CCR Reading Anchor Standard Six

“Asses how point of view or purpose shapes content and style of a text.”

 

The Goal

• Students need to understand stories and text may be written in different way depending on who is telling or writing.

• Students are asked to explain how narrators see in different ways and students use POV to comprehend the text in a deeper way.

• Point of view analysis: An essay describing POV of the narrator in a literary text and also describing how that POV is used to relay the author’s message (activity).

 

Credibility for Informational text

• In order to analyze the POV, you have to determine the credibility of text.

• Analyze how author uses rhetoric to advance their purpose or POV.

 

Two Reading Skills

1. The ability to assess how POV shapes the content and style of a text

2. The ability to ass how purpose shapes the content and style of a text.

 

Literary Device

First person: Author writes a s they were the character telling the story (pronouns: I and my)

Second person: Author writes as the reader were in the story (pronouns: you and your)

Third person: The author writes as an outside voice looking in on the event (pronouns: he and she).

Limited narrator: Author tells story from on character POV

Omniscient narrator: Author can see inside all characters minds.

 

Purpose

Literary: Written to entertain.

Informational: written to answer a question, describe or explain event, situation, event, person, or procedure.

 

3 Main Skills to Teach

1. POV.

2. Determining an author’s purpose.

3. Comparing and contrasting POV.

 

Reading Literature

K: Students name the author and illustrators of the story.

1: Students identify who is telling the story at different points.

2: Students emphasize the POV of characters.

3: Students are expected to distinguish their own POV from that of the authors.

4: students compare and contrast POV.

5: Students describe the ways in which traits of the narrator inform how they describe events.

 

Informational Text

K: Students name the author and illustrator and tell what each one does.

1: Students learn to tell the difference between getting information from images and getting in information from words.

2: Students identify why the author wrote the text.

3: Students learn to tell the different between their own POV and the authors.

4: Student compare and contrast firsthand, secondhand accounts of the same topic.

5: Student analyzes multiple accounts of the topic.

 

Reading Literature

“Give students the opportunity to determine the POV in a wide variety of stories, drama, and poetry.”

K: Name the author and illustrator of a story and define roles.

1: Recognize who is telling the story and identify.

2: Identify characters and POV while deciding what voice to use for each.

3: Recognize your own POV in addition to identifying the narrator and characters POV.

4: Define, compare and contrast point of view first person and their person narrator; compare and contrast POV.

5: Identify and describe POV and describe how it influences an event.

 

Informational Text

“Provide consistent opportunities for students to read well written informational text with images.”

K: Name the author and illustrators and define roles.

1: Identify information provided through illustrations and distinguish between text information and image information.

2: Identify the author’s purpose, main ideas and what the author want to answer, explain, or describe.

3: Recognize own POV and authors POV.

 

Open Mind Portrait

Purpose: Understand a character’s POV

Can be used with stories, biographies, or informational text

Steps:

• Invite students to draw or color character.

• Have students cut out a portrait.

• Trace one or more blank head shapes on paper.

• Students then draw or write about the person’s thoughts or feelings throughout the story to show how POV develops.

 

Comparing and Contrasting POV

Reading Standard 6: Focuses on literature and informational text to help students understand POV.

Thinking Hats: teaching strategy for comparing and contrasting. First, build the students background knowledge and split into small groups to discuss POV (“expert groups” on certain characters). Students are then asked to return to original groups to discuss all the characters in depth.

 

Technology Connections

Comic Strips: Students can create comic strips to collect their thoughts on POV

It is also a great way to separate character perspectives by illustrating comic strips.

www.makebeliefscomix.com

 

Differentation

Advanced: Students will read a piece of literature in a group to grasp a good understanding of the story and then they will be given three sunglasses cut out outs. They must give a brief description of three characters and their perspective. Must include three vocabulary words when describing each character.

ELL: Text provided in student’s L1. They can describe POV using illustrations and using simple vocab to describe each character.

Struggling: Audio version of the text, and can illustrate glasses and write about each character with simple sentences.

 

Integrating Other Standards

• Reading Literature Standard 1: Focuses on reading a narrative text closely.

• Reading Literature Standard 2: Focuses on the ability to retell a literary text and determine the author’s message or theme.

• Reading Literature Standard 3: Focus on being able to describe characters, setting or events drawing a specific detail in the text.

• Reading Literature Standard 7: Focus on the images to help establish the mood.

• Writing Standard 1: Describes the expectations for students to write an opinion about a topic or text and supporting their POV with reasons and information.

• Speaking and Listening Standard 1: Describes expectations to engage in a range of collaboration, and demonstrates how to participate in an academic conversation.

• Reading info text 6: Refers to engaging in close reading of an information text.

 

Common Core

Example lesson: Identifying the main purpose of the text

• 2nd grade teacher integrate reading and social studies by studying kids around the world.

• Gather books, read books to the students; then have them pick out the main puros of the text using pictures, discussion, and modeling.