Documente Academic
Documente Profesional
Documente Cultură
08
Spring
09
Essential Question
How does a student articulate an understanding of literary
text through the analysis of plot/ideas/concepts, making
inferences about content, characters, philosophy, theme,
author’s craft, or other elements?
Grades Assessed
First Third Fifth Seventh
Tenth
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Table of Contents
First Grade.............................................................................................3
Description.............................................................................................................3
Essential Question.................................................................................................3
Basic Concepts.......................................................................................................3
Assessment............................................................................................................3
Vital Results...........................................................................................................3
Grade Level Expectations......................................................................................3
Vocabulary.............................................................................................................4
Resources..............................................................................................................4
Third Grade............................................................................................5
Description.............................................................................................................5
Essential Question.................................................................................................5
Basic Concepts.......................................................................................................5
Assessment............................................................................................................5
Vital Results...........................................................................................................6
Grade Level Expectations......................................................................................6
Vocabulary.............................................................................................................6
Resources..............................................................................................................8
Fifth Grade............................................................................................9
Description.............................................................................................................9
Essential Question.................................................................................................9
Basic Concepts.......................................................................................................9
Assessment............................................................................................................9
Vital Results.........................................................................................................10
Grade Level Expectations....................................................................................10
Vocabulary...........................................................................................................11
Resources............................................................................................................12
Seventh Grade.....................................................................................13
Description...........................................................................................................13
Essential Question...............................................................................................13
Basic Concepts.....................................................................................................13
Assessment..........................................................................................................13
Vital Results.........................................................................................................14
Grade Level Expectations....................................................................................14
Vocabulary...........................................................................................................15
High School..........................................................................................18
Description...........................................................................................................18
Essential Question...............................................................................................18
Basic Concepts.....................................................................................................18
Assessment..........................................................................................................18
Vital Results.........................................................................................................19
Grade Level Expectations....................................................................................19
Vocabulary...........................................................................................................20
First Grade
Response to Literary Text
First Grade
Description
In responses to text, students show understanding of reading; connect what
has been read to the broader world of ideas, concepts and issues; and make
judgments about the text.
Essential Question
How does a student articulate an understanding of literary text through the
analysis of plot/ideas/concepts, making inferences about content, characters,
philosophy, theme, author’s craft, or other elements?
Basic Concepts
The student supports the teacher-generated focus statement with
reference to the text.
The student supports the teacher-generated focus statement with prior
knowledge.
Assessment
To write a response to text students will:
1. Read individual texts, at appropriate reading levels, alone, with a
partner, in small groups, or in a read aloud;
2. Be provided with a teacher-generated focus statement;
3. Support the focus through writing and/or illustrations that reflects the
plot, characters, setting, and/or events of the story to show
understanding of the text.
Vital Results
1.7 In written responses to literature, students show understanding of
reading; connect what has been read to the broader world of ideas,
concepts, and issues; and make judgments about the text.
A Connect plot/ideas/concepts to experience, including other literature;
B Go beyond retelling of plot by reflecting on what is read and making
connections to broader ideas, concepts, and issues;
C Support judgments about what has been read by drawing from
experience, other literature, and evidence from the text, including
direct quotations.
Vocabulary
Character: A person, animal, or object that takes part in the action of a
literary work. The main or major character is the most important and
central to the action. A minor or supporting character is one who takes
part in the action, but is not the focus of the attention.
Focus Statement: A statement that clearly defines the main or central
idea/focus that runs throughout the paper. At the high school level this
may also be referred to as the thesis statement.
Elaboration: Words used to explain and in some way support the
central idea; the development and expansion of ideas and arguments.
Elaboration varies with the type of writing. (For example, a report may
have statistics, examples, anecdotes, and facts, while a narrative
would have description, dialogue, show-not-tell, etc.)
Reference to text: Mentioning or alluding to something in the text
without directly quoting the text. (For example: Pip was frightened
when he met the convict in the graveyard.)
Plot: The plan, design, story line, or pattern of events in a play, poem,
or works of fiction.
Prior Knowledge: A combination of preexisting attitudes, experiences
and knowledge. (text-to-text, text-to-self, text-to-world)
Retelling: A restatement of the events in the story, usually in response
to direct questions.
Setting: The time and place of the action in a literary work. The setting
includes all the details of a place and time. In most stories, the setting serves
as a backdrop or context in which the characters interact and the plot
progresses.
Summary: Writing that presents the main points of a larger work in
condensed form.
Resources
Classic literature and trade books for Grades K- 2 reading levels such as:
Jan Brett's: The Mitten, The Hat, The Umbrella, The Gingerbread Baby
Eric Carle: The Very Grouchy Ladybug, The Very Hungry Caterpillar,
The Busy Spider,
Rooster Off to See the World
Grimm's Fairy Tales
Beatrix Potter's Tales
Third Grade
Description
In responses to text, students show understanding of reading; connect what
has been read to the broader world of ideas, concepts and issues; and make
judgments about the text.
Essential Question
How does a student articulate an understanding of literary text through the
analysis of plot/ideas/concepts, making inferences about content, characters,
philosophy, theme, author’s craft, or other elements?
Basic Concepts
The student writes a clearly defined focus statement in response to a
teacher-generated question.
The student uses details to support the focus statement through prior
knowledge (text-to-text, text-to-self, or text-to-world).
The student uses elaboration with appropriate references and/or
citations.
The student analyzes literary elements such as character, character
change, plot, and setting.
The student responds to the text using an organizational structure that
includes an introduction, body, conclusion, and transitions.
The student uses effective vocabulary, sentence variety and/or
structure to establish voice and tone.
Assessment
To write a response to text students will:
1. Read individual texts, at appropriate reading levels, alone, with a partner,
in small groups, or in a read aloud;
2. Independently develop a focus statement in response to a teacher-
generated question;
3. Support the focus statement through writing that reflects the plot,
characters, setting, and/or events of the story to show understanding of
the text.
Vocabulary
Character: A person, animal, or object that takes part in the action of a
literary work. The main or major character is the most important and
central to the action. A minor or supporting character is one who takes
part in the action, but is not the focus of the attention.
Citation: A direct quote from the text, as opposed to a generalized
summary or statement; an acknowledgment and documentation of
sources of information.
Detail: Evidence that directly supports the a writer's focus statement.
In most cases the writer will state the details in the body of their
writing and then elaborate on them to create a concrete connection
between the detail and the focus.
Elaboration: Words used to explain and in some way support the
central idea; the development and expansion of ideas and arguments.
Elaboration varies with the type of writing. (For example, a report may
have statistics, examples, anecdotes, and facts, while a narrative
Windsor Central Supervisory Union
October 2009
Page Number 6
Third Grade
Response to Literary Text
would have description, dialogue, show-not-tell, etc.)
Focus: The concentration of a specific idea(s) within the topic the
writer is addressing; the main/central idea that runs through a text.
(For example: If the topic is horses, the focus might be: Horses are
very expensive to own.)
Focus Statement: A statement that clearly defines the main or central
idea/focus that runs throughout the paper. At the high school level this
may also be referred to as the thesis statement.
Organization: The clear evidence of a plan or foundation on which
writing is built; includes intentional introduction, body, conclusion, and
internal/external transitions to connect ideas.
Literary Elements: The essential techniques used in literature, such as
characterization, setting, plot, and theme.
Plot: The plan, design, story line, or pattern of events in a play, poem,
or works of fiction.
Point of view: The way in which an author reveals characters, events,
and ideas when telling a story; the perspective or vantage point from
which a story is told.
Prior Knowledge: A combination of preexisting attitudes, experiences
and knowledge. (text-to-text, text-to-self, text-to-world)
Reference to text: Mentioning or alluding to something in the text
without directly quoting the text. (For example: Pip was frightened
when he met the convict in the graveyard.)
Retelling: A restatement of the events in the story, usually in response
to direct questions.
Setting: The time and place of the action in a literary work. The setting
includes all the details of a place and time. In most stories, the setting serves
as a backdrop or context in which the characters interact and the plot
progresses.
Summary: Writing that presents the main points of a larger work in
condensed form.
Tone: The overall feeling or effect created by a writer's use of words,
sentence structure, and attitude toward the audience, characters, or
topic. This feeling, which pervades the work, may be serious, mock-
serious, humorous, sarcastic, solemn, objective, etc.
Transitions: Words, phrases, or devices that help tie ideas together
(e.g., "however," "on the other hand," "since," "First," etc.).
Voice: The style and quality of the writing, which includes word choice,
a variety of sentence structures, and evidence of investment. Voice
portrays the author's personality or the personality of a chosen
persona. Voice is the fluency, rhythm, and liveliness in writing that
makes it unique to the writer. A distinctive voice establishes personal
expression and enhances the writing.
Windsor Central Supervisory Union
October 2009
Page Number 7
Third Grade
Response to Literary Text
Resources
Fifth Grade
Description
In responses to text, students show understanding of reading; connect what
has been read to the broader world of ideas, concepts and issues; and make
judgments about the text.
Essential Question
How does a student articulate an understanding of literary text through the
analysis of plot/ideas/concepts, making inferences about content, characters,
philosophy, theme, author’s craft, or other elements?
Basic Concepts
The student's purpose is stated in his or her focus statement; the
student establishes relevant context to support the focus statement; a
hook connects the reader to the focus statement.
The student uses details to support the focus statement through prior
knowledge (text-to-text, text-to-self, or text-to-world).
The student uses elaboration to draw a connection between
references/citations and the focus statement.
The student analyzes literary elements such as character, character
change, plot, setting, and common themes.
The student responds to the text using an organizational structure that
includes an introduction, body, conclusion, and transitions.
The student uses effective vocabulary and sentence variety to
establish voice and tone.
Assessment
To write a response to text students will:
1. Read individual texts, at appropriate reading levels, alone, with a partner,
in small groups, or in a read aloud;
2. Independently develop a focus statement based on the analysis of the
text;
3. Support the focus statement through writing that reflects the plot,
characters, setting, and events of the story to show understanding of the
text.
Resources
Seventh Grade
Description
In responses to text, students show understanding of reading; connect what
has been read to the broader world of ideas, concepts and issues; and make
judgments about the text.
Essential Question
How does a student articulate an understanding of literary text through the
analysis of plot/ideas/concepts, making inferences about content, characters,
philosophy, theme, author’s craft, or other elements?
Basic Concepts
The student's purpose is stated in his or her focus statement; the
student establishes a relevant context to support the focus statement;
a hook connects the reader to the focus statement.
The student uses details to support the focus statement through prior
knowledge (text-to-text, text-to-self, or text-to-world).
The student uses elaboration to draw a connection between details,
references/citations and the focus statement.
The student analyzes literary elements such as character, character
change, plot, and setting and author’s craft.
The student responds to the text using an organizational structure that
includes an introduction, body, conclusion, and transitions.
The student uses effective vocabulary and sentence variety to
establish voice and tone.
The student maintains a sense of audience and engages the reader.
Assessment
To write a response to text students will:
1. Read individual texts, at appropriate reading levels, alone, with a partner,
in small groups, or in a read aloud;
2. Independently develop a focus statement based on the analysis of the
text;
3. Support the focus statement through writing that reflects the plot,
characters, setting, events of the story, and author’s craft to show
understanding of the text.
High School
Description
In responses to text, students show understanding of reading; connect what
has been read to the broader world of ideas, concepts and issues; and make
judgments about the text.
Essential Question
How does a student articulate an understanding of literary text through the
analysis of plot/ideas/concepts, making inferences about content, characters,
philosophy, theme, author’s craft, or other elements?
Basic Concepts
The student's purpose is stated in his or her thesis statement; the
student establishes relevant context to support the thesis statement; a
hook connects the reader to the thesis statement.
The student supports the thesis statement through prior knowledge
(text-to-text, text-to-self, or text-to-world), references to the text, and
citations from the text.
The student analyzes literary elements such as character, character
change, plot, and setting and author’s craft.
The student uses details and elaboration to draw a connection between
references/citations and the thesis statement.
The student uses effective vocabulary, sentence variety and/or
structure to establish voice and tone.
The student responds to the text using an organizational structure that
includes an introduction, body, conclusion, and transitions.
The student maintains a sense of audience and engages the reader.
Assessment
To write a response to text students will:
1. Read individual texts, at appropriate reading levels, alone, with a partner,
in small groups, or in a read aloud;
2. Independently develop a focus statement based on the analysis of the
text;
3. Support the focus statement through writing that reflects the plot,
characters, setting, theme, author’s craft and events of the story to show
understanding of the text.