Reading Element Card Literary Text Grades 9-12

Revision as of 13:04, 16 October 2014

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Teaching Literary Text All of the CCCs in this document relate to teaching literary or narrative 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 Literary 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 Narrative 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 https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/writing/LW_Test/LW_TeST_O.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/LL_Over.htm https://edod.det.nsw.edu.au/PDFs/NAPLAN/2008/Links/literacy/Critical_Aspects.pdf

NOTE: In addition to the full set of Reading Literary Text Element Cards, there are additional element cards provided that are related to the story, Daedalus and Icarus. These additional cards were completed for CCCs in the 3-5 grade band and are located at the end of this document after the 9-12 cards.

Grades K–2 Reading Element Card – Literary Text – Using Details to Describe Text

Explanations for corresponding line numbers

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

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