Correlation to Standards McREL Standards - Amazon … word meanings; identifies shades of meaning;...

#51005—Reading Strategies for Fiction © Shell Education

Correlation to Standards

Grades 1–2Standard Strategy and Page Number

5.1—Uses mental images based on pictures and print to aid in comprehension of text

Concept of Definition Map (page 58); Guided Imagery (page 222); Talking Drawings (page 225);

5.2—Uses meaning clues (e.g., picture captions, illustrations, title, cover, headings, story structure, story topic) to aid comprehension and make predictions about content (e.g., action, events, character’s behavior)

Picture Prediction (page 106); Previewing the Text Through Questioning (page 157); Imagine, Elaborate, Predict, and Confirm (page 229);

5.6—Understands level-appropriate sight words and vocabulary

Word Wall (page 38); Points of Confusion (page 98);

5.7—Uses self-correction strategies (e.g., searches for cues, identifies miscues, rereads, asks for help)

Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Activate Prior Knowledge Think-Aloud (page 141); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147);

6.2—Knows setting, main characters, main events, sequence, narrator, and problems in stories

Character Inferences (page 123); SWBST (page 211); Read, Cofaver, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232); Character Portrait (page 236); Read, Note, Sort (page 247); Point of View (page 254); Graphic Organizers (page 259);

6.3— Knows the main ideas or theme of a story, drama, or poem

Key Words (page 193); Very Important Points (page 195); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Graphic Organizers (page 259);

6.4—Relates stories to personal experiences (e.g., events, characters, conflicts, themes)

KWL Chart (page 80); Think Sheet (page 88); Alphaboxes (page 92); Points of Confusion (page 98); Character Inferences (page 123); Make Inferences Think-Aloud (page 149); Talking Drawings (page 225);

7.1—Reads a variety of informational texts (e.g., written directions, signs, captions, warning labels, informational books)

Text Feature Scavenger Hunt (page 245);

7.2—Understands the main idea and supporting details of simple expository information

Preview (pages 117);

7.4—Relates new information to prior knowledge and experience

Activate Prior Knowledge Think-Aloud (page 141); Determine Word Meanings Think-Aloud (page 143);

McREL Standards



McREL Standards (cont.)

Standard Strategy and Page Number

8.2—Asks and responds to questions (e.g., about the meaning of a story, about the meaning of words or ideas)

Scaffolding Reader Questions (page 161); Coding the Text (page 167); Character Preview (page 117);

9.1—Understands the main idea or message in visual media (e.g., graphics, animation, comic books, television)

Examining Visuals (page 231);

Grades 1–2 (cont.)





5.1—Previews text (e.g., skims material; uses pictures, textual clues, and text format)

Picture Prediction (page 106);

5.2—Establishes a purpose for reading (e.g., for information, for pleasure, to understand a specific viewpoint)

Picture Prediction (page 106); Determine Word Meanings Think-Aloud (page 143); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Guided Imagery (page 222); Character Portrait (page 236);

5.3—Makes, confirms, and revises simple predictions about what will be found in a text (e.g., uses prior knowledge and ideas presented in text, illustrations, titles, topic sentences, key words, and foreshadowing clues)

Rating Vocabulary (page 41); Text and Subtext (page 110); Wordsplash (page 113); Determine Word Meanings Think-Aloud (page 143); Previewing the Text Through Questioning (page 157); Imagine, Elaborate, Predict, and Confirm (page 229);

5.4—Uses basic elements of structural analysis (e.g., syllables, basic prefixes, suffixes, inflectional endings, root words, compound words, spelling patterns, contractions) to decode unknown words

Root Word Tree (page 48); Vocabulary Diagram (page 66); Keyword Association (page 71);

5.5—Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead)

Rating Vocabulary (page 41); Word Knowledge Analysis (page 44); Context Clue Analysis Chart (page 54); Determine Word Meanings Think-Aloud (page 143); Ask Questions Think-Aloud (page 147);

5.6—Uses word reference materials (e.g., glossary, dictionary, thesaurus) to determine the meaning, pronunciation, and derivations of unknown words

Concept of Definition Map (page 58); Frayer Model (page 62); Vocabulary Diagram (page 66);

5.7—Understands level-appropriate reading vocabulary

Word Wall (page 38); Concept of Definition Map (page 58); Points of Confusion (page 98);

5.8—Monitors own reading strategies and makes modifications as needed (e.g., recognizes when he or she is confused by a section of text, questions whether the text makes sense)

Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Activate Prior Knowledge Think-Aloud (page 141); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147);

6.2—Knows the defining characteristics (e.g., rhyme and rhythm in poetry; settings and dialogue in drama; make believe in folktales and fantasies; life stories in biography; illustrations in childrenâ€™s stories) and structural elements (e.g., chapter, scene, stanza, verse, meter) of a variety of literary genres

Read, Note, Sort (page 247); Graphic Organizers (page 259);






6.3—Understands the basic concept of plot (e.g., main problem, conflict, resolution, cause-and-effect)

Jigsaw (page 201); Chunking Text (page 203); SWBST (page 211); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232); Read, Note, Sort (page 247); Graphic Organizers (page 259);

6.5—Understands elements of character development in literary works (e.g., differences between main and minor characters; character’s point of view; stereotypical characters as opposed to fully developed characters; changes that characters undergo; the importance of a character’s actions, motives, and appearance to plot and theme)

Character Inferences (page 123); SWBST (page 211); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Character Portrait (page 236); Point of View (page 254);

6.6—Knows themes that recur across literary works Concept Map (page 85); Determine the Theme (page xxx); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190);

6.8—Makes connections between characters or simple events in a literary work and people or events in his or her own life

KWL Chart (page 80); Concept Map (page 85); Think Sheet (page 88); Alphaboxes (page 92); Points of Confusion (page 98); Inference Investigation (page 119); Character Inferences (page 123); Make Inferences Think-Aloud (page 149); Talking Drawings (page 225); Imagine, Elaborate, Predict, and Confirm (page 229);

7.4—Uses the various parts of a book (e.g., index, table of contents, glossary, appendix, preface) to locate information

Text Feature Scavenger Hunt (page 245);

7.6—Uses prior knowledge and experience to understand and respond to new information

Preview (page 117); Activate Prior Knowledge Think-Aloud (page 141);

8.2—Asks questions in class (e.g., when he or she is confused, to seek others’ opinions and comments)

Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 170); Beat the Teacher (page 169; ReQuest (page 168); Character Interview (page 172); Character Preview (page 117); Question Hierarchy (page 178);

9.1—Understands different messages conveyed through visual media (e.g., main ideas and supporting details; facts and opinions; main characters, setting, and sequence of events in visual narratives)






5.1—Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing)

Picture Prediction (page 106); Wordsplash (page 113); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Plot Sequencing (page 236);

5.2—Uses word origins and derivations to understand word meaning (e.g., Latin and Greek roots and affixes, meanings of foreign words frequently used in the English language, historical influences on English word meanings)

Rating Vocabulary (page 41);

Very Important Points (page 44); Roots/Prefixes/Suffixes Chart; Very Important Points (page 66); Guided Imagery (page 222);

5.3—Uses a variety of strategies to extend reading vocabulary (e.g., uses analogies, idioms, similes, metaphors to infer the meaning of literal and figurative phrases; uses context clues, such as word function and placement; uses definition, restatement, example, comparison and contrast to verify word meanings; identifies shades of meaning; knows denotative and connotative meanings; knows vocabulary related to different content areas and current events; uses rhyming dictionaries, classification books, etymological dictionaries)

Word Wall (page 39);


Very Important Points (page 44); Context Clue Analysis Chart (page 54); Concept of Definition Map (page 58); Frayer Model (page 62); Very Important Points (page 66); Keyword Association (page 71); Points of Confusion (page 98);

5.4—Uses specific strategies to clear up confusing parts of a text (e.g., pauses, rereads the text, consults another source, represents abstract information as mental pictures, draws upon background knowledge, asks for help)


Very Important Points (page 44); Context Clue Analysis Chart (page 54); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Activate Prior Knowledge Think-Aloud (page 141); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147);

6.2—Knows the defining features (e.g., setting in science fiction, soliloquy and stage directions in drama, conflict in narratives, perspective in biographies and autobiographies) and structural elements (e.g., chapter, act, scene, stanza) of a variety of literary genres

Plot Sequencing (page 247); Graphic Organizers (page 259);

6.3—Understands complex elements of plot development (e.g., cause-and-effect relationships; use of subplots, parallel episodes, and climax; development of conflict and resolution)

Jigsaw (page 201); Chunking Text (page 203); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232); Plot Sequencing (page 247); Graphic Organizers (page 259);






6.4—Understands elements of character development (e.g., character traits and motivations; stereotypes; relationships between character and plot development; development of characters through their words, speech patterns, thoughts, actions, narrator’s description, and interaction with other characters; how motivations are revealed)

Character Inferences (page 123); Jigsaw (page 201); Chunking Text (page 203); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 236); Point of View (page 254);

6.9—Understands inferred and recurring themes in literary works (e.g., bravery, loyalty, friendship, good v. evil; historical, cultural, and social themes)

Chunking Text (page 85); Chunking Text (page 119); Make Inferences Think-Aloud (page 149); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190);

6.10—Makes connections between the motives of characters or the causes for complex events in texts and those in his or her own life

Graphic Organizers (page 80); Chunking Text (page 85); Think Sheet (page 88); Determining the Theme (page 207); Points of Confusion (page 98); Chunking Text (page 119); Character Inferences (page 123); Make Inferences Think-Aloud (page 149);

7.4—Uses new information to adjust and extend personal knowledge base

Preview (page 117);

7.5—Draws conclusions and makes inferences based on explicit and implicit information in texts

Text and Subtext (page 110);

8.2—Asks questions to seek elaboration and clarification of ideas

Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 170); Questioning the Author (page 168); Questioning the Author (page 169); Character Interview (page 172); Character Interview (page 178);

9.1—Understands a variety of messages conveyed by visual media (e.g., main concept, details, themes or lessons, viewpoints)






5.1—Uses context to understand figurative, idiomatic, and technical meanings of terms

Very Important Points (page 66); Picture Prediction (page 106); Guided Imagery (page 222);

5.2—Extends general and specialized reading vocabulary (e.g., interprets the meaning of codes, symbols, abbreviations, and acronyms; uses Latin, Greek, Anglo-Saxon roots and affixes to infer meaning; understands subject-area terminology; understands word relationships, such as analogies or synonyms and antonyms; uses cognates; understands allusions to mythology and other literature; understands connotative and denotative meanings)



Very Important Points (page 44); Roots/Prefixes/Suffixes Chart (page 51); Context Clue Analysis Chart (page 54); Concept of Definition Map (page 58); Frayer Model (page 62); Very Important Points (page 66); Keyword Association (page 71); Points of Confusion (page 98); Character Interview (page 113); Imagine, Elaborate, Predict, and Confirm (page 229);

5.3—Uses a range of automatic monitoring and self-correction methods (e.g., rereading, slowing down, sub-vocalizing, consulting resources, questioning)

Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Activate Prior Knowledge Think-Aloud (page 141); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147);

6.2—Knows the defining characteristics of a variety of literary forms and genres (e.g., the dramatic elements of staging, breaking the fourth wall, expressionism, minimalism, and dramatic irony; the syntax, narrative structure, people/nature relationships, and male/female roles used in mythic traditions; the range of poem structures, such as fixed and free forms, rhymed and unrhymed, narrative and lyric)

Plot Sequencing (page 247); Point of View (page 254); Graphic Organizers (page 259);

6.3—Analyzes the use of complex elements of plot in specific literary works (e.g., time frame, cause-and-effect relationships, conflicts, resolution)

Jigsaw (page 201); Chunking Text (page 203); Plot Sequencing (page 247); Graphic Organizers (page 259);

6.4—Analyzes the simple and complex actions (e.g., internal/external conflicts) between main and subordinate characters in literary works containing complex character structures

Character Inferences (page 123); Jigsaw (page 201); Chunking Text (page 203); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 236);

6.6—Understands how themes are used across literary works and genres (e.g., universal themes in literature of different cultures, such as death and rebirth, initiation, love and duty; major themes in American literature; authors associated with major themes of specific eras; themes that authors draw on and transform from influential literary works)

Chunking Text (page 85); Determine the Theme (page xxx); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190);






6.9—Makes connections between his or her own life and the characters, events, motives, and causes of conflict in texts

Graphic Organizers (page 80); Chunking Text (page 85); Think Sheet (page 88); Determining the Theme (page 207); Points of Confusion (page 98); Chunking Text (page 119); Character Inferences (page 123); Make Inferences Think-Aloud (page 149);

7.1—Reads a variety of informational texts (e.g., textbooks, biographical sketches, letters, diaries, directions, procedures, magazines, essays, primary source historical documents, editorials, news stories, periodicals, catalogs, job-related materials, schedules, speeches, memoranda, public documents, maps)

Preview (page 117);

7.5—Uses text features and elements to support inferences and generalizations about information (e.g., vocabulary, language use, expository structure, format, arguments and evidence, omissions or ambiguities)

Text and Subtext (page 110);

8.2—Asks questions as a way to broaden and enrich classroom discussions

Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 170); Questioning the Author (page 169); Questioning the Author (page 168); Character Interview (page 172); Character Interview (page 178);

9.1—Uses a range of strategies to interpret visual media (e.g., draws conclusions, makes generalizations, synthesizes materials viewed, refers to images or information in visual media to support point of view, deconstructs media to determine the main idea)




First GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL.1.1—Ask and answer questions about key details in a text.

Character Inferences (page 123); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Guided Reading and Summarizing Procedure (page 196);

CCSS.ELA-Literacy.RL.1.2—Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232);

CCSS.ELA-Literacy.RL.1.3—Describe characters, settings, and major events in a story, using key details.

Character Inferences (page 123); Character Preview (page 117); SWBST (page 211); Plot Sequencing (page 232); Plot Sequencing (page 236); Plot Sequencing (page 247);

CCSS.ELA-Literacy.RL.1.5—Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.


CCSS.ELA-Literacy.RL.1.6—Identify who is telling the story at various points in a text.

Point of View (page 254);

CCSS.ELA-Literacy.RL.1.7—Use illustrations and details in a story to describe its characters, setting, or events.

Picture Prediction (page 106); Previewing the Text through Questioning (page 157); Scaffolding Reader Questions (page 161); Examining Visuals (page 231); Talking Drawings (page 225);

Common Core State Standards




Reading: Literature (cont.)

CCSS.ELA-Literacy.RL.1.10—With prompting and support, read prose and poetry of appropriate complexity for grade 1.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Preview (page 117); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Previewing the Text through Questioning (page 157); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Character Preview (page 117); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Talking Drawings (page 225); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);

Speaking & Listening

CCSS.ELA-Literacy.SL.1.4—Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Guided Imagery (page 222);

Language

CCSS.ELA-Literacy.L.1.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies

Points of Confusion (page 98); Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.1.5—With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings

Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.1.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

Word Wall (page 39); Determining the Theme (page 207);

Common Core State Standards (cont.)

First Grade (cont.)




Second GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL.2.1—Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

Character Inferences (page 123); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Guided Reading and Summarizing Procedure (page 196);

CCSS.ELA-Literacy.RL.2.2—Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232);

CCSS.ELA-Literacy.RL.2.3—Describe how characters in a story respond to major events and challenges.

Character Inferences (page 123); Character Preview (page 117); SWBST (page 211); Plot Sequencing (page 232); Plot Sequencing (page 236); Plot Sequencing (page 247);

CCSS.ELA-Literacy.RL.2.5—Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.


CCSS.ELA-Literacy.RL.2.6—Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Point of View (page 254);

CCSS.ELA-Literacy.RL.2.7—Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.





Second Grade (cont.)



CCSS.ELA-Literacy.RL.2.10—By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Preview (page 117); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Previewing the Text through Questioning (page 157); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Character Preview (page 117); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Talking Drawings (page 225); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.2.4—Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.


Language

CCSS.ELA-Literacy.L.2.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies

Key Words (page 48); Points of Confusion (page 98); Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.2.5—Demonstrate understanding of word relationships and nuances in word meanings

Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.2.6—Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy)


Key Words (page 48); Determining the Theme (page 207);




Third GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL.3.1—Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Text and Subtext (page 110); Chunking Text (page 119); Character Inferences (page 123); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Character Interview (page 178); Guided Reading and Summarizing Procedure (page 196);

CCSS.ELA-Literacy.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.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); Questioning the Author (page 170); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232);

CCSS.ELA-Literacy.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

Character Inferences (page 123); Character Interview (page 172); Character Preview (page 117); SWBST (page 211); Plot Sequencing (page 232); Plot Sequencing (page 236); Plot Sequencing (page 247);

CCSS.ELA-Literacy.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.ELA-Literacy.RL.3.6—Distinguish their own point of view from that of the narrator or those of the characters.

Questioning the Author (page 170); Character Interview (page 178); Point of View (page 254);

CCSS.ELA-Literacy.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)





Third Grade (cont.)



CCSS.ELA-Literacy.RL.3.10—By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Previewing the Text through Questioning (page 157); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Preview (page 117); Character Interview (page 178); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); SWBST (page 211); Key Words (page 193); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Talking Drawings (page 225); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.3.1—Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly

CCSS.ELA-Literacy.SL.3.4—Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.





Language

CCSS.ELA-Literacy.L.3.4—Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies

Rating Vocabulary (page 41); Very Important Points (page 44); Key Words (page 48); Very Important Points (page 51); Context Clue Analysis Chart (page 54); Very Important Points (page 66); Points of Confusion (page 98); Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.3.5—Demonstrate understanding of figurative language, word relationships and nuances in word meanings

Context Clue Analysis Chart (page 54); Concept of Definition Map (page 58); Frayer Model (page 62); Very Important Points (page 66); Keyword Association (page 71); Determine Word Meanings Think-Aloud (page 143);

CCSS.ELA-Literacy.L.3.6—Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them)

Word Wall (page 39); Very Important Points (page 44); Key Words (page 48); Very Important Points (page 51); Context Clue Analysis Chart (page 54); Frayer Model (page 62); Very Important Points (page 66); Keyword Association (page 71); Determining the Theme (page 207);


Third Grade (cont.)




Fourth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.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.ELA-Literacy.RL.4.2—Determine a theme of a story, drama, or poem from details in the text; summarize the text.


CCSS.ELA-Literacy.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.ELA-Literacy.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, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.


CCSS.ELA-Literacy.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.ELA-Literacy.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.





Fourth Grade (cont.)



CCSS.ELA-Literacy.RL.4.10—By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.



CCSS.ELA-Literacy.SL.4.4—Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.





Language

CCSS.ELA-Literacy.L.4.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies


CCSS.ELA-Literacy.L.4.5—Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


CCSS.ELA-Literacy.L.4.6—Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation)



Fourth Grade (cont.)




Fifth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL. 5.1—Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.RL. 5.3—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.ELA-Literacy.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.


CCSS.ELA-Literacy.RL. 5.6—Describe how a narrator’s or speaker’s point of view influences how events are described.


CCSS.ELA-Literacy.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).





Fifth Grade (cont.)



CCSS.ELA-Literacy.RL. 5.10—By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.



CCSS.ELA-Literacy.SL.5.1—Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly

CCSS.ELA-Literacy.SL.5.4—Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.





Language





CCSS.ELA-Literacy.L.5.6—Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition)



Fifth Grade (cont.)




Sixth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL. 6.1—Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


CCSS.ELA-Literacy.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.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); Questioning the Author (page 170); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Plot Sequencing (page 232);

CCSS.ELA-Literacy.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.

Character Inferences (page 123); Character Interview (page 172); Plot Sequencing (page 232); Plot Sequencing (page 236); Plot Sequencing (page 247);

CCSS.ELA-Literacy.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.ELA-Literacy.RL. 6.6—Explain how an author develops the point of view of the narrator or speaker in a text.


CCSS.ELA-Literacy.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.

Picture Prediction (page 106); Scaffolding Reader Questions (page 161); Examining Visuals (page 231);




Sixth Grade (cont.)



CCSS.ELA-Literacy.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.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Interview (page 178); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.6.1—Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly

CCSS.ELA-Literacy.SL.6.4—Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.





Language


Rating Vocabulary (page 41); Very Important Points (page 44); Roots/Prefixes/Suffixes Chart (page 51); Context Clue Analysis Chart (page 54); Very Important Points (page 66); Points of Confusion (page 98); Determine Word Meanings Think-Aloud (page 143);



CCSS.ELA-Literacy.L.6.6—Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

Word Wall (page 39); Very Important Points (page 44); Very Important Points (page 51); Context Clue Analysis Chart (page 54); Frayer Model (page 62); Very Important Points (page 66); Keyword Association (page 71); Determining the Theme (page 207);


Sixth Grade (cont.)




Seventh GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.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.ELA-Literacy.RL.7.2—Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.


CCSS.ELA-Literacy.RL. 7.3—Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).


CCSS.ELA-Literacy.RL.7.5—Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning


CCSS.ELA-Literacy.RL. 7.6—Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.

Questioning the Author (page 170); Character Interview (page 178); Chunking Text (page 203); Determining the Theme (page 207); Point of View (page 254);

CCSS.ELA-Literacy.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).





Seventh Grade (cont.)



CCSS.ELA-Literacy.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.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Interview (page 178); Jigsaw (page 201); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.7.4—Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.


Language


Rating Vocabulary (page 41); Very Important Points (page 44); Very Important Points (page 51); Context Clue Analysis Chart (page 54); Very Important Points (page 66); Points of Confusion (page 98); Determine Word Meanings Think-Aloud (page 143);




Language (cont.)






Seventh Grade (cont.)




Eighth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.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.


CCSS.ELA-Literacy.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.





Eighth Grade (cont.)



CCSS.ELA-Literacy.RL.8.10—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.

Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Interview (page 178); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 232); Plot Sequencing (page 236); Guided Imagery (page 222); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.8.4—Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.


Language

CCSS.ELA-Literacy.L.8.4—Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies





Language (cont.)






Eighth Grade (cont.)




Ninth and Tenth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL.9-10.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


CCSS.ELA-Literacy.RL.9-10.2—Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); Questioning the Author (page 170); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190);

CCSS.ELA-Literacy.RL.9-10.3—Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Character Inferences (page 123); Character Interview (page 172); Plot Sequencing (page 236); Plot Sequencing (page 247);

CCSS.ELA-Literacy.RL.9-10.5—Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.


CCSS.ELA-Literacy.RL.9-10.6—Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.


CCSS.ELA-Literacy.RL.9-10.7—Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).





Ninth and Tenth Grade (cont.)



CCSS.ELA-Literacy.RL.9-10.10

By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently.

By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Interview (page 178); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Plot Sequencing (page 236); Guided Imagery (page 222); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.9-10.4—Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


Language

CCSS.ELA-Literacy.L.9-10.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies





Language (cont.)

CCSS.ELA-Literacy.L.9-10.5—Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


CCSS.ELA-Literacy.L.9-10.6—Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression



Ninth and Tenth Grade (cont.)




Eleventh and Twelfth GradeStandard Strategy and Page Number

Reading: Literature

CCSS.ELA-Literacy.RL. 11-12.1—Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.


CCSS.ELA-Literacy.RL.11-12.2—Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Coding the Text (page 167); Questioning the Author (page 170); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190);

CCSS.ELA-Literacy.RL. 11-12.3—Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Character Inferences (page 123); Character Interview (page 172); Plot Sequencing (page 247);

CCSS.ELA-Literacy.RL.11-12.5—Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.


CCSS.ELA-Literacy.RL. 11-12.6—Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).


CCSS.ELA-Literacy.RL. 11-12.7—Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)





Eleventh and Twelfth Grade (cont.)



CCSS.ELA-Literacy.RL. 11-12.10

By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11-CCR text complexity band independently and proficiently.

By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity band independently and proficiently.

Determining the Theme (page 207); Points of Confusion (page 98); Picture Prediction (page 106); Text and Subtext (page 110); Character Interview (page 113); Preview (page 117); Chunking Text (page 119); Character Inferences (page 123); Overview the Text Think-Aloud (page 135); Preparing for the Topic Think-Aloud (page 137); Look for Important Information Think-Aloud (page 139); Determine Word Meanings Think-Aloud (page 143); Predict Think-Aloud (page 146); Ask Questions Think-Aloud (page 147); Make Inferences Think-Aloud (page 149); Scaffolding Reader Questions (page 161); Coding the Text (page 167); Questioning the Author (page 168); Questioning the Author (page 169); Questioning the Author (page 170); Character Interview (page 172); Character Interview (page 178); Jigsaw (page 201); Chunking Text (page 203); Determining the Theme (page 207); Very Important Points (page 195); Guided Reading and Summarizing Procedure (page 196); Read, Cover, Remember, Retell (page 188); Rank-Ordering Retell (page 190); Examining Visuals (page 231); Guided Imagery (page 222); Imagine, Elaborate, Predict, and Confirm (page 229); Point of View (page 254); Graphic Organizers (page 259);


CCSS.ELA-Literacy.SL.11-12.4—Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.


Language

CCSS.ELA-Literacy.L.11-12.4—Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies





Language (cont.)

CCSS.ELA-Literacy.L.11-12.5—Demonstrate understanding of figurative language, word relationships, and nuances in word meanings


CCSS.ELA-Literacy.L.11-12.6—Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression



Eleventh and Twelfth Grade (cont.)




Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting

All strategies

Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts

All strategies

TESOL Standards




Standard 1: English language learners communicate for Social and Instructional purposes within the school setting

All strategies

Standard 4: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts

All strategies

WIDA Standards


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Character Analysis 2


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Character Comparison 1


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Story Map 1

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Story Map 3

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