understanding: | Essential Understanding:
Summarize the beginning and ending of a story without including personal opinions. THEN Summarize the beginning, middle, and ending of a story without including personal opinions. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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Scaffolds and Supports
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* Refer to Instructional Resource Guide for full descriptions and examples of systematic instructional strategies.
Using Details to Describe Text
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text | CCSS: RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
PI: M.RL.b Using evidence from the text to support interpretations, inferences, or conclusions (e.g., character or plot development, point of view). | PI: M.RL.i Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | PI: M.RL.i Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). |
CCCs | CCCs | CCCs |
6.RL.b2 Refer to details and examples in a text when explaining what the text says explicitly. | 7.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly. | 8.RL.i1 Refer to details and examples in a text when explaining what the text says explicitly. |
Essential Understanding:
Identify a detail or example in a text. THEN Explain what a text says explicitly. |
Essential Understanding:
Identify a detail or example in a text. THEN Explain what a text says explicitly. |
Essential Understanding:
Identify a detail or example in a text. THEN Explain what a text says explicitly. |
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.
Analyzing Relationships
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: | CCSS: | CCSS:
RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. RL.8.3 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision. |
PI: | PI: | PI:
M.RL.j Identifying and analyzing how the use of literary elements and point of view influence development of plot, characters (motivation, interactions) or theme. M.RL.k Identifying use of literary techniques (e.g., flashback, foreshadowing) and narrative strategies (e.g., dialogue, sensory details) and explaining how they advance the plot or impact meaning. |
CCCs | CCCs | CCCs |
8.RL.j4 Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character or provoke a decision.
8.RL.k1 Identify the use of literary techniques within a text. |
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Essential Understanding: | Essential Understanding: | Essential Understanding:
Identify dialogue in a story or drama. THEN Identify dialogue that is most relevant to the plot. THEN Identify the plot and/or character development in a story. |
Suggested Instructional Strategies:
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.
Describing the Central Message / Theme
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. | CCSS: RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). | CCSS: RL.8.2 Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text. |
PI: M.RL.c Summarizing and interpreting purpose or central ideas to derive a theme. | PI: M.RL.j Identifying and analyzing how the use of literary elements and point of view influence development of plot, characters (motivation, interactions) or theme. | PI: M.RL.j Identifying and analyzing how the use of literary elements and point of view influence development of plot, characters (motivation, interactions) or theme. |
CCCs | CCCs | CCCs |
6.RL.c1 Select key details about a character and relate those details to a theme within the text.
6.RL.c2 Determine the theme(s) of a story, drama, or poem including how it is conveyed through particular details.
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7.RL.i3 Determine the theme or central idea of a text.
7.RL.j1 Analyze the development of the theme or central idea over the course of the text.
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8.RL.j1 Determine the theme or central idea of a text.
8.RL.j2 Analyze the development of the theme or central idea over the course of the text including its relationship to the characters, setting and plot. |
Essential Understanding:
From a list, select key details relevant to a given story. THEN From a list, select key details about a character in a given story. THEN Determine the theme of a story from a list. |
Essential Understanding:
Identify the theme or central idea of the text. THEN Identify supporting details of the theme or central idea at the beginning of the story. THEN Identify supporting details of the theme or central idea at the middle of the story. THEN Identify supporting details of the theme or central idea at the end of the story. |
Essential Understanding:
Identify the theme or central idea of the text. THEN Identify supporting details of the theme or central idea at the beginning of the story. THEN Identify supporting details of the theme or central idea at the middle of the story. THEN Identify supporting details of the theme or central idea at the end of the story. |
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.
Using Details to Describe Text
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: | CCSS: RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. |
PI: | PI: M.RL.i Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). | PI: M.RL.i Using a range of textual evidence to support summaries and interpretations of text (e.g., purpose, plot/subplot, central idea, theme). |
CCCs | CCCs | CCCs |
7.RL.i2 Use two or more pieces of textual evidence to support conclusions, or summaries of text. | 8.RL.i2 Use two or more pieces of evidence to support inferences, conclusions, or summaries of text.
8.RL.i3 Determine which piece(s) of evidence provide the strongest support for inferences, conclusions, or summaries of text. |
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Essential Understanding: | Essential Understanding:
Make an inference from a literary text. THEN Identify a conclusion from a literary text. THEN Identify a summary of a literary text. THEN Identify a detail to support the inference, conclusion, or summary. |
Essential Understanding:
Make an inference from a literary text. THEN Identify a conclusion from a literary text. THEN Identify a summary of a literary text. THEN Identify a detail to support the inference, conclusion, or summary. |
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.
Using Details to Describe Text & Analyzing Relationships
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. | CCSS: RL.7.3 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). | CCSS |
PI: M.RL.b Using evidence from the text to support interpretations, inferences, or conclusions (e.g., character or plot development, point of view).
PI: M.RL.d Comparing literary elements (e.g., character, setting, plot/subplots) within or across texts. |
PI:
M.RL.j Identifying and analyzing how the use of literary elements and point of view influence development of plot, characters (motivation, interactions) or theme. M.RL.k Identifying use of literary techniques (e.g., flashback, foreshadowing) and narrative strategies (e.g., dialogue, sensory details) and explaining how they advance the plot or impact meaning. |
PI: |
CCCs | CCCs | CCCs |
6.RL.b3 Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters including how they change during the course of the story.
6.RL.d1 Analyze a character's interactions throughout a story as they relate to conflict and resolution.
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7.RL.j2 Analyze the impact of story elements on the text (e.g., impact of setting on a character's choices, cause/effects within the text).
7.RL.k1 Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot). |
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Essential Understanding:
Identify characters in a story. THEN Describe characters in a story. THEN Identify how a character changes in a story. |
Essential Understanding:
Categorize all story elements for a given text (i.e., match the setting of a text to "setting"; characters in a text to "character"). |
Essential Understanding:
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Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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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.
Distinguishing a Point of View
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: | CCSS: RL.7.6 Analyze how an author develops and contrasts the points of view of different characters or narrators in a text. | CCSS: RL.8.6 Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor. |
PI: | PI: M.RL.m evaluating and responding to a range of literature using given criteria | PI: M.RL.m evaluating and responding to a range of literature using given criteria |
CCCs | CCCs | CCCs |
7.RL.m1 Compare and contrast the points of view of different characters in the same text. | 8.RL.m1 Compare and contrast the points of view of different characters in the same text.
8.RL.m2 Analyze how differences in points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) creates such effects as suspense or humor. |
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Essential Understanding: | Essential Understanding:
Identify how a character reacts to specific events within a story. THEN Identify a point of view that matches a character from a story. THEN From two lists, match the points of view to the appropriate characters in a story. THEN Compare the point of view of one character to the point of view of a different character in a story. |
Essential Understanding:
Identify how a character reacts to specific events within a story. THEN Identify a point of view that matches a character from a story. THEN From two lists, match the points of view to the appropriate characters in a story. THEN Compare the point of view of one character to the point of view of a different character in a story. THEN Identify instances of suspense or humor. |
Suggested Instructional Strategies:
Write/Draw to Understand
Sort to Understand
Discuss to Understand
Model to Understand
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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.
Recognizing Organization and Features of Text
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. | CCSS: RL.7.5 Analyze how a drama's or poem's form or structure (e.g., soliloquy, sonnet) contributes to its meaning. | CCSS: RL.8.5 Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style. |
PI: M.RL.e Analyzing text according to text structure, genre features, or author's style. | PI: M.RL.l Analyzing or comparing texts according to text structure, genre features, or author's style or tone. | PI: M.RL.l Analyzing or comparing texts according to text structure, genre features, or author's style or tone. |
CCCs | CCCs | CCCs |
5.RL.e1 Use signal words (e.g., meanwhile, unlike, next) to identify common types of text structure (e.g., flashback, beginning, middle, end) within a text.
6.RL.e1 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. |
7.RL.l1 Examine how the structure of a poem or drama adds to its meaning. | 8.RL.l2 Explain how language use contributes to the meaning of a poem or drama.
8.RL.l1 Compare and contrast the structure of two or more texts. |
Essential Understanding:
Identify an important part of the story (a sentence, event, scene, etc.). THEN Place an important part of a story into a list of the major events from a story in order.
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Essential Understanding:
Identify various poetry structures (e.g., free-verse, tanka, cinquain, concrete, two-voice). THEN Identify the meaning of a poem.
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Essential Understanding:
Identify the text structure for a given text (e.g., identify the provided structure as a play or a story). THEN Identify various poetry structures (e.g., free-verse, tanka, cinquain, concrete, two-voice). THEN Identify the meaning of a poem. |
Suggested Instructional Strategies:
Write to Understand
Discuss to Understand
Model to Understand
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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.
Distinguishing a Point of View
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. | CCSS: | CCSS |
PI: M.RL.f Identifying and describing how the narrative point of view influences the reader's interpretation. | PI: | PI: |
CCCs | CCCs | CCCs |
6.RL.f1 Determine the narrative point of view.
6.RL.f2 Identify and describe how the narrative point of view influences the reader's interpretation. 6.RL.f3 Explain how an author develops the point of view of the narrator or speaker in a text. |
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Essential Understanding:
Identify the narrator of a story. THEN Identify an example from the text where the narrator is giving an opinion about something in the story rather than presenting facts. THEN Identify how a narrator feels/reacts to a key event in the story. |
Essential Understanding: | 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.
Connecting Diverse Media and Formats
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. | CCSS: RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). | CCSS: RL.8.7 Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors. |
PI: M.RL.e Analyzing text according to text structure, genre features, or author's style. | PI: M.RL.m Evaluating and responding to a range of literature using given criteria. | PI: M.RL.m Evaluating and responding to a range of literature using given criteria. |
CCCs | CCCs | CCCs |
6.RL.e3 Compare the experience of reading a story or drama to listening to or viewing an audio, video, or live version of the text. | 7.RL.m2 Compare and contrast a story, drama, or poem when presented in two different mediums.
7.RL.m3 Compare and contrast different mediums that may be used to present literary materials to explore the techniques used in the various mediums. |
8.RL.m3 Compare and contrast content presented in text, media, and live performance.
910.RL.e2 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is absent in each treatment. |
Essential Understanding:
Identify a preference for the experience of a book read or read aloud versus a video or live performance. THEN Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums. |
Essential Understanding:
Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums. |
Essential Understanding:
Given provided information (e.g., story elements), identify what is the same or what is different in two sources or mediums. |
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.
Analyzing Across Texts
Grade 6 students: | Grade 7 students: | Grade 8 students: |
CCSS: RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. | CCSS: RL.7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. | CCSS: RL.8.9 Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. |
PI: M.RL.e Analyzing text according to text structure, genre features, or author's style. | PI: M.RL.m Evaluating and responding to a range of literature using given criteria. | PI: M.RL.m Evaluating and responding to a range of literature using given criteria. |
CCCs | CCCs | CCCs |
6.RL.e2 Compare texts from different genres that have a similar theme or address the same topic. | 7.RL.m4 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history. | 8.RL.m4 Compare modern works of literature to the texts from which they draw ideas. |
Essential Understanding:
Identify the theme or topic of a written story. THEN Identify similarities between two texts on same topic. |
Essential Understanding:
Read a historical account of an important event in U.S. history. THEN Read a fictional portrayal related to the same event in U.S. history. THEN List differences between the historical account and the fictional portrayal of the same event. |
Essential Understanding:
Given text on common topic or theme, find similarities within texts. |
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.