CCR Reading Anchor Standard 3

 

What does it mean?

• Students need to be able to read and comprehend text (even if it is not explicit).

• Complex text: “Interactions among ideas or characters in the text that are subtle, involved or deeply embedded.”

• Students need to be able to follow how the author establishes character and idea development throughout the text.

• Connected to CCR 1 (reading closely) and 10 (text complexity).

 

Four College Reading Skills

1. The ability to analyze how individuals develop and interact

2. The ability to analyze how event develop and interact.

3. The ability to analyze how ideas develop and interact.

4. The ability to recognize how individuals, events, and ideas interact.

 

CCSS Build

• Students begin to understand the relationships between characters and story elements in literature and connections between ideas and historical/scientific texts.

 

CCSS 3 for Reading Literature

K-1: Students learn to identify and then describe components (characters, setting, and major events) of a text.

2: Learn to respond to the events and challenges a character faces.

3: Describe characters in a story (traits, motivations, feelings).

4: Students describe characters, settings, and events.

5: Compare and contracts characters, settings, and events.

 

For Reading Informational Texts

K-1: Learn to describe connection between two people, events, ideas, or info in a text.

2: Describe the connection between two series of events ideas or steps in a procedure

4: Describe connection between events and connections between what happened and why.

5: Describe relationship among series of events ideas or concepts in disciplinary text by citing specific information.

3: Describe relationship between a series of historical events using language that pertains to time.

 

Five Main Skills Areas to Teach

1. Characters settings and events.

2. Characterization.

3. Comparing and contrasting characters setting and events.

4. Connection among individual’s events and ideas.

5. Explaining relationship between two or more individual’s events or ideas or concepts in content area texts.

6. Help students to stay on track for middle and higher expectations of standards in later grades.

 

Supporting Skills and Strategies

K: Define characters, setting, and events; identify in a story, poem or drama.

1: Define characters, setting, and events; using key details.

4: Identify characters, setting, and events; describe characters thought actions how a characters words tell about the character using specific details.

 

Informational

1: Identify key details about an individual event or ideas; connections between two texts.

2: Identify historical events, scientific ideas, steps in a procedure; connections between two texts.

5: Define relationships and interacts- explain between two more events, ideas, concepts, individuals; use specific information to explain information.

 

How can we teach S3

• Teachers must first describe the teaching idea.

• After, teachers must discuss how the standard is supports.

• To share examples of complete students work that is in relation to the standard.

 

Story Impression

• Developed by McGinley and Denner in 197- encourage students to perform certain tasks during their readings.

• Predicting, become familiar with vocab, provide structure for writing a narrative.

 

Characterization

• Description of qualities of a character in a story. Teachers have developed a method known as the “Character, Traits and Quote Map” to help teach about characterization.

 

Video

• Characterization (Character Detectives).

• Each group of students is given a case and is allowed to make predictions about who the character is.  

 

Comparison and Contrast Story Map

• To help students understand comparisons and contrasting.

• This information with be given to students in a graphic organizer form.

 

Technology Connections

• The Story Map interactive Tool: Prewriting- help student’s plan a story or it can be used to describe idea developed of a published story. K-12Grade.

• Cube Creator: 3-12- helps students think about how to summarize a text using several models.

 

Integrating ELA Standards

RS 1: Focus on reading a literature text closely.

RS 5: Terms that germane to literary text, such as chapter, scene, or stanza.

RL 6: Point of view.

RL 9: Focuses on comparing and contrasting elements or versions of literary texts.

WS 3: Lays out the expectations for narrative writing.

SLS1: Describes the expectations that students will engage affect in a range of collaborative discussions with specific indictors and demonstrate how to participate in an affective academic conversation.

LSS: Vocab standards that refers to descriptive use of language.

 

Third Grade Literature Examples

• Describe characters in a story (traits, motivations and feelings) and explain how their actions contribute to the sequence of events.

• Focus on characterization.

• Model reading of book and choral read

• Hit points of fluency, class discussion (Students ask and answer questions).

• Divide into small groups to read a specific book

• Decide what character is thinking.

• Chart with an image of each character, sticky notes.

 

Differentiating ELL’s

Content: Graphics; based on reading level; L1 language if possible.

Process: Audio version of story; video of story; guide step by step; given sentences of characters actions and reasons.

Product: Students move them to the corresponding character; students can draw picture or label for each character.

 

Struggling Students

Content: Book that has a lot of pictures; based on reading level.

Process: Description for each character; flowing chart for cause and effect.

Product: Use drawings and labels for each character.

 

Advanced Students

Content: Provide students with text that involves a deeper thinking.

Process: May not need the sentence starters for descriptions of characters actions and reasons.

Product: Encourage students to more specific and go into depth about their answers; written responses rather using a graphic organizer; have them perform a scene from the story.