standard 6.2 informational texts informational...

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Standard 6.2 The students will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade six read informational

(expository/persuasive/argumentative) texts of the following types: essays,

historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (e.g., book, movie, product), journals, and speeches. They also read directions, maps,

time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and

other forms of nonprint informational texts. The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator 6-2.3 Understand indicators of an author’s bias such as the omission

of relevant facts and statements of unsupported opinions.

Definition of Revised Bloom’s Verb

Understand: Construct meaning from instructional messages, including oral, written, and graphic communication.

Students might demonstrate understanding of author’s bias by identifying the information that is not included in an advertisement for a soft drink that highlights

how happy one might be while drinking a soft drink, but does not include how uncomfortable one might be after drinking too many soft drinks and the problems

associated with consuming too much sugar. Explanation of Indicator

Author’s bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing; a prejudice. An author might be biased

favorably or unfavorably. Instructional Progression of Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the author’s bias differ at each grade level.

What do students need to know before they can understand author’s bias?

Students must be able to differentiate between fact and opinion. Students must be able to identify relevant facts and other types

of support for opinions. Relevant facts are those that are clearly applicable to the judgment. Support for opinions includes (but is not limited to) explanations, examples, anecdotes, statistics,

and logical reasons. Students must be able to identify sufficiently supported

opinions.

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Students must be able to understand the effect of word choice on a text.

Within author’s bias, what have students been taught and what

will they be taught in the future? The words in bold indicate a change from grade to grade. K-2.3 Exemplify facts in texts read aloud.

1-2.3 Understand the difference between fact and opinion. 2-2.3 Distinguish between facts and opinions in informational

texts. 3-2.3 Distinguish between facts and opinions in informational texts. 4-2.3 Analyze informational texts to locate and identify facts and

opinions. 5-2.3 Analyze a given text to detect author bias by locating

indicators such as unsupported opinions. 6-2.3 Understand indicators of an author’s bias such as the

omission of relevant facts and statement of unsupported

opinions. 7-2.3 Identify indicators of author bias such as word choice and

the exclusion and inclusion of particular information. 8-2.3 Analyze informational texts for indicators of author bias such

as word choice and the exclusion and inclusion of particular information.

E1-2.3 Analyze informational texts for indicators of author bias such

as word choice, the exclusion and inclusion of particular information, and unsupported opinion.

E2-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular information, and unsupported opinion.

E3-2.3 Analyze informational texts for indicators of author bias such as word choice, the exclusion and inclusion of particular

information, and unsupported opinion. E4-2.3 Analyze informational texts for indicators of author bias such

as word choice, the exclusion and inclusion of particular

information.

When teaching author’s bias, what connections, links, or ties can be made to other indicators and/or content areas? 6-1.1 Analyze literary texts to draw conclusions and make

inferences. 6-1.3 Interpret devices of figurative language (including simile,

metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6-1.8 Carry out independent reading for extended periods of time to

derive pleasure. 6-1.9 Understand the characteristics of poetry (including stanzas,

rhyme schemes, and the use of repetition and refrains) and drama (including stage directions and the use of monologues).

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6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-2.4 Create responses to informational texts through a variety of

methods such as drawings, written works, oral presentations, and media productions.

6-2.5 Carry out independent reading for extended periods of time to

gain information. 6-2.9 Predict events in informational texts on the basis of cause-

and-effect relationships. 6-2.8 Exemplify the use of propaganda techniques (including

testimonials and bandwagon) in informational texts.

6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

6-3.4 Distinguish between denotation and the connotation of a given word.

6-4.3 Create multiple-paragraph compositions that include a central

idea with supporting details and use appropriate transitions between paragraphs.

6-4.6 Use revision strategies to improve clarity, tone, voice, and the development of ideas in written works.

6-5.1 Create informational pieces such as books, movies, product reviews, and news reports that use language appropriate for a specific audience.

6-5.3 Create written descriptions using precise language and vivid details.

6-5.4 Create persuasive pieces such as print advertisements and commercial scripts that develop a central idea with supporting evidence and use of language appropriate for the specific

audience.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “understand.” Students should be challenged to understand

author’s bias in a variety of informational texts and to demonstrate how author’s bias contributes to the overall meaning and effect of the text. When it’s time for

assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions

because this does not allow them the opportunity to understand.

The teacher may provide examples of print or nonprint informational text that is biased for students to determine how bias impacts the intended message of the piece. The teacher may provide an advertisement for students to determine the

bias of the piece. Students could examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.

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Suggested Instructional Resources Professional Texts

Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into

Instruction. Englewood, CO: Teacher Ideas Press, 1999.

Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich

Classrooms. Urbana, IL: National Council of Teachers of English, 2007.

Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME:

Stenhouse Publishers, 2001.

Nonprint Materials

http://www.Readwritethink.org

For additional Internet sources, use the following search terms: fact/opinion propaganda

persuasion techniques audience analysis

http://www.readwritethink.org/

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Standard 6-1 The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade 6 read four major types of literary texts: fiction, literary

nonfiction, poetry, and drama. In the category of fiction, they read the

following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, myths, satires, parodies, allegories, and monologues. In the category of literary nonfiction,

they read classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical

poems, humorous poems, free verse odes, songs/ballads, and epics. The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator 6-1.5 Understand the effect of the author’s craft (including tone and

the use of flashback and foreshadowing) on the meaning of

literary texts.

Definition of Revised Bloom’s Verb Understand: Construct meaning from instructional messages, including oral,

written, and graphic communication. Explanation of Indicator

Author’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of flashback and

foreshadowing. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Flashback is the technique of disrupting the chronological flow of a narrative by interjecting events

that have occurred at an earlier time, and foreshadowing is the use of hints or clues to suggest future action.

Author’s craft is a broad term for how an author intentionally uses techniques to create meaning and feeling for the reader. For example, the author may write

about how the dark clouds reflect a character’s sad mood, which is foreshadowing that the character is about to encounter trouble.

Students might demonstrate their understanding of author’s craft in a discussion of how changes in author’s craft could change the meaning of a work.

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Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for author’s craft differ at each grade level.

What do students need to know before they can understand author’s craft?

Students must understand and know how to interpret tone,

flashback, and foreshadowing. Students must be able to talk and write about these

techniques, with scaffolding from the teacher. Within author’s craft, what have students been taught and

what will they be taught in the future? The words in bold indicate a change from grade to grade.

K-1.5 Understand how the author’s choice of words affects the meaning of the text.

1-1.5 Understand how elements of the author’s craft such as word

choice affect the meaning of a given literary text. 2-1.5 Understand the effect of the author’s craft such as word

choice and the use of repetition, on the meaning of a given literary text.

3-1.5 Understand the effect of the author’s craft such as word choice and sentence structure, on the meaning of a given literary text.

4-1.5 Understand the effect of an author’s craft—such as word choice, sentence structure, the use of figurative language,

and the use of dialogue—on the meaning of literary texts. 5-1.5 Understand the effect of an author’s craft—such as tone and

the use of figurative language, dialogue, and imagery—on the

meaning of literary texts. 6-1.5 Understand the effect of an author’s craft (including tone and

the use of flashback and foreshadowing) on the meaning of literary texts.

7-1.5 Interpret the effect of an author’s craft (including tone and

the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts.

8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts.

E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts. E2-1.5 Analyze the effect of the author’s craft (including tone and the

use of imagery, flashback, foreshadowing, symbolism, irony,

and allusion) on the meaning of literary texts (with a focus on world literature).


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and allusion) on the meaning of literary texts (with a focus on American literature).


and allusion) on the meaning of literary texts (with a focus on British literature).

When teaching author’s craft, what connections, links, or ties can be made to other indicators?

Students in grade 6 will use author’s craft as they interact with other indicators such as 6-1.3 Interpret devices of figurative language (including tone and


6-1.8 Carry out independent reading for extended periods of time to derive pleasure.

6-1.9 Understand the characteristics of poetry (including stanzas,

rhyme schemes, and the use of repetition and refrains) and drama (including stage directions and the use of monologues.

6-1.10 Exemplify the characteristics of types of fiction (including legends and myths) and types of nonfiction (including

speeches and personal essays). 6-2.4 Create responses to informational texts through a variety of

methods such as drawings, written works, oral presentations,

and media productions. 6-2.10 Exemplify the use of propaganda techniques (including

testimonials and bandwagon) in informational texts. 6-3.4 Distinguish between the denotation and the connotation of a

given word.

6-4 All indicators as students respond in writing. 6-5 All indicators as students respond in writing.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this

indicator, the verb is “understand.” Students should be challenged to construct meaning from author’s craft and to demonstrate how author’s craft contributes to

the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not

be given a list of terms to match with definitions because this does not allow them the opportunity to understand, construct meaning.

Students learn author’s craft when they read widely and use author’s craft in their own work. If students have the opportunity to read and write with an expectation of

understanding, analyzing, interpreting, and using author’s craft, then assessment should also focus on these levels of thinking.

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For example, students could be asked to imitate a particular author’s craft in an original work of their own. Students could be asked to explain how changes in the

elements of author’s craft change the meaning of a particular work. Students could also be asked to identify the authors of several excerpts by analyzing the author’s

craft.

Suggested Instructional Resources

Professional Texts Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006.

---. Voice Lessons. Gainesville, FL: Maupin House, 2000.

King, Stephen. On Writing. New York: Pocket Books, 2000.

Olsen, Carol Booth. The Reading Writing Connection. New York: Pearson, 2007.

Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students.

San Diego: Jane Schaffer Publications, 2002.

Nonprint Materials

http://www.Learnnc.org

http://www.Englishcompanion.com

http://www.Readwritethink.org http://www.itv.myetv.org

For additional Internet sources, use the following search terms:

style author’s craft tone

imagery foreshadowing,

http://www.learnnc.org/

http://www.englishcompanion.com/


http://www.itv.myetv.org/

May 26, 2009 1


Students in grade six read four major types of literary texts: fiction, literary


following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays,

classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems,

lyrical poems, humorous poems, and free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 6-1.1 Analyze literary texts to draw conclusions and make

inferences.


Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.

Explanation of the Indicator

Inference is the act or process of drawing a conclusion based on what the reader, listener, or viewer already knows either from prior knowledge, observations, or evidence found in the text. Authors imply through facts and details; therefore,

readers have to infer.

In Strategies That Work, 2nd Edition (Harvey and Goudvis, 2007, p. 132), the authors define inferring as “Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable

inferences need to be tied to the text.” The authors also provide the following types of inferences (p. 132):

• Making predictions: predicting outcomes, upcoming events, and actions

• Using context to figure out the meaning of unfamiliar words/concepts

• Interpreting the meaning of language: figurative, idiomatic, and

metaphoric • Visualizing: constructing meaning with a visual image; inferring

creates a picture, movie, or slideshow in the mind • Inferring relationships: setting to plot, cause and effect, character’s

feelings and motives

• Inferring the author’s purpose • Creating interpretations based on text evidence

• Inferring the meaning of text features and visuals

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• Inferring the answer to a question • Drawing conclusions based on text evidence

Students in grade 6 might expand their practice of making inferences and drawing

conclusions by using cartoons or cartoon strips. The teacher could model this process by projecting or displaying a cartoon, reading it aloud, and thinking aloud about the inferences that the teacher makes that creates the perception that the

cartoon is funny. Then students can bring in their own cartoons for sharing and discussing. One way to make this activity more challenging is to encourage the

students to bring in cartoons that they can’t figure out (such as political cartoons), which can lead to a discussion about how making inferences won’t work if background knowledge doesn’t exist.

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for analyzing literary text to draw conclusions and make inferences differ at each grade level.

What do students need to know before they can understand

how to analyze literary text to draw conclusions and make inferences?

Students need to know how to generate and respond to questions that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences.

For example, questions such as “Think about what will happen if….,” Predict what would be true if…,” Conclude what the result will

be if…,” What if ____ had happened instead of ____?” “Infer how ____ is feeling by the description of the look on her face?” will prompt students to search for data from the text to support their

inferences. Students also need to think about what the author is implying and

what the reader can infer by the author’s choice of words. For example, what is the difference among “run” and “sprint”, “angry” or “furious”, “happy” and “ecstatic”? Concentrating on these shades

of meaning (connotations) will help students make correct inferences which will lead to better comprehension.

Students need to learn how to connect the text with their background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need

to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For

example, when reading, listening, or viewing specific literary text, one might naturally jump to the conclusion that a frown on a character’s face and the character’s words mean the character is

angry; however, closer attention to details might provide clues that the character is emotionally involved while watching an exciting

baseball game and that the sun is in the character’s face.

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Making inferences and drawing conclusions require that students recognize and identify the clues in the text that will help lead them

to conclusions. Students must also read between the lines; go beyond the literal and concrete meaning; and pay attention to

details, clues, and evidence when interacting with print and nonprint literary texts.

Students should have experiences with a variety of print and

nonprint literary text that allow them to analyze the text in order to make inferences and draw conclusions. For example, a thematic

approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme.

Students in grade 6 already know how to make inferences in their daily lives;

they apply this skill all the time by analyzing their peers’ physical appearance, action, or speech or their teachers’ body language or facial expressions. The next step is to help them transfer this skill to their

interactions with text.

Kylene Beers in her book, When Kids Can’t Read, references thirteen types of inferences and prompts (p. 65) that skilled readers make regardless of what

they are reading. Skilled readers . . . 1. Recognize the antecedents for pronouns (Look for pronouns and

figure out what to connect them to. What happens if you make

an incorrect connection between a pronoun and a noun? ) 2. Figure out the meaning of unknown words from context clues.

(What other words in the sentence or surrounding sentences give clues to what the unknown word means?)

3. Figure out the grammatical function of unknown words (What

job or role does the unknown word have in the sentence?) 4. Understand intonation of characters’ words (Look at how the

character said [insert a specific quote]). How would you have interpreted what that character said if he had said [change how it was said or stress different words]).

5. Identify characters’ beliefs, personalities, and motivations (After you read this section, see if you can explain why the character

acted this way. How do you know what the character believes? What motivates the character to behave as he/she does?)

6. Understand characters’ relationships to one another (What

words does the author use to describe or explain how the characters feel about each other and what their relationships

are?) 7. Provide details about the setting (Think about the setting and

see what details you can add. What else would change about

the story if the setting changed?) 8. Provide explanations for events or ideas that are presented in

the text (Figure out explanations for these events. What clues lead you to these explanations?)

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9. Offer details for events or their own explanations of the events. (How can you explain the events of this section/chapter?)

10. Understand the author’s view of the world (What clues from the text led you to an understanding of the author’s view of the

world?) 11. Recognize the author’s biases (As you read this section, look for

clues that would tell you how the author might feel about [insert

a topic or character’s name]). 12. Relate what is happening in the text to their own knowledge of

the world (Think about something that you know about this [insert topic] and see how that fits with what’s in the text.)

13. Offer conclusions from facts presented in the text (What

conclusions do the facts from this section/chapter lead you to make?)

Within the analysis of literary text to draw conclusions and make inference, what have students been taught and what will

they be taught in the future? In grade 3, students are expected to make predictions as well as draw

conclusions. In grades 4-7, students are analyzing text in order to draw conclusions and make inferences. Starting in grade 8 through

English 4, students compare/contrast ideas within and across literary texts to make inferences.

The words in bold indicate changes from grade to grade. 3-1.2 Analyze a given literary text to make, revise, and

confirm predictions and draw conclusions. 4-1.2 Analyze literary texts to draw conclusions and make

inferences.

5-1.1 Analyze literary texts to draw conclusions and make inferences.


8-1.1 Compare/contrast ideas within and across literary

texts to make inferences. E1-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E2-1.1 Compare/contrast ideas within and across literary texts to

make inferences.

E3-1.1 Compare/contrast ideas within and across literary texts to make inferences.


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When teaching drawing conclusions and making inferences,

what connections, links, or ties can be made to other indicators?

6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the

visual and performing arts). 6-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-2.3 Summarize author bias based on the omission of relevant

facts and statements of unsupported opinions.

6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral

and auditory presentations, discussions, and media productions).

6-3.3 Interpret the meaning of idioms and euphemisms

encountered in texts. 6-3.4 Distinguish between the denotation and connotation of a

given word. 6-5.2 Create narratives that have a fully developed plot and a

consistent point of view. 6-5.3 Create written descriptions using precise language and

vivid details.

6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a

central idea with supporting evidence and use language appropriate for the specific audience.

Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

Social studies: Draw conclusions and make inferences and

predictions from research, biographies,

autobiographies, essays, and speeches.

Classroom Assessment Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed.

For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from the inferences and conclusions and to recognize how

these skills contribute to the overall meaning of the text. Students should be able to cite instances in the text that caused them to use their skills to make inferences and draw conclusions. They should also be able to explain what background

information they brought to the text that helped them infer. When it’s time for assessment, students should be asked to show what they have learned in the same

way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw conclusions

May 26, 2009 6

from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from a whole piece of text.

Students in grade 6 respond well to having choice. Assessment of analyzing text to

make inferences and draw conclusions can be accomplished by having students select a piece of “cold” text that has not been discussed in class. Students then respond through an “It says-I say” activity with this text. This strategy gives

students a visual scaffold to aid them in organizing their thoughts as they connect their prior knowledge to understand the text. Kylene Beers, in When Kids Can’t

Read, provides a detailed description of this strategy on pages 165-171. The teacher provides a chart with four columns: Question, It Says, I Say, and So. This process forces students to draw conclusions after considering what the text says

and what they, the readers, provide from their prior knowledge in order to lead them to a conclusion or inference.

Students may also sketch their conclusions or inferences and defend their thinking by citing the text and adding their background knowledge or the understanding that

brought them to those inferences or conclusions.

There is no benefit from assessing students using a piece of text that has already been discussed. That would be assessing their recall, not their ability to analyze

text. Also, students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can analyze literary text to make

inferences and draw conclusions. Suggested Instructional Resources

Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:

Heinemann. 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.

Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,

NH: Heinemann, 2008.

May 26, 2009 7

Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:

Heinemann, 1992.

Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the

South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate

with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on

the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://www.readwritethink.org http://www.readwritethink.org/lessons/lesson_view.asp?id=95

http://www.learnnc.org

http://www.learnnc.org/lessons/readwritethink1242005156

http://learnc.org/lp/pagesrla-siouan

http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading http://www.rhlschool.com/read6n3/htm

http://www.readingquest.org

http://www.readingquest.org/strat/ http://scholastic.com

http://scholastic.com/newszone/

http://timeforkids.com http://timeforkids.com/TFK/

http://www.carolhurst.com http://www.carolhurst.com/titles/6th.html

http://www.readinglady.com/mosaic/tools/inferences

http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm

http://www.criticareading.com/inference


http://www.readwritethink.org/lessons/lesson_view.asp?id=95




http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading

http://www.rhlschool.com/read6n3/htm

http://www.readingquest.org/

http://www.readingquest.org/strat/

http://scholastic.com/


http://timeforkids.com/

http://timeforkids.com/TFK/

http://www.carolhurst.com/

http://www.carolhurst.com/titles/6th.html


http://www.iclasses.org/

http://www.iclasses.org/assets/literature/index.cfm


10/10/2011 1

Standard 6.1 The student will read and comprehend a variety of literary texts in print and nonprint formats





lyrical poems, humorous poems, and free verse. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

Interpret Change from one form of representation to another. In order to

demonstrate their ability to interpret, students might explain in their own words the meaning of examples of figurative language from

literary text. Explanation of Indicator

Figurative language refers to language that is enriched by word meanings, figures of speech, and sound devices such as simile, metaphor, personification, hyperbole,

onomatopoeia and alliteration. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “The sea was as smooth as glass”). Metaphor is a device of figurative language that compares two unlike things

(for example, “The sea was a sheet of glass”). Onomatopoeia is the use of words whose sounds suggest their meaning such as “hiss,” “murmur,” “buzz,” and

“sizzle.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words (for example, “Sally sells sea shells by the sea shore”). Personification occurs when nonhumans (animals, objects, and abstractions) are

represented as being human or as having human attributes (for example, “The sea sang a song of peace” or “My car was happy to be washed”). Hyperbole is an

overstatement, a conscious exaggeration for the purpose of making a point (for example, “I’d give my right arm for a piece of chocolate”).


areas of focus for figurative language differ at each grade level. What do students need to know before they can understand

figurative language? Students need to know the difference between literal and figurative

language as well as denotative and connotative meanings of words

10/10/2011 2

(6-3.4). This knowledge helps build a background needed for abstract concepts that are the foundation for figurative language.

The teacher can provide a variety of experiences in reading (sports pages in newspaper), writing (poetry), listening (music), and

speaking (recitation of poetry) that demonstrate to students that they already are familiar with many elements of figurative language.

Begin reviewing the figurative language that students have been taught in previous grades by having students identify and explain

examples from literary text. One way to extend this review is to have students make their own personal dictionary with definitions, examples, and pictures or illustrations of figurative language

studied to date.

Within figurative language, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and

sound devices (including onomatopoeia and alliteration). 4-1.4 Distinguish among devices of figurative language (including

simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

5-1.3 Interpret devices of figurative language (including simile,


6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron).

8-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox).

E1-1.3 Interpret devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox). E2-1.3 Analyze devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox). E3-1.3 Evaluate devices of figurative language (including extended

metaphor, oxymoron, pun, and paradox).

E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox).

When teaching figurative language, what connections, links, or ties can be made to other indicators?

Students in grade 6 will use figurative language as they interact with other indicators such as:

6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory

10/10/2011 3

presentations, discussions, media productions, and the visual and performing arts).

6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and

auditory presentations, discussions, and media productions). 6-2.9 Identify propaganda techniques (including testimonials and

bandwagon) in informational texts.

6-3.4 Distinguish between the denotation and the connotation of a given word.

6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the

specific audience. 6-5.2 Create narratives that have a fully developed plot and a

consistent point of view.


6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with

supporting evidence and use language appropriate for the specific audience.


indicator, the verb is “interpret.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text. When it’s time for assessment,

students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should

not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the

opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

Students in grade 6 respond well to showing what they know. For figurative

language, this might mean giving them the opportunity to decorate the room with their illustrations or collages depicting all the different types of figurative language or sound devices. Students could complete this “show what you know” activity

individually or in groups, on poster paper or butcher paper as a mural on a wall or around the classroom.

10/10/2011 4

Another interesting way to assess would be to pair students and give each student in the pair the same poem (but each group of pairs would have different poems).

Students would first individually interpret the figurative language and the overall meaning of the poem. Then, the two students would exchange interpretations and

come to some consensus, which would be written. In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can interpret the figurative language.


Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000.

Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999.

---. 2000. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult

Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.

Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.


Heinemann, 1992.


Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books,

2004

Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National

Council of Teachers of English, 1988.

Student Texts

There are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association

of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library

media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has

been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts

10/10/2011 5

prior to using them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials



http://www.readwritethink.org/lessons/lesson_view.asp?id=247 http://www.readwritethink.org/lessons/lesson_view.asp?id=907


http://www.learnnc.org/lessons/NancyMeyers6182002035

http://www.learnnc.org/lessons/NancyGuthrie5232002654

http://www.poets.org http://www.scetc.org/education/streamlinesc/index.cfm

Discovering Language Arts: Viewing (Grades 6-8)

http://www.webenglishteacher.com http://www.webenglishteacher.com/ya.html

http://www.englishcompanion.com

http://www.ciconline.org/english

http://www.unitedstreaming.com http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=BD814F2B-575D-470C-8206-FCFA2177BAC9

http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm


Best Practices http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

http://scasl.pbwiki.com/ELA%20Standards







http://www.learnnc.org/lessons/NancyMeyers6182002035

http://www.learnnc.org/lessons/NancyGuthrie5232002654

http://www.poets.org/

http://www.scetc.org/education/streamlinesc/index.cfm

http://www.webenglishteacher.com/

http://www.webenglishteacher.com/ya.html



http://www.unitedstreaming.com/

http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=BD814F2B-575D-470C-8206-FCFA2177BAC9

http://www.unitedstreaming.com/search/assetDetail.cfm?guidAssetID=BD814F2B-575D-470C-8206-FCFA2177BAC9

http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm


http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

10/10/2011 1

Standard 6-5 The student will write for a variety of purposes and audiences.

The teacher should continue to address earlier indicators as they apply to more

difficult texts.

Indicator 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate

for the specific audience. Definition of Revised Bloom’s Verb

Create: Put elements together to form a coherent or functional whole

Explanation of Indicator Creating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to

share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students

might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those

details rather than depending on general references. For example, in the sixth grade, an informational writing assignment might ask students to offer directions or

instructions, create dictionary definitions for hard-to-learn vocabulary words, create a graphic organizer that might help them learn a difficult concept, or write a newspaper article related to an event in a piece of literature they are reading.

Instructional Progression of Indicator

The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing?

• Students need to understand the process of writing. • Students need to understand the difference between informational

and creative writing. • Students need to know the characteristics of informational writing.

Regardless of the type of information the writer is sharing, the

writing should (a) engage the reader by establishing a context, creating a speaker’s voice, and developing reader interest; (b)

provide a central question about an issue or situation which becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d) include appropriate facts

and details; (e) exclude unnecessary details and inappropriate information; (f) use a variety of strategies, such as describing or

analyzing the subject, narrating a relevant anecdote, providing examples; (g) draw from more than one source of information,

10/10/2011 2

such as books, newspapers, speakers; and (h) provide a sense of closure to the writing.

• Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, autobiographies,

captions, diary entries, flyers). • Informational writing is explanatory, based on reality, and relies on

knowledge, facts, and details.

Within informational writing, what have students been taught

and what will they be taught in the future? The words in bold indicate a change from grade to grade. K-5.1 Use symbols (drawings, letters, and words) to create written

communications (for example, notes, messages, and lists) to inform a specific audience.

1-5.1 Create written communications (for example, thank you notes) for a specific audience.

2-5.1 Create written communications (for example, directions and

instructions) to inform a specific audience. 3-5.1 Create written communications (for example, friendly letters that

include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event).

4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience.

5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific

audience. 6-5.1 Create informational pieces (for example, brochures, pamphlets, and

reports) that use language appropriate for the specific audience.

7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a

specific audience. 8-5.1 Create informational pieces (for example, reports and letters of

request, inquiry, or complaint) that use language appropriate for

the specific audience. E1-5.1 Create informational pieces (for example, letters of request, inquiry,

or complaint) that use language appropriate for the specific audience. E2-5.1 Create informational pieces (for example, résumés, memos, letters of

request, inquiry, or complaint) that use language appropriate for the

specific audience. E3-5.1 Create informational pieces (for example, résumés, memos, letters of

request, inquiry, or complaint) that use language appropriate for the specific audience.

E4-5.1 Create clear and concise career-oriented and technical writings (for

example, memos, business letters, résumés, technical reports, and information analyses).

10/10/2011 3

When teaching informational writing, what connections, links, or ties can be made to other indicators and/or content areas?

6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences.

6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions.

6-2.4 Create responses to informational texts through a variety of methods

(for example, drawings, written works, oral and auditory presentations, discussions, and media productions).

6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader.

6-2.6 Interpret information from graphic features (for example, illustrations,

graphs, charts, maps, diagrams, and graphic organizers). 6-2.7 Interpret information from functional text features (for example, tables

of contents and glossaries). 6-2.8 Predict events in informational texts on the basis of cause-and-effect

relationships.

6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts.

6-2.10 Read independently for extended periods of time to gain information. 6-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines. 6-4.2 Use complete sentences in a variety of types (including simple,

compound, and complex sentences) in writing.

6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

6-4.4 Use grammatical conventions of written Standard American English, including • main and subordinate clauses,

• indefinite pronouns, • pronoun-antecedent agreement, and

• consistent verb tenses. (See Instructional Appendix: Composite Writing Matrix.) 6-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

6-4.6 Edit for the correct use of written Standard American English, including • punctuation

– semicolon,

– commas to enclose appositives, and – commas to separate introductory clauses and phrases.

(See Instructional Appendix: Composite Writing Matrix.) 6-4.7 Spell correctly using Standard American English. 6-6.1 Clarify and refine a research topic.

6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a

variety of research sources.

10/10/2011 4

6-6.3 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text

citations) to properly credit the work of others. 6-6.4 Use vocabulary (including Standard American English) that is

appropriate for the particular audience or purpose. 6-6.5 Use appropriate organizational strategies to prepare written works, oral

and auditory presentations, and visual presentations.

6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations.

6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and organizing

information.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” Therefore, students should be required to create

a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors in the South Carolina Extended

Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.


Calkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures and

Reports. Portsmouth, New Hampshire: Heinemann. Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire:

Heinemann.

Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse.

Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House

Publishing. Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons:

Teaching Informational Writing K-8. Portland, Maine: Stenhouse Publishers.

Student Texts There are many titles that teachers and students may select to better understand

informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department

of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

10/10/2011 5

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to

using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

http://www.readwritethink.org http://www.readwritethink.org/lessons/lesson_viewasp?id=289

http://www.readwritethink.org/lessons/lesson_viewasp?id=68 http://www.readwritethink.org/lessons/lesson_viewasp?id=311

http://www.teachersfirst.com http://www.teachersfirst.com/etsource.cfm?id=7122

http://www.ndaviess.kwe.in.us/elemshare/Teachers/jweathers/Medieval.htm

http://www.webenglishteacher.com/expwriting.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html This is an excellent site with actual student writing rated as low, medium, and high, with comments from the reader of the writing.

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-

%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D

http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1-2008/a61.html

http://archive.metrostate.edu/writingcenter/clues/inform.html

For additional Internet sources, use the following search terms:

• Informational writing • Expository writing

Instructional Matrices http://ed.sc.gov/agency/offices/matrices

http://scasl.pbwiki.com/ELA+Standards


http://www.readwritethink.org/lessons/lesson_viewasp?id=289



http://www.teachersfirst.com/

http://www.teachersfirst.com/etsource.cfm?id=7122



http://www.webenglishteacher.com/expwriting.html

http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross

http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html

http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit%202%20Informational%20Writing.pdf?p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969&Type=D





http://archive.metrostate.edu/writingcenter/clues/inform.html

http://ed.sc.gov/agency/offices/matrices

January 29, 2009 1

Standard 6-6 The student will access and use information from a variety of sources.


difficult texts.

Indicator 6-6.1 Clarify and refine a research topic.

Definition of Revised Bloom’s Verb Clarify: Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a

research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a

question that the student requires information to answer.

Explanation of Indicator

A research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a

research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject matter) differ at each grade level.


how to clarify and refine a research topic? Students must know how to generate how and why questions about

topics of interest.

Students must know the type of information answers to questions provide.

Students need to experience selecting topics of interest. Students need to know how to paraphrase information (state in their

own words). Students need to know how to appropriately credit the words and

work of others.

Within clarifying and refining a research topic, what have

students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

3-6.1 Generate a topic for inquiry. 4-6.1 Clarify and refine a research topic.

5-6.1 Clarify and refine a research topic.

January 29, 2009 2

6-6.1 Clarify and refine a research topic. 7-6.1 Clarify and refine a research topic.

8-6.1 Clarify and refine a research topic. E1-6.1 Clarify and refine a research topic.

E2-6.1 Clarify and refine a research topic. E3-6.1 Clarify and refine a research topic. E4-6.1 Clarify and refine a research topic.

When teaching how to clarify and refine a research topic, what

connections, links, or ties can be made to other indicators and/or content areas?

English Language Arts 6-1.1 Analyze literary texts to draw conclusions and make

inferences. 6-1.5 Interpret the effect of the author’s craft (including tone

and the use of flashback and foreshadowing) on the

meaning of literary texts. 6.1.4 Analyze the details that support the expression of the

main idea in a given literary text. 6-1.7 Create responses to literary texts through a variety of

methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

6-2.1 Analyze central ideas within and across informational texts.

6-2.2 Analyze informational texts to draw conclusions and make inferences.

6-2.3 Summarize author bias based on the omission of relevant

facts and statements of unsupported opinions). 6-2.5 Interpret information that text elements (for example,

print styles and chapter headings) provide to the reader. 6-2.7 Interpret information from functional text features (for

example, tables of contents and glossaries).


6-2:10 Read independently for extended periods of time to gain information.

6-4.4 Use grammatical conventions of written Standard

American English including main and subordinate clauses,

indefinite pronouns, pronoun-antecedent agreement, and consistent verb tenses.

6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works

the information gathered from a variety of research sources.

January 29, 2009 3

6-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose.

6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a

topic, constructing inquiry questions, accessing resources, and organizing information.

Mathematics

6-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical

phenomena. Science

6-1.4 Use a technological design process to plan and produce a

solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing

the design, and evaluating the solution or the product).

Classroom Assessments

Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will

ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for

research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before

demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding

with research. Conferencing with the student as well as providing specific written feedback is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the

search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing

classroom performance.


Professional Texts Berkowitz, Robert E. and Eisenberg, Michael B. The Big6 Research Notebook. Columbus,

OH: Linworth Books, 2006.

Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for K-6.

Worthington, OH: Linworth Publishing Co., 2007.

January 29, 2009 4

Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center.

Columbus, OH: Linworth Books, 2007.

Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and

Communications Technology Skills. Columbus, OH: Linworth Books, 2007.

Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for

Parents, Teachers, Librarians, and Others Who Care About Computer-Using

Young People. Worthington, OH: Linworth Publishing Co., 2003.

Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus,

OH: Linworth Books, 2005.

Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt

Lake City: Hi Willow Research and Publishing, 2003.

Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME:

Pembroke Publishers, 2001.

Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA:

Hi Willow Research and Publishing, 2002.

Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15

Models for Teaching and Learning in Information-Rich and Technology-Rich

Environments. Salt Lake City: Hi Willow Research & Publishing, 2005.

Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library

Association, 2001.

Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting

National Standards, Goals 2000, and the SCANS Report. Englewood, CO:

Libraries Unlimited, Inc., 2000.

January 29, 2009 5

Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters.

Chicago: American Library Association, 2003.

Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic

Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries

Unlimited, 2001.

Student Texts

There are many titles that teachers and students may select to better understand how to clarify and refine a research topic. Library Media Specialists from the South

Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate


the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read

the texts prior to using them in class. Use the following link for the SCASL suggested texts. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007.

http://www.frankwbaker.com/

“Changing the Questions.” Springfield Township High School. 6 Sept 2007

http://www.sdst.org/shs/library/questions.html

“Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept

2007.

http://wwwgen.bham.wednet.edu/probsol2.html




http://www.sdst.org/shs/library/questions.html

http://wwwgen.bham.wednet.edu/probsol2.html

January 29, 2009 6

Discovering Language Arts: Research Skills (Grades 6-8). 2006. United Learning. ETV

StreamlineSC. 12 June 2008

http://www.scetv.org/education/streamlinesc/index.cfm

Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student

Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007. Big6

Associates. 27 Aug. 2007

http://www.big6.com/

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming Immersed in a

Topic and Generating a Question." Literacy Matters. 23 Aug. 2007. Education

Development Center, Inc.

http://www.literacymatters.org/content/isearch/phase1.htm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007.

http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6

Sept 2007.

http://library.sasaustin.org/questioning.php

McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6 Sept

2007

http://www.fno.org/sept96/questions.html

Online Research Techniques. 1998. United Learning. ETV StreamlineSC. 12 June 2008


Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002). 9

Sept. 2007

http://www.schoollibraryjournal.com/index.asp?layout=article


http://www.big6.com/

http://www.literacymatters.org/content/isearch/phase1.htm

http://www.accessola.com/action/positions/info_studies/html/

http://library.sasaustin.org/questioning.php

http://www.fno.org/sept96/questions.html


http://www.schoollibraryjournal.com/index.asp?layout=article

April 6, 2009 1

Standard 6-3 The student will use word analysis and vocabulary strategies to read fluently.


difficult texts.

Instructional appendixes are provided as the baseline expectations for instruction

and are not intended to be all-inclusive documents.

Indicator 6-3.1 Use context clues (for example, those that provide an

example, a definition, or restatement) to generate the meanings

of unfamiliar and multiple-meaning words.

Definition of Revised Bloom’s Verb Use Applying a procedure to an unfamiliar task

Explanation of Indicator Context clues provide students multiple strategies for understanding the meaning of

new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it – its context - to predict the word’s meaning. At this point, students are NOT

identifying the context clues; they are using them to determine the meaning of unknown or multiple-meaning words. The words or sentences around that unknown

word may give an example, a definition, or a restatement of a word to help the reader generate meaning.

Context clues that provide an example: While floating in the harbor, the buoy lit the water and warned the ship to stay away from the rocks. (The unknown word buoy

is something that floats, lights the water, and warns the ship to stay away.) Context clues that provide a definition: The food was stored in a large larder, or

pantry. (The unknown word larder is defined as a pantry.)

Context clues that provide a restatement: The food was bland. In fact, everyone called it tasteless. (The unknown word bland is restated in simpler terms in the

second sentence as tasteless.) The teacher can provide a variety of experiences in reading, writing,

listening, and speaking that demonstrate to students that they already are familiar with using context clues.

Begin reviewing context clue strategies that students have been taught in previous grades by having students identify and explain examples from

literary text. One way to extend this review is to have students analyze a given text with unknown words and discuss how context clues can be used to

determine the meaning of the unknown or multiple-meaning words.

April 6, 2009 2


The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?

Students need to understand that it is not unusual to encounter words that we do not know when reading.

Students need to understand that, when good readers get “stuck” on a problem during reading, they stop and figure out how to fix the problem.

Students need to know that, when good readers find unfamiliar words or multiple meaning words, they use the surrounding words or sentences

(the context) to predict the word’s meanings. Students need to understand that some words have different

meanings depending on the context in which they are used.

Within context clues, what have students been taught and what

will they be taught in the future? The words in bold indicate a change from grade to grade.

3-3.1 Generate the meaning of unfamiliar and multiple-meaning

words by using context clues.

4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that

provide an example or a definition). 5-3.1 Use context clues (for example, those that provide an

example, a definition, or a restatement) to generate the

meanings of unfamiliar and multiple-meaning words. 6-3.1 Use context clues (for example, those that provide an

example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

7-3.1 Use context clues (for example, those that provide an

example, a definition, a restatement, or a comparison/contrast) to generate the meanings of

unfamiliar and multiple-meaning words. 8-3.1 Use context clues (for example, those that provide an

example, a definition, a restatement, or a

comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words.

E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

E2-3.1 Use context clues to determine the meaning of technical terms

and other unfamiliar words. E3-3.1 Use context clues to determine the meaning of technical terms

and other unfamiliar words.

April 6, 2009 3

E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

When teaching context clues, what connections, links, or ties

can be made to other indicators? Students in grade 6 will use context clues as they interact with other indicators such as:

6-3.2 Analyze the meaning of words by using Greek and Latin roots

and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.)


encountered in texts. 6-3.4 Distinguish between the denotation and the connotation of a

given word. 6-3.5 Spell new words using Greek and Latin roots and affixes.

(See Instructional Appendix: Greek and Latin Roots and

Affixes.)

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator,

the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When

students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students

should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues when they use them, not when they are asked to memorize definitions out of context. If students have the

opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

Students in grade 6 respond well to showing what they know. For context clues,

this might mean giving them the opportunity to decorate the room with illustrations or collages depicting the three kinds of context clues. Students could complete this “show what you know” activity individually or in groups, on poster paper or butcher

paper, or as a mural on a wall or around the classroom.

Another interesting way to assess would be to pair students and give each student in the pair the same text (but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues

in the text and the overall meaning of unknown or multiple meaning words. Then the two students would compare their questions. Questions that are similar would

be tackled first. Students would come up with a consensus response that reflects

April 6, 2009 4

both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment

strategy is that students must demonstrate they can use context clues to determine the meaning of unknown and multiple-meaning words.


Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004.

Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into

Writer’s Workshop. Portland, ME: Stenhouse, 2005.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003.


---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.



Student Texts

There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina

Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet

the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested

texts http://scasl.pbwiki.com/ELA%20Standards. Nonprint Materials

http://www.brighthub.com/education/k-12/articles/6323.aspx

http://faculty.une.edu/cas/gchstman/seven/#language

http://www.readwritethink.org

http://www.learnnc.org http://www.learnnc.org/lp/pages/3971



http://faculty.une.edu/cas/gchstman/seven/#language



http://www.learnnc.org/lp/pages/3971

April 6, 2009 5

http://www.webenglishteacher.com


http://www.englishcompanion.com http://www.ciconline.org/english

http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan





http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

January 29, 2009 1

Standard 6-3 The student will use word analysis and vocabulary strategies to read fluently.

The teacher should continue to address earlier indicators as they apply to

more difficult texts.

Instructional appendixes are provided as the baseline expectations for

instruction and are not intended to be all inclusive documents.

Indicator 6-3.4 Distinguish between the denotation and the connotation

of a given word.


Distinguish Distinguish relevant from irrelevant parts or important from unimportant parts of presented material

In order to demonstrate the ability to distinguish connotation from denotation, students might brainstorm a list of words that carry similar meanings (synonyms

for ‘said,’ for example) and tell how the words are different.

Explanation of Indicator Denotation refers to the literal meaning of a word as it might be recorded in a dictionary or other reference source. Connotation refers to qualities, attributes, and

characteristics implied or suggested by the word. The reader’s ability to determine bias and to interpret metaphors, euphemisms, and idioms depends a great deal on

his recognition of connotation. Because connotations often create emotional responses in an audience, writers and speakers use connotation to affect the reader’s perception of a given idea. For example, a friend’s clothing might be

described as “trendy and free spirited” while an enemy might be described as “sloppy and unkempt.” Both sets of terms carry the literal meaning that the person

in question has less than formal attire but the connotations of the words have very different associations.

To meet the requirements of this indicator, students must be able to differentiate between the essential information a word transmits (denotation) and additional

meanings the word suggests (connotation). For example, in this sentence from an essay, “Jackie Robinson: Justice at Last,”

Geoffrey C. Ward and Ken Burns use connotation as reflected by the italicized verb to enhance the reader’s understanding of Robinson’s impact on baseball:

“Robinson’s dignity paid off. Thousands of fans jammed stadiums to see him play. The Dodgers set attendance records.”

January 29, 2009 2


areas of focus for connotation differ at each grade level.

What do students need to know before they can interpret connotations? Students need to be able to compare (note similarities in) and

contrast (note differences between) words. Students need to know that relationships among word meanings

(including synonyms, antonyms, and homonyms) affect how readers think about an idea.

Students need to know the difference between the literal meaning

of a word (denotation) and the implied meaning of a word (connotation).

Students need to know that both euphemisms and idioms use word connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.

The teacher can provide a variety of experiences in reading (advertisements), writing (slogans), listening (speeches), and

speaking (oral presentations) that demonstrate to students that they are already familiar with the connotative meanings of words.

Students in later grades will gather information about cultural or historic sources of the implied attributes present in some connotations.

Within connotation, what have students been taught and what


1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and

homonyms). 2-3.4 Identify idioms in context.

2-3.5 Recognize synonyms, antonyms, and homonyms in

context. 3-3.3 Interpret the meaning of idioms encountered in texts.

3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms).

4-3.3 Interpret the meaning of idioms encountered in texts. 5-3.3 Interpret the meaning of idioms and euphemisms

encountered in texts. 6-3.3 Interpret the meaning of idioms and euphemisms

encountered in texts.

6-3.4 Distinguish between the denotation and the connotation of a given word.

7-3.4 Interpret the connotations of words to understand the meaning of a given text.

January 29, 2009 3

8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts.

8-3.4 Interpret the connotations of words to understand the meaning of a given text.

E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text.

E2-3.3 Interpret euphemisms and the connotations of words to

understand the meaning of a given text. E3-3.3 Explain how American history and culture have

influenced the use and development of the English language.

E4-3.3 Explain how British history and culture have

influenced the use and development of the English language.

When teaching connotations, what connections, links, or ties can be made to other indicators?

Students in grade 6 will use connotations as they interact with other indicators such as:


6-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.

6-1.3 Interpret devices of figurative language (including metaphor and hyperbole).

6-1.5 Interpret the effect of an author’s craft (including tone….) on the meaning of literary texts.

6-1.7 Create responses to literary texts through a variety of

methods (for example, written works, oral and auditory presentations, discussions, media productions, and the

visual and performing arts). 6-2.1 Analyze central ideas within and across informational

texts.



6-2.9 Identify propaganda techniques (including testimonials

and bandwagon) in informational texts. 6-4 All indicators as students respond in writing.

6-5 All indicators as students respond in writing. Classroom Assessment

Students should be taught and assessed using similar methods. In this indicator, the verb is “distinguish;” students should be challenged to separate the denotations

(primary meanings) of words from their connotations (additional levels of meaning). When it’s time for assessment, students should be asked to show what

January 29, 2009 4

they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions

because this does not allow them the opportunity to interpret.

Students learn the different types of implied meanings when they use connotative words, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding,

analyzing, interpreting, and using connotations, then assessment should also focus on these levels of thinking.

Students in grade 6 respond well to showing what they know. This might mean demonstrating the foundational knowledge of connotation by giving students a

sentence that employs a bland, neutral verb like that italicized below:

“Pass the book to me,” Sara said. Students should then be asked to brainstorm words that might replace “said,”

stating with each replacement how the substitution changes what the sentence communicates.

Teachers might give student pairs lists of neutral words (such as nice, good, bad,

and very) and ask them to list words with similar denotations but varying connotations. Teachers might also call students’ attention to the fact that connotation may be present in words of various parts of speech.

In order to be consistent with the indicator, the expectation of any assessment

strategy is that students must demonstrate they can differentiate between word connotations and denotations to gain the intended meaning of a text.




---. Reading Reminders. Portsmouth, NH: Heinemann, 2000.

---, Illuminating Texts. Portsmouth, NH: Heinemann, 2001.

Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition. Upper

Saddle River, NH: Prentice Hall, 2003.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH:

Heinemann, 2007.

January 29, 2009 5

Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult

Novel in the Classroom. Portsmouth, NH: Heinemann, 2000.



Heinemann, 1992.


---, Differentiating Reading Instruction. New York: Scholastic, 2008.

Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Student Texts

There are many titles that teachers and students may select to better understand connotations. Library Media Specialists from the South Carolina Association of

School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue

to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using

them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials

http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda http://www.brighthub.com/education/k-12/articles/13497.aspx

http://www2.scholastic.com/browse/lessonplan.jsp?id=389


http://www.write101.com/lethamcritique.htm

http://www.instructorweb.com/lesson/connotationdenotation.asp


http://www.englishcompanion.com





January 29, 2009 6



http://www.field-trips.org/tours/ http://www.scetc.org

http://www.scetv.org/programs_a_to_z/index.cfm#w



http://www.scetc.org/

http://www.scetv.org/programs_a_to_z/index.cfm#w

February 2, 2009 1


Indicator 6-1.6 Compare/contrast main ideas within and across literary

texts.


Compare/Contrast Detecting commonalities or differences between two (or more) ideas (for example, compare two poems or a poem

and a short story to find similar or different main ideas) Compare/contrast is a subcategory of the Bloom’s verb “Analyze.”


Main idea is the “big idea” of a whole work or a single paragraph. It is the point the

author wants the reader to remember most. Some writers will state the main idea directly. Others will expect the reader to make inferences about the main idea.

Finding the Main Idea Once the subject of the paragraph is determined, the main idea (what the author

wants the reader to remember) will be determined by analyzing the details.

Subject

+ What the author says about the subject Main Idea

Stated Main Idea Teaching the strategy of how to find the main idea is important. Locating

important details in a passage is an important key in the process of isolating the main idea or the main point the author wants his readers to understand. The main

idea may be found anywhere in a passage but is often stated or implied in the first sentence followed by the details or in the last sentence after the author has given an explanation of the details.

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction,

science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical

sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


February 2, 2009 2

Implied Main Idea If the main idea is not directly stated by the author, the reader must think about how

the details in the sentences connect to support the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is

important for a successful analysis of the details in a passage. Separating important details from non-essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an organizer is part of the

process. These steps will enable students to analyze details to arrive at the main idea.

Compare and Contrast When a reader needs to compare and contrast texts, he must analyze how the writer

shows how two or more things are alike or different. Details are arranged to show similarities and differences between two or more subjects. This organization is used

in all types of paragraphs. A Venn diagram can be used to document similarities and differences between important details in multiple texts.


areas of focus for main idea and details differ at each grade level.

What do students need to know before they can understand main idea and details in a literary text?

Students should understand that main idea is the “big idea” of a

single paragraph or an entire work. It is what the author wants the reader to remember most.

Details will provide the specific information that the reader will analyze.

Within the study of main idea and details, what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade. K-1.1 Summarize the main idea and details from literary texts read aloud.

1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.

2-1.1 Analyze the details that support the expression of the main idea in a given literary text.

3-1.1 Analyze the details that support the expression of the main idea in a

given literary text. 4-1.1 Analyze the details that support the expression of the main idea in a

given literary text. 5-1.6 Analyze the details that support the expression of the main idea in a

given literary text.

6-1.6 Compare/contrast main ideas within and across literary texts.

February 2, 2009 3

When teaching main idea and details, what connections, links, or ties can be made to other indicators?

6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions,

media productions, and the visual and performing arts). 6-1.11 Read independently for extended periods of time for pleasure. 6-2.1 Analyze central ideas within and across informational texts.

6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory

presentations, discussions, and media productions). 6-2.10 Read independently for extended periods of time to gain information. 6-4.3 Create multiple paragraph compositions that include a central idea

with supporting details and use appropriate transitions between paragraphs.

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

6-5.2 Create narratives that have a fully developed plot and a consistent

point of view. 6-5.3 Create written descriptions using precise language and vivid details.

6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting

evidence and use language appropriate for the specific audience. 6-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and organizing

information.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator, the verb is “compare/contrast”. In grade 6, comparing/contrasting main ideas, should be

taught and assessed in a similar formats. For example, if the students used graphic organizers to compare/contrast main ideas during instruction, then a graphic

organizer should be used during assessment. Students should read cold text (text the students have not previously experienced) to compare/contrast the main ideas in two or more texts.

Students should also demonstrate an understanding of comparing/contrasting main

ideas of two or more texts through their own writing. Students should be able to read text, establish main ideas, and compare/contrast them in their own writing. Students’ reading and comprehension should be assessed using sample literary text and cold

text, with multiple choice or constructed response questions or through teacher observations and conferences.

February 2, 2009 4


Harvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME:

Stenhouse, 2007 Portalupi, Joann and Ralph Fletcher, Craft Lessons, New York: Stenhouse, 2001.

Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:

Great Source Education Group, 2002.

(Although this is a student book it has excellent examples of reading strategies and skills.)


facts and opinions. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of

Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists

for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom

environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:

http://scasl.pbwiki.com/ELA+Standards. Nonprint Materials

http://readwritethink.org

http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml


http://readwritethink.org/


February 5, 2009 1



more difficult texts.

Indicator 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a



Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or

structure Explanation of Indicator

Persuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts

they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in

their own writing. An important life skill for students is the ability to recognize and interpret

propaganda and persuasive techniques. Newspaper and magazine ads are readily available and offer a full range of persuasive techniques. In addition

to print, students are exposed to persuasion in the form of nonprint sources of information (video and audio).

Instructional Progression of Indicator As students progress through the grade levels, the writing topics and the

sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ

at some grade levels. What do students need to know before they can create

persuasive writing? One of the most complex and challenging projects that students will

face is that of writing persuasive papers. To be successful, students must draw upon prior learning in the areas of reading, writing, and research. Skills that students will draw upon include:

• reading informational texts • discerning cause and effect

• drawing conclusions • making inferences

February 5, 2009 2

• writing for various purposes and audiences • awareness of author’s craft

• central idea, thesis, supporting evidence, and how these elements work together

• importance of adequate supporting evidence • discriminating between fact and opinion • awareness of author’s bias

• evaluating resource material for reliability and validity • creating a logical argument

• comparing differences among several types of persuasive writings

• all aspects of Standard 4: pre-writing, organizing ideas, using

sentence variety, structuring sentences effectively, correctness of grammar and mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future? The words in bold indicate

a change from grade to grade.

6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop

a central idea with supporting evidence and use language appropriate for the specific audience.

7-5.4 Create persuasive pieces (for example, letters to the

editor or essays) that include a stated position with supporting evidence for a specific audience.

8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence.

E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated

thesis and use support (for example, facts, statistics, and first-hand accounts).

E2-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first

hand accounts). E3-5.4 Create persuasive pieces (for example, editorials, essays,

speeches, or reports) that develop a clearly stated thesis

and use support (for example, facts, statistics, and first-hand accounts).

E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by

facts or expert opinions.

February 5, 2009 3

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas?

Students in Grade 6 demonstrate their knowledge of persuasive writing skills through the application of the following indicators:


6-2.9 Identify propaganda techniques (including testimonials and

bandwagon) in informational texts. 6-3.4 Distinguish between the denotation and the connotation of a

given word. 6-4 The student will create written work that has a clear focus,

sufficient detail, coherent organization, effective use of voice,

and correct use of the conventions of written Standard American English. (all indicators)

6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and

organizing information.

Cross-Curricular Connections Social Studies

Students draw conclusions, interpret and analyze texts, and create

persuasive writing. Students analyze and create propaganda.

Math Students study statistics and probability. Students interpret data and statistics.

Science Students interpret data and statistics.

Classroom Assessment Students should be taught and assessed using similar methods. Therefore,

students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways

including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct instruction on persuasive writing skills and be given numerous opportunities

to create pieces of persuasive writing.

February 5, 2009 4

Strategies to assist students with creating persuasive writing and which can be used as formative and/or summative assessments include:

Creating a variety of types of persuasive writing Creating print advertisements and commercial scripts

Determining the components of commercial advertisements that make the audience want to take some action or to make a purchase

Developing charts specifying the traits of a variety of types of persuasive writing

Designing rubrics for evaluating various types of persuasive writing

Evaluating pieces of professionally-produced

persuasive writing (cold texts) Showing results of teacher-evaluated pieces of

student- produced persuasive writing using the Extended Response Rubric



Atwell, Nancie. In the Middle: New Understandings About Writing, Reading,

and Learning. Portsmouth, NH: Boynton/Cook, 1998.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth,


Burke, Jim. The English Teacher’s Companion: A Complete Guide to

Classroom, Curriculum, and the Profession. Portsmouth, NH:

Heinemann, 1999.

Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up.

NY, NY: Scholastic, 2003

Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s

Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004.

Feathers, Karen M. Informational Texts: Reading and Learning. Toronto:

Pippin, 2004.

February 5, 2009 5

Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching

Information Writing K-8. Portland, ME: Stenhouse, 2001.

Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in

Grades 3-8. Portland, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse,

2007.

Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for

Your Writing Workshop. Portsmouth, NH: Heinemann, 2002.

Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts

(And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student Texts There are many titles that teachers and students may select to better

understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional

suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed

by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:

http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials http://www.frankwbaker.com/scriptwriting_in_the_classroom.htm

http://www.frankwbaker.com



http://www.lpb.org http://www.lpb.org/education/classroom/itv/litlearn/


http://www.frankwbaker.com/scriptwriting_in_the_classroom.htm




http://www.lpb.org/

http://www.lpb.org/education/classroom/itv/litlearn/

February 5, 2009 6



http://scholastic.com http://scholastic.com/newszone/


http://www.scetc.org


http://www.ciconline.org

http://www.ciconline.org/english http://www.carolhurst.com


http://literacynet.org http://literacynet.org/cnnsf/archives.html

http://www.iclasses.org


http://www.unitedstreaming.com









http://www.ciconline.org/




http://literacynet.org/

http://literacynet.org/cnnsf/archives.html




January 30, 2009 1

Standard 6-6 The student will access and use information from a variety of sources.

The teacher should continue to address earlier indicators as they apply to more difficult

texts.

Indicator 6-6.7 Use a variety of print and electronic reference materials.

Definition of Revised Bloom’s Verb Use Apply a procedure to an unfamiliar task.


Students will access, evaluate, and extract information from both print and nonprint reference materials to use in research projects.


areas of focus for using a variety of print and electronic reference materials differ at each grade level.

What do students need to know before they can understand how to use a variety of print and electronic reference

materials? Students need to be familiar with how to find information in the

most commonly used types of print and nonprint reference

materials. Students need to know the best source to use in order to access

the type of information needed. Students need to know how to evaluate the validity and

authority of reference sources and the information they contain.

Students need to know how to take appropriate notes and how to paraphrase and summarize information.

Within using a variety of print and electronic reference materials, what have students been taught and what will they

be taught in the future? The words in bold indicate a change from grade to grade.

3-6.2 Use print sources (for example, books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, and thesauri) and

nonprint sources (for example, pictures, photographs, video, and television) to access information.

4 and 5-6.2 Use print sources (for example, books, magazines, charts, graphs,

diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information.

January 30, 2009 2

6, 7, 8, E1, E2, E3, and E4-6.7 Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic reference

materials, what connections, links, or ties can be made to other indicators and/or content areas?

English Language Arts 6-2.1 Analyze central ideas within and across informational texts.


6-2.3 Summarize author bias based on the omission of relevant facts and

statements of unsupported opinions. 6-2.4 Create responses to informational texts through a variety of methods

(for example, drawings, written works, oral and auditory presentations, discussions, and media productions.

6-2.6 Interpret information from graphic features (for example,

illustrations, graphs, charts, maps, diagrams, and graphic organizers).


6-2.10 Read independently for extended periods of time to gain information. 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate

into written, oral, auditory, or visual works the information gathered

from a variety of research sources. 6-6.3 Use a standardized system of documentation (for example, a list of

sources with publication information and the use of –in-text citations) to properly credit the work of others.

6-6.6 Select appropriate graphics, in print or electronic form, to support

written works, oral presentations, and visual presentations. 6-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and organizing information.

Science

7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).

Social Studies 7-1.1 Use a map or series of maps to identify the colonial expansion of

European powers in Africa, Asia, Oceania, and the Americas through

1770. 7-4.2 Use a map to illustrate the geographic extent of European

imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.

January 30, 2009 3


indicator, the verb is “use.” This indicator addresses one part of an overall approach to research, therefore, the student’s ability to use a variety of print and electronic

reference materials should be assessed as part of the overall research process and not in isolation.

For example, one criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited in the list of sources and the

appropriateness of the reference materials to the topic or overall project. However, because the reference materials used by the student provide the information needed to address the topic or inquiry, the teacher should offer ongoing assessment of the

student’s use of reference materials as a part of the research process. Teachers might prompt students to vary the types of print and electronic sources they use and to select

materials most likely to provide the information appropriate for the particular research project. Conferencing with the student or providing written feedback from the teacher would be a good means of assessing this indicator.


Professional Texts Arnone, Marilyn P. MAC, the Information Detective in the Case of … [3-book series]

Educator’s Guide. Westport, CT: Libraries Unlimited, 2003. Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and

Communications Technology Skills. Columbus, OH: Linworth Books, 2007.

Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center. Columbus, OH: Linworth Books, 2007.

Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus, OH: Linworth Books, 2005.


how to use a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are

collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for

additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by

professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts.

http://scasl.pbwiki.com/ELA+Standards.


January 30, 2009 4

Nonprint Materials

Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School

Library Media Services, South Carolina Department of Education. 9 Sept 2007.

http://martha.alewine.googlepages.com/thesimplefour.

Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student

Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007. Big6

Associates. 27 Aug. 2007.

http://www.big6.com.

"The Four Phases of Instruction in an I-Search Unit: Phase 3: Gathering and Integrating

Information." Literacy Matters. 23 Aug. 2007. Education Development Center,

Inc.

http://www.literacymatters.org/content/isearch/phase3.htm.

http://www.quick.org.uk/menu. A guide to evaluating web sources


February 6, 2009 1

Standard 6-2 The student will read and comprehend a variety of informational texts in print and nonprint formats.


(expository/persuasive/argumentative) texts of the following types: essays,

historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read

directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials,

documentaries, and other forms of nonprint informational texts.


Indicator 6-2.7 Interpret information from functional text features (for



Interpret Changing from one form of representation to another


Functional text features including tables of contents, glossaries, indexes, and appendixes provide information to the reader. At this grade level, student should

use their knowledge of a variety of functional text features to clarify or paraphrase information.

A table of contents, often simply labeled "Contents," is a list of the parts of a document or book organized in the order in which the parts appear in a given text.

The amount of detail in a table of contents depends on the length of the work.

A glossary is a list of terms and definitions or explanations of each related to the information included in a particular text. Glossaries are usually placed at the end of

the text and include those terms included in the text in the book which are either not commonly known or are newly introduced.

An index is an alphabetized list of subjects, places, events, concepts, or names found in a printed work. An index gives the page number where information about

an entry item is mentioned. An appendix is a collection of supplementary materials found at the end of a text.

The materials included an appendix may or may not be essential parts of the main text. Regardless, they provide additional information related to the text.

Appendixes may include diagrams, lists, explanations and/or elaborations related to the main text. Multiple appendixes may be included in a document.

February 6, 2009 2


areas of focus for facts differ at each grade level.

What do students need to know before they can use text features (including a table of contents and glossaries)? Students must have had many experiences recognizing, naming,

recalling, and using various functional text features. Students must understand the purposes of a variety of functional

text features. Students should recognize variances in formats, fonts, and the

information included in functional text features and understand why

those variances are used. Students should know how to paraphrase information within and

across texts. Within text features, what have students been taught and what


K-2.7 Recognize tables of contents. 1-2.7 Use functional text features (including tables of contents).

2-2.7 Use functional text features (including tables of contents and glossaries) as sources of information.

3-2.7 Use functional text features (including tables of contents,

glossaries, and indexes) as sources of information. 4-2.7 Use functional text features (including tables of contents,

glossaries, indexes, and appendixes) as sources of information.

5-2.7 Use functional text features (including tables of contents,

glossaries, indexes, and appendixes).

When teaching functional teaching text features (table of contents and glossaries), what connections, links, or ties can be made to other indicators?

6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader.

6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers).

6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific

audience. 6-6.3 Use a standardized system of documentation (for example, a list

of sources with full publication information and the use of in-text

citations) to properly credit the work of others. 6-6.5 Use appropriate organizational strategies to prepare written

works, oral and auditory presentations, and visual presentations.

February 6, 2009 3

6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual

presentations. 6-6.7 Use a variety of print and electronic reference materials.

6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Classroom Assessment

Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret.” In sixth grade, functional text features (including tables of contents, glossaries, indexes, and appendixes) may be assessed during

one-on-one reading conferences, during small group or whole class discussions, or as a written assessment. When students are assessed, they should be asked to

show what they have learned in the same way they were taught. For example, students may access information found in a various functional text features, paraphrase that information, and use it in another context in order to enhance

understanding.

Suggested Instructional Resources Suggested Instructional Resources Professional Texts

Harvey, Stephanie. Nonfiction Matters, Portland, ME: Stenhouse, 1998. Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME:

Stenhouse, 2007.

Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York:

Stenhouse, 2001.

Student Texts There are many titles that teachers and students may select to better understand text features. Library Media Specialists from the South Carolina Association of

School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue

be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read


them in class. Use the following link for the SCASL suggested texts http://scasl.pbwiki.com/ELA+Standards.


February 6, 2009 4

Nonprint Materials

http://forpd.ucf.edu/strategies/strattext_features.html http://www.helium.com/items/152030-text-features-an-aid-to-reading-

comprehension http://languagearts.pppst.com/partsofabook.html

http://www.literacymatters.org/lessons/textstructure.htm

http://www.pbs.org/teachers/readlanguage

http://www.readingrockets.org/resources

http://readwritethink.org http://www.teachersdesk.org/news.html

http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1638083,00

.html

http://forpd.ucf.edu/strategies/strattext_features.html

http://www.helium.com/items/152030-text-features-an-aid-to-reading-comprehension

http://www.helium.com/items/152030-text-features-an-aid-to-reading-comprehension

http://languagearts.pppst.com/partsofabook.html

http://www.literacymatters.org/lessons/textstructure.htm

http://www.pbs.org/teachers/readlanguage

http://www.readingrockets.org/resources


http://www.teachersdesk.org/news.html

http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1638083,00.html

http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1638083,00.html

May 27, 2009 1


Students in grade six read informational (expository/persuasive/

argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book,

movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in

informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicator 6-2.1 Analyze central ideas within and across informational

texts.

Definition of Revised Bloom’s Verb Analyze Break material into its constituent parts and

determine how the parts relate to one another and to an overall structure or purpose

Explanation of the Indicator The central idea is the main or most important idea in a piece of writing. It is

what the author wants you to remember most. In order to demonstrate mastery of the indicator, students must be able to find the central idea in one informational text or related texts, to break the central idea into parts, and to

determine how the parts work together to create a structure or to fulfill a purpose.

Finding the Central Idea Teaching the strategy of how to find the central idea is important. Once the

subject/topic of the paragraph is discovered, the central idea (what the author wants the reader to remember) will be determined by analyzing the supporting

evidence. Subject/Topic + What the author says about the subject (Supporting evidence)

= Central Idea

Most authors of informational texts state the central idea while a few will imply it as reflected in these examples: Stated: “Mr. Speaker, I rise to condemn the desecration of a great

American symbol. No, I am not referring to flagburning; I am referring to the baseball bat” (from a persuasive speech given by

Congressman Richard Durbin – central idea: Metal bats should not replace wooden ones).

May 27, 2009 2

Implied: “You can become successful at whatever you choose to do, but first you must have some sort of feeling for it” (from the article

“Up and Over the Top” by Bill Cosby – central idea: Ambition is an essential element of success).

Because the purpose of informational texts is either to inform or to persuade, the central idea can usually be found near the beginning of the text (following an

introductory strategy such as an anecdote or scenario, a statistic, or a quotation). The central idea may also be located immediately before the end of a text where

it functions as a parting lesson or conclusion the reader is to have reached. Breaking the Central Idea into Constituent Parts

Constituent parts in an informational text are the details that serve as support for the central idea. In an expository text (such as an article in a journal, periodical,

textbook, or encyclopedia), attention might be called to constituent parts through the use of headings and sub-headings or words italicized or bolded (see Support Documents for Indicator 6-2.5). Written information might be accompanied by

supporting details in graphic representations (see the Support Document for Indicator 6-2.6).

In a persuasive text (such as a speech or an advertisement), constituent parts

would appear as supporting points, possibly including a concession. For example, in his persuasive speech Congressman Richard Durbin plays on emotions using loaded language and bandwagon (see Support Documents for Indicators 6-1.5

and 6-2.9) to persuade the reader that baseball would be ruined if technology in the form of aluminum bats substituted for wooden bats continues to alter the

conditions under which the sport is played. Durbin inserts details such as “designated hitters, plastic grass, uniforms that look like pajamas… and lights at Wrigley Field” to support his central idea. The writer strengthens his argument by

denying the validity of counter arguments in favor of the cost of aluminum bats and the environmental impact of continuing to use wooden bats.

Determining how the Parts Work Together The type and organization of support provided in an informational text create its

structure and reveal its purpose. For example, informational texts may present details in chronological order (such as in a social studies textbook) or may use an

organization that reflects another relationship among ideas such as comparison/ contrast, problem/solution, description, explanation of a process, or cause and effect. Comparison/contrast texts, for example, will present support in one of two

ways: in block format (in which all information is presented about subject A and then all information is presented about subject B with similarities and differences

noted throughout as well as in the conclusion) or point-by-point (in which the writer tells in the introduction what points will be compared and contrasted and uses each body paragraph to provide details). Problem/solution texts present a

problem in or near the introduction, provide details about the problem, then provide a solution with details that state why it will work while cause and effect

texts present two topics and then provide details that state how one caused the other to occur. The reader might also find clues about the organization and type

May 27, 2009 3

of support provided in a text by using functional text features such as tables of contents and glossaries (see the Support Document for Indicator 6-2.7).

Instructional Progression

The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for main idea and details differ at each grade level.


central idea and supporting evidence in informational text? Students should understand that central idea is the “big idea” of a

single paragraph or an entire work. It is what the author wants the reader to remember most. Supporting evidence will provide the specific information that the reader will analyze.

Within the study of central idea and supporting evidence,

what have students been taught and what will they be taught in the future?

The words in bold indicate a change from grade to grade.

K-2.1 Summarize the central idea and details from informational texts read aloud.

1-2.1 Summarize the central idea and supporting evidence in an informational text during classroom discussion.

2-2.1 Analyze the central idea and supporting evidence in an informational text during classroom discussion.

3-2.1 Summarize evidence that supports the central idea of a

given informational text. 4-2.1 Summarize evidence that supports the central idea of a given

informational text. 5-2.1 Summarize the central idea and supporting evidence of

a given informational text.

6-2.1 Analyze central ideas within and across informational texts.

7-2.1 Analyze central ideas within and across informational texts. 8-2.1 Compare/contrast central ideas within and across

informational texts.

E1-2.1 Compare/contrast theses within and across informational texts.

E2-2.1 Compare/contrast theses within and across informational texts.

E3-2.1 Evaluate theses within and across informational texts.

E4-2.1 Evaluate theses within and across informational texts.

When teaching central idea and supporting evidence, what connections, links, or ties can be made to other indicators?


6-2.2 Analyze informational texts to draw conclusions and made inferences.

May 27, 2009 4


6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, and oral and

auditory presentations, discussions, and media presentations). 6-2.5 Interpret information that text elements (for example, print

styles and chapter headings) provide to the reader.

6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic

organizers). 6-2.7 Interpret information from functional text features (for


6-2.8 Predict events in informational texts on the basis of cause-and-effect relationships.


6-2.10 Read independently for extended periods of time to gain

information. 6-4.3 Create multiple-paragraph compositions that include a central


6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.


6-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to

access information. 6-6.5 Use appropriate organizational strategies to prepare written

works, oral and auditory presentations, and visual presentations.

6-6.8 Design and carry our research projects by selecting a topic,

constructing inquiry questions, accessing resources, and organizing information.


Students should be taught and assessed using similar methods. In order to

demonstrate mastery of the indicator, students must be able to find the central idea in one informational text or related texts, to break the central idea into parts,

and to determine how the parts work together to create a structure or to fulfill a purpose. Students in grade 6 should be encouraged to analyze central ideas within and across informational texts and should be assessed in a similar manner.

Student readers might be encouraged to find and use signal words when

attempting to determine the structure and purpose of an informational text:

May 27, 2009 5

Structure/Purpose Signal Words

Comparison/Contrast similar, like, although, as opposed to, yet,

conversely, on the other hand, unlike

Problem/Solution therefore, thus, consequently

Cause and Effect as a result, because, so, so that, if… then

Chronological Order first of all, next, then, meanwhile, after, during

Description above, as in, between, like

Information for instance, for example, generally, typically

Persuasion granted, it could be argued that, proves/ reveals/ shows that

To assess the indictor, teachers might choose a previously unfamiliar article from

a periodical or website and ask students to find the central idea, to identify supporting details, to determine the pattern of support and, as a result of those

processes, to determine the overall structure of purpose of the text. The primary focus of this assessment would be to determine if students can determine how supporting details are organized to transmit what the author wants the reader to

remember most. Students’ independent application of those skills could be assessed using sample informational text or cold text, with multiple choice or

constructed response questions. Suggested Instructional Resources

Professional Texts Burke, Jim. Reading Reminders, Portsmouth, NH: Boynton/Cook Publishers,

2000.

Burke, Jim. Writing Reminders, Portsmouth, NH: Heinemann, 2003.

Harvey, Stephanie, and Anne Goudis, The Comprehension Toolkit, Portland, ME:

Stenhouse, 2006

Harvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME:

Stenhouse, 2007

Oczkus, Lori, Interactive Think-Aloud Lessons, New York: Scholastic Inc., 2009.

Portalupi, Joann and Ralph Fletcher, Nonfiction Craft Lessons, New York:

Stenhouse, 2001. Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:


May 27, 2009 6

(Although this is a student book it has excellent examples of reading strategies and skills.)

Student Texts

There are many titles that teachers and students may select to better understand facts and opinions. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina

Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet

the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://readwritethink.org http://readwritethink.org/lessons/lesson_view.asp?id=951

http://school.discoveryeducation.com/lessonplans/programs/readingStrat/

http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml http://www.ttms.org


http://readwritethink.org/lessons/lesson_view.asp?id=951

http://school.discoveryeducation.com/lessonplans/programs/readingStrat/


http://www.ttms.org/

May 26, 2009 1



nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical

fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character

sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


difficult texts.

Indicator 6-1.2 Differentiate among the first-person, limited omniscient

(third person), and omniscient (third person) points of view.

Definition of Revised Bloom’s Verb Differentiate To distinguish relevant from irrelevant parts or

important from unimportant parts of presented material; to make a distinction

Explanation of the Indicator The perspective, or vantage point from which an author presents a story, is called

point of view.

In the first person point of view, the story is told by one of the characters. The character uses pronouns such as I or we and usually participates in much of the action. Because the story is told from just one character’s point of view, however,

the reader is limited to knowing only what that character knows, thinks, and feels.

In the third person point of view, the story is told by a narrator who is not a character in the story. The narrator will use pronouns such as she, he, and they.

Sometimes the narrator will relate the thoughts and feelings of all the characters. This point of view is called the third-person omniscient point of view; the narrator functions as an all-seeing, all-hearing, all-knowing speaker who reads the thoughts

and feelings of any and all characters. More often, however, the narrator will relate the thoughts and feelings of just one character, usually the protagonist. This is

called the third-person limited omniscient point of view; the narrator’s omniscience is limited, or restricted, to a single character.

For students to be able to differentiate among first-person, limited omniscient (third person), and omniscient (third person) points of view, students should first be able

to identify these three points of view. Next, students should be provided opportunities to read a variety of literary selections written from these three points

May 26, 2009 2

of view. Invite students to identify the point of view of each selection by determining who is narrating the literary text based on the language used by the

author. For example, if the narrator uses pronouns such and I and we the text may be written from the first person point of view. If the narrator is using pronouns such

as he, she, or they, the point of view is third person. In the case of a third person narrator, students should then be able to determine whether the story is being narrated from an omniscient or limited omniscient point of view based on what the

third-person narrator reveals about the characters and events in the text. Students should provide evidence illustrating how they were able to differentiate the points

of view of literary texts. Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for the study of first-person, limited omniscient (third person), and

omniscient (third person) points of view differ at each grade level, including the level of higher-order thinking required of students.

What do students need to know before they can understand first person, limited omniscient (third person), and omniscient (third

person) points of view? Students should possess a working knowledge of first person,

second person, and third person subject and object pronouns. Students should know that in the second person point of view,

though rarely used, the narrator addresses the reader as you.

Students should possess a working knowledge of narrative text structure and plot elements.

Students should be able to draw conclusions and make inferences about literary texts.

Students should understand the author’s development of characters

as well as the effect of author’s craft on literary texts. Students should be able to determine the narrator of a literary text.

Students should be able to distinguish between first and third person points of view.

Within the study of first person, limited omniscient (third person), and omniscient (third person) points of view, what have students

been taught and what will they be taught in the future? In kindergarten through grade two, students focus on determining who

is narrating the text. In grades three and four, students are introduced to the first and third person points of view. Beginning at grade five,

students are first introduced to the concepts of limited omniscient (third person) and omniscient (third person) points of view. From grade five through English 4, the level of higher-order thinking

students must apply to the literary text and their understanding of the three points of view becomes increasingly more difficult.

May 26, 2009 3

The words in bold indicate changes from grade to grade. K-1.3 Understand that a narrator tells the story.

1-1.3 Analyze a narrative text to determine the narrator. 2-1.3 Analyze the text to determine the narrator.

3-1.3 Analyze the text to determine first-person point of view. 4-1.3 Distinguish between first-person and third-person points of

view.

5-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view.

7-1.2 Explain the effect of point of view on a given narrative text. 8-1.2 Explain the effect of point of view on a given literary text. E1-1.2 Analyze the impact of point of view on literary texts.

E2-1.2 Analyze the impact of point of view on literary texts. E3-1.2 Evaluate the impact of point of view on literary texts.

E4-1.2 Evaluate the impact of point of view on literary texts.

When teaching first person, limited omniscient (third person), and

omniscient (third person) points of view, what connections, links, or ties can be made to other indicators?


6-1.4 Analyze an author’s development of characters, setting,

and conflict in a literary work. 6-1.5 Interpret the effect of author’s craft (including tone and



6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations,

discussions, media productions, and the visual and performing arts).

6-1.8 Understand the characteristics of poetry (including stanza,

rhyme scheme, repetition, and refrain). 6-1.9 Analyze works of fiction (including myths and legends) and

works of nonfiction (including speeches and personal essays) by characteristics.

6-1.10 Predict events in literary texts on the basis of cause-and-effect

relationships. 6-5.2 Create narratives that have a fully developed plot and consistent

point of view.

May 26, 2009 4

Classroom Assessment Students should be taught and assessed using similar methods. For example, if a

graphic organizer was used to help students differentiate among the points of view of a variety of texts, then a graphic organizer should be part of the assessment.

However, students should be assessed with cold texts rather that texts they have already read and discussed. There is no benefit to assessing students using a piece of text that has already been used during classroom instruction. That would be

assessing their ability to remember, not their ability to differentiate points of view. Students should be assessed using a piece of text that is on their grade level.

In this indicator, the verb is differentiate. Students may be given multiple passages from literary texts and be challenged to determine from which point of view each

passage is being narrated. Students should focus on the language used by the author and what the narrator reveals about himself, other characters, and the

events in the literary text. Students should also be expected to provide evidence defending their thinking by citing the text and adding their background knowledge or the understanding that brought them to differentiating the points of view of a

variety of literary texts. Written assignments may be used to assess students’ ability to differentiate among points of view.

In order to be consistent with the indicator, the expectation on any assessment

strategy is that students must demonstrate they can differentiate among the first-person, limited omniscient (third person), and omniscient (third person) points of view. Suggested Instructional Resources

Professional Texts Bass, Helen Ruth and Diane Morrill. Prose and Poetry: A Comprehensive Guide to

Understanding Literature. Portland, ME: Walch Publishing. 1998.

Moon, Brian. Literary Terms: A Practical Glossary. Urbana, IL: National Council of

Teachers of English. 1999.

Student Texts Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA:


There are many titles that teachers and students may select to better understand text features. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of

Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media

specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read

May 26, 2009 5


them in class.

Nonprint Materials ReadWriteThink: Critical Literacy: Point of View http://www.readwritethink.org/lessons/lesson_view.asp?id=23

ReadWriteThink: Edgar Allan Poe, Ambrose Bierce, and the Unreliable Narrator

http://edsitement.neh.gov/view_lesson_plan.asp?id=441 Point of View

http://mrshatzi.com/files/pointofview-ws.pdf

Exploring Point of View http://www.learner.org/interactives/literature/read/pov1.html

Types of Point of View http://www.learner.org/interactives/literature/read/pov2.html

Teaching Point of View

http://www.brighthub.com/education/k-12/articles/11686.aspx Literary Terms

http://academic.brooklyn.cuny.edu/english/melani/lit_term.html

Sleeping Beauty: Points of View http://academic.brooklyn.cuny.edu/english/melani/pv.html

Literary Element: Point of View http://www.cdli.ca/CITE/hc_point_of_view.pdf


http://edsitement.neh.gov/view_lesson_plan.asp?id=441

http://mrshatzi.com/files/pointofview-ws.pdf

http://www.learner.org/interactives/literature/read/pov1.html

http://www.learner.org/interactives/literature/read/pov2.html


http://academic.brooklyn.cuny.edu/english/melani/lit_term.html

http://academic.brooklyn.cuny.edu/english/melani/pv.html

http://www.cdli.ca/CITE/hc_point_of_view.pdf

May 26, 2009 1






lyrical poems, humorous poems, and free verse.


Indicator 6-1.1 Analyze literary texts to draw conclusions and make

inferences.


Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose.


Inference is the act or process of drawing a conclusion based on what the reader, listener, or viewer already knows either from prior knowledge, observations, or evidence found in the text. Authors imply through facts and details; therefore,

readers have to infer.

In Strategies That Work, 2nd Edition (Harvey and Goudvis, 2007, p. 132), the authors define inferring as “Merging background knowledge with clues in the text to come up with an idea that is not explicitly stated by the author. Reasonable

inferences need to be tied to the text.” The authors also provide the following types of inferences (p. 132):

• Making predictions: predicting outcomes, upcoming events, and actions

• Using context to figure out the meaning of unfamiliar words/concepts

• Interpreting the meaning of language: figurative, idiomatic, and

metaphoric • Visualizing: constructing meaning with a visual image; inferring

creates a picture, movie, or slideshow in the mind • Inferring relationships: setting to plot, cause and effect, character’s

feelings and motives

• Inferring the author’s purpose • Creating interpretations based on text evidence

• Inferring the meaning of text features and visuals

May 26, 2009 2

• Inferring the answer to a question • Drawing conclusions based on text evidence

Students in grade 6 might expand their practice of making inferences and drawing

conclusions by using cartoons or cartoon strips. The teacher could model this process by projecting or displaying a cartoon, reading it aloud, and thinking aloud about the inferences that the teacher makes that creates the perception that the

cartoon is funny. Then students can bring in their own cartoons for sharing and discussing. One way to make this activity more challenging is to encourage the

students to bring in cartoons that they can’t figure out (such as political cartoons), which can lead to a discussion about how making inferences won’t work if background knowledge doesn’t exist.

Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for analyzing literary text to draw conclusions and make inferences differ at each grade level.


how to analyze literary text to draw conclusions and make inferences?

Students need to know how to generate and respond to questions that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences.

For example, questions such as “Think about what will happen if….,” Predict what would be true if…,” Conclude what the result will

be if…,” What if ____ had happened instead of ____?” “Infer how ____ is feeling by the description of the look on her face?” will prompt students to search for data from the text to support their

inferences. Students also need to think about what the author is implying and

what the reader can infer by the author’s choice of words. For example, what is the difference among “run” and “sprint”, “angry” or “furious”, “happy” and “ecstatic”? Concentrating on these shades

of meaning (connotations) will help students make correct inferences which will lead to better comprehension.

Students need to learn how to connect the text with their background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need

to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For

example, when reading, listening, or viewing specific literary text, one might naturally jump to the conclusion that a frown on a character’s face and the character’s words mean the character is

angry; however, closer attention to details might provide clues that the character is emotionally involved while watching an exciting

baseball game and that the sun is in the character’s face.

May 26, 2009 3

Making inferences and drawing conclusions require that students recognize and identify the clues in the text that will help lead them

to conclusions. Students must also read between the lines; go beyond the literal and concrete meaning; and pay attention to

details, clues, and evidence when interacting with print and nonprint literary texts.

Students should have experiences with a variety of print and

nonprint literary text that allow them to analyze the text in order to make inferences and draw conclusions. For example, a thematic

approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme.

Students in grade 6 already know how to make inferences in their daily lives;

they apply this skill all the time by analyzing their peers’ physical appearance, action, or speech or their teachers’ body language or facial expressions. The next step is to help them transfer this skill to their

interactions with text.

Kylene Beers in her book, When Kids Can’t Read, references thirteen types of inferences and prompts (p. 65) that skilled readers make regardless of what

they are reading. Skilled readers . . . 1. Recognize the antecedents for pronouns (Look for pronouns and

figure out what to connect them to. What happens if you make

an incorrect connection between a pronoun and a noun? ) 2. Figure out the meaning of unknown words from context clues.

(What other words in the sentence or surrounding sentences give clues to what the unknown word means?)

3. Figure out the grammatical function of unknown words (What

job or role does the unknown word have in the sentence?) 4. Understand intonation of characters’ words (Look at how the

character said [insert a specific quote]). How would you have interpreted what that character said if he had said [change how it was said or stress different words]).

5. Identify characters’ beliefs, personalities, and motivations (After you read this section, see if you can explain why the character

acted this way. How do you know what the character believes? What motivates the character to behave as he/she does?)

6. Understand characters’ relationships to one another (What

words does the author use to describe or explain how the characters feel about each other and what their relationships

are?) 7. Provide details about the setting (Think about the setting and

see what details you can add. What else would change about

the story if the setting changed?) 8. Provide explanations for events or ideas that are presented in

the text (Figure out explanations for these events. What clues lead you to these explanations?)

May 26, 2009 4

9. Offer details for events or their own explanations of the events. (How can you explain the events of this section/chapter?)

10. Understand the author’s view of the world (What clues from the text led you to an understanding of the author’s view of the

world?) 11. Recognize the author’s biases (As you read this section, look for

clues that would tell you how the author might feel about [insert

a topic or character’s name]). 12. Relate what is happening in the text to their own knowledge of

the world (Think about something that you know about this [insert topic] and see how that fits with what’s in the text.)

13. Offer conclusions from facts presented in the text (What

conclusions do the facts from this section/chapter lead you to make?)

Within the analysis of literary text to draw conclusions and make inference, what have students been taught and what will

they be taught in the future? In grade 3, students are expected to make predictions as well as draw

conclusions. In grades 4-7, students are analyzing text in order to draw conclusions and make inferences. Starting in grade 8 through

English 4, students compare/contrast ideas within and across literary texts to make inferences.

The words in bold indicate changes from grade to grade. 3-1.2 Analyze a given literary text to make, revise, and

confirm predictions and draw conclusions. 4-1.2 Analyze literary texts to draw conclusions and make

inferences.



8-1.1 Compare/contrast ideas within and across literary

texts to make inferences. E1-1.1 Compare/contrast ideas within and across literary texts to

make inferences. E2-1.1 Compare/contrast ideas within and across literary texts to

make inferences.



May 26, 2009 5

When teaching drawing conclusions and making inferences,

what connections, links, or ties can be made to other indicators?

6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the

visual and performing arts). 6-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-2.3 Summarize author bias based on the omission of relevant

facts and statements of unsupported opinions.

6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral

and auditory presentations, discussions, and media productions).


encountered in texts. 6-3.4 Distinguish between the denotation and connotation of a

given word. 6-5.2 Create narratives that have a fully developed plot and a

consistent point of view. 6-5.3 Create written descriptions using precise language and

vivid details.

6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a


Science: Draw conclusions and make inferences and predictions from data, research, and investigation.

Social studies: Draw conclusions and make inferences and

predictions from research, biographies,

autobiographies, essays, and speeches.

Classroom Assessment Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed.

For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from the inferences and conclusions and to recognize how

these skills contribute to the overall meaning of the text. Students should be able to cite instances in the text that caused them to use their skills to make inferences and draw conclusions. They should also be able to explain what background

information they brought to the text that helped them infer. When it’s time for assessment, students should be asked to show what they have learned in the same

way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw conclusions

May 26, 2009 6

from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from a whole piece of text.

Students in grade 6 respond well to having choice. Assessment of analyzing text to

make inferences and draw conclusions can be accomplished by having students select a piece of “cold” text that has not been discussed in class. Students then respond through an “It says-I say” activity with this text. This strategy gives

students a visual scaffold to aid them in organizing their thoughts as they connect their prior knowledge to understand the text. Kylene Beers, in When Kids Can’t

Read, provides a detailed description of this strategy on pages 165-171. The teacher provides a chart with four columns: Question, It Says, I Say, and So. This process forces students to draw conclusions after considering what the text says

and what they, the readers, provide from their prior knowledge in order to lead them to a conclusion or inference.

Students may also sketch their conclusions or inferences and defend their thinking by citing the text and adding their background knowledge or the understanding that

brought them to those inferences or conclusions.

There is no benefit from assessing students using a piece of text that has already been discussed. That would be assessing their recall, not their ability to analyze

text. Also, students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can analyze literary text to make

inferences and draw conclusions. Suggested Instructional Resources

Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000.

Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH:

Heinemann. 2003.

Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching

Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition.

Portsmouth, NH: Heinemann, 2007.

Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth,


May 26, 2009 7


Heinemann, 1992.


Student Texts

There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the

South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate


the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials





http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading http://www.rhlschool.com/read6n3/htm


http://www.readingquest.org/strat/ http://scholastic.com





http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm







http://www.greece.k12.ny.us/instruction/ELA/6-12/Reading

http://www.rhlschool.com/read6n3/htm













October 13, 2011 1



difficult texts.

Indicator 6-5.2 Create narratives that have a fully developed plot and a


Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional whole,

reorganize elements into a new pattern or structure.


When creating narratives, the student will use the writing process to create compositions that tell an event or series of events. Plot is the sequence of events or actions in a short story, novel, or narrative poem. Point of view is the vantage point

from which a literary work is told. Narratives often use chronological order but might also use a technique such as flashback that an author chooses to relay an

intended message. Chronological order is the order in which events occurred in time. Flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time.

Instructional Progression

The type of narratives created by the student changes at each grade level. Additionally, some areas of focus for the creation of narratives differ at each grade level.


creating narratives? Before the student can create narratives with plot and point of view

the student must understand and be able to apply the writing

process to create narratives. The student must be able to sequence events logically.

The student must understand and be able to use plot and point of view in his/her writing. For example, teachers might help students learn to read like writers and study other writers’ use of plot and

point of view.

Within creating narratives, what have students previously learned and what they will learn in the future? The words in bold indicate a change from grade to grade.

5-5.2 Create narratives that have a fully developed plot and a

consistent point of view. 6-5.2 Create narratives that have a fully developed plot and a


October 13, 2011 2

7-5.2 Create narratives (for example, personal essays or narrative poems) that communicate the significance of an issue of

importance and use language appropriate for the purpose and the audience.

8-5.2 Create narratives (for example, memoirs) that communicate the significance of particular personal relationships.

E1-5.2 Create narratives (for example, personal essays, memoirs, or

narrative poems) that use descriptive language to create tone and mood.

E2-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language and word choice to create tone and mood.

E3-5.2 Create narrative pieces (for example, personal essays, memoirs, or narrative poems) that use figurative language

and word choice to create tone and mood. E4-5.2 Create narratives (for example, personal essays, memoirs, and

narrative poems) that use descriptive language to enhance

voice and tone.

When teaching narratives, what connections, links, or ties can be made to other indicators?

Grade 6 students will use narratives to create responses to a variety of texts and create multiple-paragraph compositions. The student might also create narratives as responses to works they read or as responses

to material studied in classes other than English.

Classroom Assessment Individual assessment of narratives should be completed throughout the writing process by peers, by the students themselves, and by the teacher. Teachers should

also consider assessing some narratives using the PASS writing rubric.

Suggested Instructional Resources Professional Texts Atwell, Nancie. 1998. In the Middle: New Understandings About Writing, Reading,

and Learning. Portsmouth, NH: Heinemann.

-----. 2002. Lessons that Change Writers. Portsmouth, NH: Heinemann.

Burke, Jim. 2003. The English Teacher’s Companion: A Complete Guide to

Classroom, Curriculum, and the Profession. 2nd ed. Portsmouth, NH: Heinemann.

-----.2003. Writing Reminders: Tools, Tips, and Techniques. Portsmouth, NH:

Heinemann.

October 13, 2011 3

Discovering Language Arts: Style, Structure, and Tone (Grades 6-8). ETV

Streamline Video.

Elbow, Peter. 1981. Writing with Power: Techniques for Mastering the Writing

Process. New York: Oxford University Press.

Fletcher, Ralph. 1993. What a Writer Needs. Portsmouth, NH: Heinemann.

Lane, Barry. 1993. After the End: Teaching and Learning Creative Revision.

Portsmouth, NH.

Ray, Katie Wood. 2006. Study Driven: A Framework for Planning Units of Study in

the Writing Workshop. Portsmouth, NH: Heinemann.


narrative writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue

be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds,

shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using

them in class.

Nonprint Materials http://www.englishcompanion.com






October 14, 2011 1

Standard 6-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective

use of voice, and correct use of the conventions of written Standard American English.


more difficult texts. Instructional appendixes are provided as the baseline expectations for

instruction and are not intended to be all-inclusive documents.

Indicator 6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate

transitions between paragraphs. Definition of Revised Bloom’s Verb

Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or

structure. Explanation of Indicator

Students in Grade 6 will write for a variety of purposes and audiences.. There is no one organizational structure appropriate for all pieces. Giving students a

formula as to how many sentences or paragraphs a piece of writing should contain actually limits them. Instead, teachers should help students develop a variety of organizational strategies that can be applied appropriately to

match the genre, purpose, and audience of each piece of writing.

The single most important component in teaching students how to organize writing is the use of literary models. Teachers should provide students with numerous examples of the kind of writing they are asked to produce. Before

writing a narrative, students should read and analyze a number of narratives, concentrating on exactly how the various authors organized their narratives.

Persuasive writing will be organized very differently from narratives, and students should study the organization of many examples of persuasive

writing before writing their own persuasive pieces. Ideally, teachers will create their own writing to use as models in teaching

students how to organize. Modeling several examples of the same types of writing students are being asked to produce will show students how one type

of writing may be organized in a variety of ways.

October 14, 2011 2


As the texts students create become more sophisticated, organization at each grade level may become more challenging.

What do students need to know before they can create organized writing?

To be successful in creating well-organized pieces of writing, students must draw upon prior learning in the areas of reading and writing. Skills that

students will draw upon include: Recognizing/evaluating different types of texts Producing texts for different purposes and audiences

Sequencing logically and effectively Using transitional devices

Recognizing/creating adequate supporting evidence Discriminating between fact and opinion Comparing and contrasting

Making predictions

Within the study of organizing writing, what have students been taught and what will they be taught in the future? The words in bold

indicate a change from grade to grade. 5-4.3 Create multiple-paragraph compositions that include a central


6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs.

7-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions

between paragraphs. 8-4.3 Create multiple-paragraph compositions that include a central

idea with supporting details and use appropriate transitions

between paragraphs. E1-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

E2-4.3 Create multiple-paragraph compositions that have an introduction and a conclusion, include a coherent thesis, and use

support (for example, definitions and descriptions). E3-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use

support (for example, definitions and descriptions). E4-4.3 Create multiple-paragraph compositions that have an

introduction and a conclusion, include a coherent thesis, and use support (for example, definitions and descriptions).

October 14, 2011 3

When teaching the organization of writing, what connections, links,

or ties can be made to other indicators and/or content areas? Students in Grade 6 demonstrate their knowledge of the organization of

writing through the application of the following indicators: 6-1.1 Analyze literary texts to draw conclusions and make

inferences. 6-1.2 Differentiate among the first-person, limited-omniscient

(third person), and omniscient (third person) points of view. 6-1.5 Interpret the effect of the author’s craft (including tone and

the use of flashback and foreshadowing) on the meaning of

literary texts. 6-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines.

6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite

Writing Matrix.) 6-5.1 Create informational pieces (for example, brochures, pamphlets,

and reports) that use language appropriate for the specific audience.

6-5.2 Create narratives that have a fully developed plot and a

consistent point of view. 6-5.3 Create written descriptions using precise language and vivid

details. 6-5.4 Create persuasive writings (for example, print advertisements

and commercial scripts) that develop a central idea with

supporting evidence and use language appropriate for the specific audience.

6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources.

6-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual

presentations. 6-6.8 Design and carry out research projects by selecting a topic,

constructing inquiry questions, accessing resources, and

organizing information.

October 14, 2011 4

Classroom Assessment Students should be taught and assessed using similar methods. Therefore,

students should be assessed on their ability to apply in their writing the organizational strategies they have been taught. This can be accomplished in

a number of ways. In addition to organizing their own pieces of writing, students can benefit from reading and analyzing the organization of a variety of written pieces. Students should have direct instruction on organizational

strategies and be given numerous opportunities to create and organize their own pieces of writing.

Strategies to assist students with organizing writing and which can be used as formative and/or summative assessments include:

Creating numerous pieces of writing in a variety of genres and for various purposes and audiences

Experimenting with organizing a single piece of writing in two (or more) different ways

Determining the components of a piece of writing that contribute to its

organization Collecting examples of writing with effective leads or introductions

Collecting examples of writing with effective conclusions Developing charts showing effective transitional devices

Explaining the techniques that an author uses to move a reader through a piece of writing

Collecting examples of writing that use unusual methods of

organization Collecting examples of writing that use unconventional methods of

transition Evaluating the organization of professional pieces of writing (cold

texts)

Using the Extended Response Rubric to evaluate the organization of their own writing


Culham, Ruth. 6 + 1 Traits of Writing. NY, NY: Scholastic, 2003.

Fletcher, Ralph. What a Writer Needs. Portsmouth, NY: Heinemann, 1993. Laminack, Lester L. Cracking Open the Author’s Craft. NY, NY: Scholastic,

2007.

Lane, Barry. After The End. Portsmouth, NY: Heinemann, 1993. Ray, Katie Wood. What You Know by Heart. Portsmouth, NY: Heinemann,

2002.

October 14, 2011 5

Student Texts There are many titles that teachers and students may select to better

understand organizing writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the

South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional

suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed

by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://www.readwritethink.org http://www.learnnc.org

http://www.lpb.org


http://www.readingquest.org http://www.readingquest.org/strat/


http://timeforkids.com


http://www.scetc.org

http://www.scetc.org/education/streamlinesc/index.cfm http://www.ciconline.org



http://literacynet.org http://literacynet.org/cnnsf/archives.html

http://www.iclasses.org


full text of fiction and nonfiction selections




http://www.lpb.org/



















May 28, 2009 1



(expository/persuasive/argumentative) texts of the following types:

essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and

speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In

addition, they examine commercials, documentaries, and other forms of nonprint informational texts.


Indicator 6-2.6 Interpret information from graphic features (for

example, illustrations, graphs, charts, maps, diagrams, and graphic organizers).

Definition of Revised Bloom’s Verb Interpret Change from one form of representation (e.g., numerical)

to another (e.g., verbal) (e.g., Paraphrase important speeches and documents.)

Explanation of Indicator Graphic features that are intended to aid readers can sometimes overwhelm

them. Textbooks, for example, rely heavily on such features as boxed information, sidebars, and boldface fonts. Also, the format and purpose of

graphic features will differ from one text to another. In addition to textbooks, students should be exposed to a wide variety of real world texts that employ graphic features. The following kinds of texts can be collected and brought

into the classroom for interpretation: newspapers, magazines, operation manuals, brochures, pamphlets, advertisements, maps, almanacs, catalogs,

phone books, calendars, cookbooks, reference books, and field guides. Special consideration should be given to the format of web sites and graphic

features used on the internet. In interpreting the graphic features in a variety of texts and formats,

students should be encouraged to consider why the features are used, what purpose they accomplish, and how they relate to the written text.

May 28, 2009 2

Instructional Progression of Indicator The nature of graphic features students encounter at each grade level may

become more challenging.

What do students need to know before they can interpret graphic features?

To be successful in interpreting graphic features, students must

draw upon prior learning in the area of reading. Skills that students will draw upon include:

Reading informational texts Discerning cause and effect Drawing conclusions

Making inferences Comparing/contrasting

Making predictions Recognizing/providing adequate supporting evidence Recognizing propaganda

Discriminating between fact and opinion Recognizing author’s bias

Within graphic features, what have students been taught and what


5-6.2 Use graphic features (including illustrations, graphs, charts, maps, diagrams, and graphic organizers) as sources of

information. 6-2.6 Interpret information from graphic features (for example,

illustrations, graphs, charts, maps, diagrams, and graphic

organizers) 7-2.6 Analyze information from graphic features (for example, charts

and graphs) in informational texts. 8-2.6 Analyze information from graphic features (for example, charts

and graphs) in informational texts.

E1-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

E2-2.6 Analyze information from graphic features (for example, charts and graphs) in informational texts.

E3-2.6 Evaluate information from graphic features (for example,

charts and graphs) in informational texts. E4-2.6 Evaluate information from graphic features (for example, charts

and graphs) in informational texts.

May 28, 2009 3

When teaching graphic features, what connections, links, or ties can be made to other indicators and/or content areas?

Students in Grade 6 demonstrate their knowledge of graphic features

through the application of the following indicators: 6-2.1 Analyze central ideas within and across informational

texts.



6-2.4 Create responses to informational texts through a

variety of methods (for example, drawings, written works, oral and auditory presentations, discussions,

and media productions). 6-2.5 Interpret information that text elements (for

example, print styles and chapter headings) provide

to the reader. 6-2.6 Interpret information from graphic features (for

example, illustrations, graphs, charts, maps, diagrams, and graphic organizers).

6-2.7 Interpret information from functional text features (for example, tables of contents and glossaries).

6-2.8 Predict events in informational texts on the basis of

cause-and-effect relationships. 6-2.9 Identify propaganda techniques (including

testimonials and bandwagon) in informational texts.

6-2.10 Read independently for extended periods of time to

gain information. 6-5.1 Create informational pieces (for example, brochures,

pamphlets, and reports) that use language appropriate for the specific audience.

6-5.4 Create persuasive writings (for example, print

advertisements and commercial scripts) that develop a central idea with supporting evidence and use

language appropriate for the specific audience. 6-6.6 Select appropriate graphics, in print or electronic form,

to support written works, oral presentations, and visual

presentations.

May 28, 2009 4

Classroom Assessment Students should be taught and assessed using similar methods. Students will

routinely interpret graphic features as they complete assignments in all content areas. In addition, in the ELA classroom, students can demonstrate

their ability to interpret graphic features through incorporating such features in their own writing of informational pieces, persuasive pieces, and research presentations. For an accurate assessment of students’ ability to interpret

graphic features, they should be presented with texts they have not previously studied.


Allen, Janet. On the Same Page. Portland, ME: Stenhouse, 2002.

Daniels, Harvey and Steven Zemelman. Subjects Matter. Portsmouth, NH:

Heinemann, 2004.

Harvey, Stephanie Nonfiction Matters. York, ME: Stenhouse, 1998.

Harvey, Stephanie and Anne Goudvis. Strategies that Work. York, ME:

Stenhouse. 2007.

Jobe, Ron and Mary Dayton-Sakari. Info-Kids. Portland, ME: Pembroke

Publishers. 2002.

Student Texts There are many titles that teachers and students may select to better understand graphic features. Library Media Specialists from the South

Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to

match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and

independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each

classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials http://www.readwritethink.org


http://www.lpb.org http://www.lpb.org/education/classroom/itv/litlearn/



http://www.lpb.org/


May 28, 2009 5





http://www.ciconline.org


http://www.carolhurst.com

http://www.carolhurst.com/titles/6th.html http://literacynet.org



http://www.frankwbaker.com/default1.htm














http://www.frankwbaker.com/default1.htm

May 27, 2009 1

Standard 6-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective

use of voice, and correct use of the conventions of written Standard American English.


difficult texts. Instructional appendixes are provided as the baseline expectations for instruction


Indicator 6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing. (See

Instructional Appendix: Composite Writing Matrix) Definition of Revised Bloom’s Verb

Use Apply a procedure to a familiar task.

Explanation of the Indicator The study of syntax allows students to learn how sentences are constructed. When students understand that clauses are the building blocks of sentences, they can use

clauses as tools to assemble a strong variety of sentences in their own writing. A clause is a group of words that contains a verb and its subject and that is used as

part of a sentence. An independent clause expresses a complete thought and can stand by itself as a sentence. A subordinate clause does not express a complete thought and cannot stand alone as a sentence. A simple sentence has one

independent clause and no subordinate clauses. A compound sentence has two or more independent clauses but no subordinate clauses. A complex sentence has

one independent clause and at least one subordinate clause. Students should begin with knowledge of subjects, predicates, independent and

subordinate clauses, coordinating and subordinating conjunctions, and the use of commas and semicolons in punctuating different types of sentences. This

knowledge will allow them to classify types of sentences, analyze sentence types in the literature they are studying, and create written work which employs varied

sentence structure. Varying sentence structure to promote rhythmic reading is an important component of voice in writing, as is effective phrasing. Studying sentence types should not be an isolated grammatical exercise. Students should connect

their study of syntax to their own writing and to the literature they are currently studying. Teachers should help students make that connection by modeling

extensively, by expecting students to use varied sentence structure in their own writing, and by providing a rich variety of literature for students to analyze. Effective teaching practices in the study of sentence structure will strengthen

students as both readers and writers.

May 27, 2009 2

A review of the sentence types and accompanying punctuation rules learned in previous grades is essential before teachers begin instruction in the new sentence

types. An effective way to do this is through mini-lessons based upon what students are reading and writing.

Instructional Progression of the Indicator The level of difficulty of the text increases at each grade level. Additionally, some

areas of focus for using complete sentences in a variety of types differ at each grade level.

What do students need to know before they can understand how to use complete sentences in a variety of types?

Students should understand the definition and function of subjects and predicates in sentences.

Students should understand the definition and function of clauses in sentences.

Students should be able to distinguish between an independent

clause and a subordinate clause. Students should know and be able to use coordinating conjunctions

correctly in sentences. Students should know and be able to use subordinating

conjunctions correctly in sentences. Students should be able to correctly punctuate compound,

complex, and compound-complex sentences using commas and

semicolons.

Within the study of using complete sentences in a variety of types, what have students been taught and what will they be taught in the future? The words in bold indicate changes from grade

to grade.

K-4.2 Generate complete sentences orally. 1-4.2 Use simple sentences in writing. 2-4.2 Use complete sentences (including simple sentences

with compound subjects and predicates) in writing. 3-4.2 Use complete sentences (including compound

sentences) in writing. 4-4.2 Use complete sentences in a variety of types (including

simple and compound sentences) in writing.

5-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex) in writing.

7-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound-complex). 8-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound-complex).

May 27, 2009 3

E1-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E2-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex).

E3-4.2 Use complete sentences in a variety of types (including simple, compound, complex, and compound-complex). E4-4.2 Use complete sentences in a variety of types (including

simple, compound, complex, and compound complex.).

When teaching how to use complete sentences in a variety of types, what connections, links, or ties can be made to other indicators?

6-4.4 Use grammatical conventions of written Standard American

English including • main and subordinate clauses

6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas (see Instructional Appendix: Composite Writing Matrix).

6-4.6 Edit for the correct use of written standard American English including

• punctuation - semicolon

- commas to separate introductory clauses and phrases

Classroom Assessment Students should have many opportunities to practice constructing sentences in a

variety of types before being asked to demonstrate their knowledge for assessment. After introducing students to clauses, the teacher might begin by offering students “pieces” of sentences with which to construct simple, compound,

and complex sentences. This could be done quite literally by putting the pieces of sentences on construction paper and having students find their matching

counterparts to construct sentences, or the sentence pieces could be written on the board for the students to match.

Once students gain confidence with constructing sentences of different types, they can begin to look at how to improve writing by varying sentence structure. The

teacher should offer the students models of paragraphs written completely in simple sentences or completely in complex sentences so students can see the effects of not varying sentence structure. Since one purpose of varying sentence

structure is to promote rhythmic reading, ask students to read these model paragraphs aloud so they can hear the effects of not varying sentence structure.

After students revise the models to use a variety of sentence structure, they should read the paragraphs aloud again.

Students also need to examine the literary and informational texts they are currently reading and analyze them for the effective use of various types of

sentences. They should determine if there are types of writing which use one sentence type more than another and why that is so.

May 27, 2009 4

Finally, students need to apply their knowledge of constructing sentences in a variety of types to their own writing. The teacher should hold the students

accountable for their knowledge by expecting them to use varied sentence structure in their writing and by evaluating that use with the voice domain of the PASS

writing rubric. Students should be taught and assessed using similar methods. Students need

multiple opportunities and ways to demonstrate their knowledge of sentence structure. In order to address the definition of the verb “use,” opportunities for

demonstration of knowledge should be drawn from material the student is not likely to have had contact with or be presented from a different perspective.


Baker, Sheridan. The Practical Stylist. New York, New York: Thomas Y. Crowell Company, 1997.

Culham, Ruth. 6+1 Traits of Writing. New York, New York: Scholastic, 2003.

Frank, Steven. The Pen Commandments: A Guide for the Beginning Writer. New

York, New York: Pantheon Books, 2003.

Longknife, Amy, and Sullivan, K.D. The Art of Styling Sentences. Hauppauge, New

York: Barron’s, 2002. Strong, William. Sentence Combining: A Composing Book. New York, New York:

McGraw-Hill, 1994.

Strunk, William Jr., and White, E.B. The Elements of Style, Fourth Edition. New

York, New York: Allyn and Bacon, 2000.

Zinsser, William. On Writing Well. New York, New York: HarperCollins, 2001. Student Texts

There are many titles that teachers and students may select to better understand sentence structure and variety. Library Media Specialists from the South Carolina

Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their

library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

has been read and reviewed by professionals, some of these titles may not meet

May 27, 2009 5

the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class.

Nonprint Materials

http://eslbee.com/sentences.htm http://www.geocities.com/fifth_grade_tpes/sentence2.html

http://www2.ivcc.edu/rambo/eng1001/sentences.htm

http://grammar.ccc.commnet.edu/GRAMMAR/cgi-shl/quiz.pl/sentence_types_quiz.htm

http://itech.pjc.edu/writinglab/senpat.htm

http://www.harcourtschool.com/activity/sensort/index.html

http://www.mccd.edu/faculty/pirov/compound.htm

http://www.esc.edu/esconline/across_esc/writerscomplex.nsf/0/9ba7aca253306cee852569c3007117cf?OpenDocument

http://grammar.about.com/od/c/g/comcomplexterm.htm

http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Simple,%20Compound,%20a

nd%20Complex%20Sentences%20in.ppt. http://myweb.wssu.edu/wallr/ENG3321/simplecompoundcomplex.htm

http://www.leasttern.com/Grammar/Sentences.html

http://flightline.highline.edu/writingcenter/workshops/sentence-structure.doc

http://owl.english.purdue.edu/owl/resource/573/02/

http://owl.english.purdue.edu/owl/resource/604/01/ http://owl.english.purdue.edu/owl/resource/598/02/

http://owl.english.purdue.edu/handouts/print/grammar/PDFs/g_commacomp.pdf

http://player.discoveryeducation.com/index.cfm?guidAssetId=C568C497-02BD-4284-BAF9-6AAD48CC8FBE&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=0B4F19EB-94FD-

459D-8E90-E260C1E15A4B&blnFromSearch=1&productcode=US

http://eslbee.com/sentences.htm

http://www.geocities.com/fifth_grade_tpes/sentence2.html

http://www2.ivcc.edu/rambo/eng1001/sentences.htm



http://itech.pjc.edu/writinglab/senpat.htm

http://www.harcourtschool.com/activity/sensort/index.html

http://www.mccd.edu/faculty/pirov/compound.htm



http://grammar.about.com/od/c/g/comcomplexterm.htm

http://classroom.jc-schools.net/coleytech/dynamic_curriculum/Language/Simple,%20Compound,%20and%20Complex%20Sentences%20in.ppt



http://myweb.wssu.edu/wallr/ENG3321/simplecompoundcomplex.htm

http://www.leasttern.com/Grammar/Sentences.html

http://flightline.highline.edu/writingcenter/workshops/sentence-structure.doc




http://owl.english.purdue.edu/handouts/print/grammar/PDFs/g_commacomp.pdf



http://player.discoveryeducation.com/index.cfm?guidAssetId=0B4F19EB-94FD-459D-8E90-E260C1E15A4B&blnFromSearch=1&productcode=US

http://player.discoveryeducation.com/index.cfm?guidAssetId=0B4F19EB-94FD-459D-8E90-E260C1E15A4B&blnFromSearch=1&productcode=US

May 27, 2009 6

http://player.discoveryeducation.com/index.cfm?guidAssetId=660913E5-9C6A-4FFF-9B31-2C3A9656F1F2&blnFromSearch=1&productcode=US



June 29, 2009 1


Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction,

contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays,

memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.


difficult texts.

Indicator 6-1.4 Analyze an author’s development of characters, setting, and

conflict in a given literary text.


Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose


Analyzing the author’s development of literary elements requires the reader to undertake two, separate thought processes: to determine the tools the author uses to achieve development and to determine what the development of each

element contributes to the text.

Character development is making note of the traits and behaviors that give a character that exists on the page the complexity of a human being. To analyze characterization, readers will consider four methods of development – one of

which (author’s description) is stated or direct and the others of which (dialogue, actions, and reactions), indirect, must be inferred. Note: most

authors will employ a combination of the four methods. Author’s description – the specific words a writer uses to paint a picture in the

reader’s mind that may include sensory details or details of behavior. It is the most direct method of developing character and may appear in the voice of a

narrator or of a character in the story. For example: “A woman with shorn white hair is standing at the kitchen window.

She is wearing tennis shoes and a shapeless gray sweater over a summery calico dress.”

- from A Christmas Memory

June 29, 2009 2

Dialogue – what characters say to each other and (particularly in drama) occasionally to the audience. If the narrator is a central character, his/her

thoughts may be considered dialogue. For example:

“I refuse to believe that so modern and civilized a young man as you seem to be harbors romantic ideas about the value of human life. Surely your experiences in the war –”

“Did not make me condone coldblooded murder,” finished Rainsford stiffly.

- from “The Most Dangerous Game”

Characters’ actions – what the character does that gives the reader an

impression of his/her personality. For example:

It was about eleven o’clock at night, and she was walking alone, when a boy ran up behind her and tried to snatch her purse. The strap broke with the single tug the boy gave it from behind. But

the boy’s weight and the weight of the purse combined caused him to lose his balance so…the boy fell on his back on the sidewalk and

his legs flew up. The large woman simply turned around and kicked him right square in his blue-jeaned sitter.

- from “Thank You, Ma’am” Characters’ reactions – how the character reacts to events and how other

characters react to him/her provides clues to the character’s personality. For example:

“You didn’t take her (to the pound)?” she asked. “Oh, I took her all right,” her father answered. “Worst looking place

I’ve ever seen….” Doris stared at her father.

“I wouldn’t leave an ant in that place,” he said. “So I brought the dog back.” Mrs. Lacey was smiling at him and shaking her head as if she would

never, ever, understand him. - from “Stray”

Teachers must also help students distinguish between the protagonist (central character in the action) and antagonists (characters that act against the central

character), being sure that students avoid the “good guy” and “bad guy” labels for the two. The protagonist of a text might be, for example, a criminal while the

antagonist is an officer of the law. The extent to which characters are developed, including the narrator (see 6-1.2 for point of view), affects the information the reader has about a fictional situation and, hence, affects his emotional and

intellectual experience with a text.

June 29, 2009 3

Analyzing the development of setting involves considering when and where a story takes place (including such specifics as time of day and duration of the

action). Setting may be stated (as in the short story “Harrison Bergeron,” “The year was 2081, and everybody was finally equal.”) or implied (as in the short

story “The Washerwoman,” “Laundering was not easy in those days. The old woman had no faucet where she lived but had to bring in the water from a pump.”). Students will focus on descriptions given by the narrator and other

characters as well as on other details in the story such as extent of technology present, characters’ dress, and transportation. Characters’ actions and

reactions will also provide clues of time, place, and duration. Setting may heavily impact fictional texts by putting characters into contexts where actions will have automatic implications (e.g. the Sunday school superintendent losing

his clothes in Twain’s nineteenth-century short story, “Story Without an End”) or by putting characters into imaginary settings where the plot, characters, and

conflicts may surprise the reader (e.g. the Lord of the Rings trilogy). To analyze development of conflict, students will need to consider whether

the conflict is external (observable) or internal (taking place within a character and only evident through the narrator’s description or the observations of other

characters). Conflicts are usually divided into four, broad categories: Man versus Himself (internal conflict such as the urge to avoid losing one’s temper

or the desire to move past romantic feelings), Man versus Man (external conflict such as two characters competing in a race), Man versus Society (external conflict such as a man trying to convince his peers to change the way

they think about a new recycling plan), and Man versus Nature (external conflict such as a woman trying to survive being stranded on a deserted

island). Most characters experience more than one type of conflict in a given text. It is necessary for every story to have conflicts or there can be no plot.

Teachers may provide support for students in analyzing the development of characters, setting, and conflicts by modeling thinking during reading or

discussions, as well as by targeting these elements through literary circles. Instructional Progression of the Indicator

The level of difficulty of the text increases at each grade level and some areas of focus for the study of Literary Elements differ at each grade level.

What do students need to know before they can understand how to

analyze an author’s development of characters, setting, and conflict

in a given literary text? Students need to understand how to identify the characters,

settings, conflicts and plots in texts. Students need to understand that authors tell stories with a

deliberate sequence of events or actions that presents and resolves

a conflict. Students need to search for and use connections to knowledge gained

through personal experiences and reading other texts.

June 29, 2009 4

Students need to use knowledge of text types, elements, structures and formats to enhance understandings and connections in reading.

Students need to identify and comprehend the elements of the texts so the aspects of the texts can be related and connected.

Students need to know how to use information in texts to infer what is not said directly.

Students need to know how to use personal experiences and feelings

or knowledge of other people or characters to make inferences about characters in the stories they read.

Within the study of Literary Elements, what have students been taught and what will they be taught in the future? The words in

bold indicate changes from grade to grade.

K-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in

sequential order. 2-1.5 Analyze a narrative text to identify characters, setting, and

plot. 3-1.5 Analyze the relationship among characters, setting, and plot

in a given literary text.

4-1.5 Analyze the impact of characterization and conflict on plot. 5-2.2 Analyze informational texts to draw conclusions and make

inferences. 6-1.4 Analyze an author’s development of characters, setting, and

conflict in a given literary text.

7-1.4 Analyze an author’s development of the conflict and the

individual characters as either static, dynamic, round, or

flat in a given literary text. 8-1.4 Analyze a given literary text to determine its theme.

E1-1.4 Analyze the relationship among character, plot, conflict, and theme in a given literary text.

E2-1.4 Analyze the relationship among character, plot, conflict, and

theme in a given literary text. E3-1.4 Evaluate the relationship among character, plot, conflict, and

theme in a given literary text. E4-1.4 Evaluate the relationship among character, plot, conflict, and

theme in a given literary text.

June 29, 2009 5

When teaching Literary Elements, what connections, links, or ties can be made to other indicators?

6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.2 Differentiate among the first-person, limited-omniscient (third

person) and omniscient points of view. 6-1.7 Create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and

performing arts). 6-1.10 Predict events in literary texts on the basis of cause-and-effect

relationships. 6-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas. (See Instructional Appendix: Composite

Writing Matrix.)

Classroom Assessment Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their understanding of the

development of characters, setting, and conflicts. Ideally, teachers will observe students talking about characters, settings, and conflicts in authentic contexts, such

as writing and reading conferences or in literature circles.

Noting specific textual information about characters, setting, and conflicts and recording it in a double-entry journal, on a Venn diagram, on sticky notes in texts, or discussing and sharing it in group or partner discussions can support the student

who is learning to analyze an author’s development of characters, setting, and conflict in a given literary text.

To address the definition of the verb, “analyze”, teachers must model and then allow students to demonstrate on unfamiliar texts strategies authors employ in

developing characters, setting, and conflict. In addition, students should be encouraged to explore the impact each element has on the reader’s experience with

the text as a whole. Assessments might include individual or group story maps, double-entry journals, Venn diagrams, dramatic presentations, literature circle assignments, flow charts, and written or oral analyses or characters, settings, and

conflicts.

Suggested Instructional Resources Professional Texts Keene, Ellin Oliver. To Understand. Portsmouth, NH: Heinemann, 2008.

Keene, Ellin Oliver and Susan Zimmermann. Mosaic of Thought. Portsmouth, NH:

Heinemann, 1997. Laminack, Lester L. and Reba M. Wadsworth. Learning Under the Influence of

Language and Literature. Portsmouth, NH: Heinemann, 2006.

Pinnell, Gay Su and Irene C. Fountas. The Continuum of Literacy Learning. Portsmouth, NH: Heinemann, 2007.

June 29, 2009 6

Pinnell, Gay Su and Patricia Scharer. Teaching for Comprehension in Reading. New

York, NY: Scholastic Professional Books, 2003.

Rasinsky, Timothy and Nancy Padak. Effective Reading Strategies. Upper Saddle River, NJ: Pearson Prentice Hall, 2004.

Swartz, Stanley, et al. Guided Reading and Literacy Centers. Carlsbad, CA: Dominie Press: 2003.


Literacy Elements. Using a variety of student texts, written by different authors, with varying story structures and plots will extend opportunities to learn about

characters, setting, sequential order and the relationships among them. Library Media Specialists from the South Carolina Association of School Librarians

(SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in

progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading,

and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in

class.

Nonprint Materials http://teachers.net/lessons/posts/html

http://teachers.net/lessons/posts/1353.html

http://www.indiana.edu/~reading/ieo/digests/d109.html http://www.educationoasis.com/resources/Columns/tt/feb19.htm


http://okscribbler.blogspot.com/2009/02/teaching-summarizing-story.html

http://www.cherylsclassroomtips.com/2008/11/whats-your-favorite-read-aloud.html

http://teachers.net/lessons/posts/html

http://teachers.net/lessons/posts/1353.html

http://www.indiana.edu/~reading/ieo/digests/d109.html

http://www.educationoasis.com/resources/Columns/tt/feb19.htm


http://okscribbler.blogspot.com/2009/02/teaching-summarizing-story.html



June 29, 2009

1



Instructional appendixes are provided as the baseline expectations for instruction


Indicator 6-5.3 Create written descriptions using precise language and vivid details.

Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional

whole; reorganize elements into a new pattern or structure


Effective descriptive writing paints a picture with words. Whether students are writing a purely descriptive essay or incorporating description into other forms

of writing, they can use description as a tool to evoke emotions in the reader through the power of words. As part of a narrative, description can make the setting and characters more vivid. When students are writing a process paper, they

can use description to help the reader envision the finished product. Specific descriptive details can make persuasive writing more powerful. Descriptive writing

requires paying close attention to detail and using all of the senses. Instruction in writing description must be closely tied with literary and

informational texts, vocabulary, and the writing process. Since figurative language is an effective tool in writing descriptively, students should learn the types of

figurative language and analyze the use of figurative language in the texts they study throughout the year. The teacher should show students how figurative language, imagery, and specific sensory details create strong descriptions in both

poetry and prose. Students should analyze how description is related to an author’s style and is part of voice, tone, mood, and atmosphere.

Teachers should expect students to think constantly about word choice. The

precise language and vivid details needed for effective description will result from rich vocabulary instruction where students are immersed in word study. Students should analyze the author’s word choice in the texts they are studying and their

own word choice in their writing. As students write descriptive pieces, the teacher should expect them to employ strong, specific words at every step of the writing

process. When students are prewriting, they should be taught how to use specific

sensory details as part of a graphic organizer or other brainstorming. Adding specific details and choosing more effective vocabulary should always be a part of

the revision process. Students should be instructed in use of the thesaurus, and they should learn that specific nouns and strong verbs, as well as adjectives, are

June 29, 2009

2

essential tools for descriptive writing. The teacher should provide mini-lessons throughout the year to show students both effective and ineffective examples of

descriptive writing. Teachers should help students make the connection between their own writing and the literature they are currently studying by emphasizing

vocabulary study, by modeling extensively, by expecting students to use description in their own writing, and by providing a rich variety of texts for students to analyze. Effective teaching practices in the study of descriptive writing will

strengthen students as both readers and writers.

Instructional Progression of the Indicator The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for creating written descriptions differ at each grade level.


how to create written descriptions? Students should know devices of figurative language and be able to

analyze their use in texts they are studying.

Students should be able to interpret the use of figurative language as part of an author’s style.

Students should be able to employ figurative language effectively in their own writing.

Students should be able to analyze an author’s use of imagery in texts they are studying and employ imagery effectively in their own writing.

Students should be able to identify sensory details in texts they are reading and employ sensory details in their own writing.

Students should be able to identify vivid verbs and specific adjectives in texts they are reading and employ them in their own writing.

Students should be able to analyze diction (word choice) as an important part of an author’s style.

Students should understand how to use a thesaurus to improve word choice in their own writing.

Within the study of creating written descriptions, what have students been taught and what will they be taught in the

future? The words in bold indicate changes from grade to grade. K-5.3 Use symbols (drawings, letters, and words) to create

descriptions of personal experiences, people, places, or things. 1-5.3 Create written pieces that describe personal experiences,

people, places, or things and that use words that appeal to the senses.

2-5.3 Create written pieces that describe objects, people, places, or

events and that use words that appeal to the senses. 3-5.3 Create written descriptions about people, places, or

events.

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4-5.3 Create written descriptions using language that appeals to the readers’ senses.



7-5.3 Create descriptions for use in other modes of

written works (for example, narrative, expository, or persuasive).

8-5.3 Create descriptions for use in other modes of written works (for example, narrative, expository, or persuasive).

E1-5.3 Create descriptions for use in other modes of written

works (for example, narrative, expository, or persuasive). E2-5.3 Create descriptive pieces (for example, personal essays,

travel writing, or restaurant reviews) that use sensory images and vivid word choice.

E3-5.3 Create descriptive pieces (for example, personal essays, travel

writing, or restaurant reviews) that use sensory images and vivid word choice.

E4-5.3 Create descriptive pieces (for example, personal essays, travel writing, or restaurant reviews) that use sensory images and

vivid word choice. When teaching how to create written descriptions, what connections, links,

or ties can be made to other indicators? 6-1.3 Interpret devices of figurative language (including simile,


6-4.1 Organize written works using prewriting techniques, discussions,

graphic organizers, models, and outlines. 6-4.3 Create multiple-paragraph compositions that include a central


6-4.5 Revise writing to improve clarity, tone, voice, content, and the

development of ideas (see Instructional Appendix: Composite Writing Matrix).


Students should have many opportunities to practice creating descriptions in

a variety of types before being asked to demonstrate their knowledge for assessment. Students should analyze how authors create descriptions in both

literary and informational texts. Teachers should introduce many examples (both print and nonprint) of real-world writing which use description, such as real estate advertisements, travel brochures, resumes, and theater reviews. Students can

demonstrate knowledge of figurative language, sensory details, and specific word choice through class discussion, a ticket out the door, or more formal test

questions.

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Once students gain confidence with analyzing descriptive details in the texts they are studying, they can learn how to improve writing through elaborating with

description. The teacher should offer the students models which use description effectively and models which lack description. Students can demonstrate knowledge

of descriptive writing techniques by revising models which lack description. Finally, students need to apply their knowledge of creating description to

their own writing. The teacher should hold the students accountable for their knowledge by expecting them to use description in their writing and by evaluating

using the PASS writing rubric or other scoring rubrics. Students should be exposed to various rubrics during instruction.

Students should be taught and assessed using similar methods. Students need multiple opportunities and ways to demonstrate their knowledge of creating

description. In order to address the definition of the verb “create,” students should be allowed to demonstrate their knowledge through writing essays, producing advertisements, filming commercials, and creating a rich variety of print and

nonprint products.


Baker, Sheridan. The Practical Stylist. New York, New York: Thomas Y. Crowell Company, 1997.

Culham, Ruth. 6+1 Traits of Writing. New York, New York: Scholastic, 2003.

Fletcher, Ralph. What a Writer Needs. Portsmouth, New Hampshire: Heinemann,

1993.

Fletcher, Ralph, and Portalupi, Joann. Craft Lessons. Portland, Maine: Stenhouse,

1998.

Fletcher, Ralph, and Portalupi, Joann. Nonfiction Craft Lessons. Portland,

Maine:Stenhouse, 2001.

Frank, Steven. The Pen Commandments: A Guide for the Beginning Writer. New

York, New York: Pantheon Books, 2003.

Lane, Barry. After the End: Teaching and Learning Creative Revision. Portsmouth,

New Hampshire: Heinemann, 1993.

Zinsser, William. On Writing Well. New York, New York: HarperCollins, 2001.

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Student Texts There are many titles that teachers and students may select to better understand sentence structure and variety. Library Media Specialists from the South Carolina

Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators.

This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list

has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the

texts prior to using them in class. Nonprint Materials

http://teacher.scholastic.com/writewit/diary/

http://www.webenglishteacher.com/descriptive.html

www.nebo.edu/misc/learning_resources/ppt/6-12/writing.ppt

http://owl.english.purdue.edu/handouts/general/gl_describe.html

http://writingfiction.suite101.com/article.cfm/descriptive_writing_exercises http://grammar.ccc.commnet.edu/GRAMMAR/composition/narrative.htm

www.lexington1.net/rbe/21cc/Descriptive%20Writing.ppt

www.nwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf

http://www.buzzle.com/articles/descriptive-writing.html

http://edhelper.com/ReadingComprehension_33_35.html http://english.unitecnology.ac.nz/resources/resources/text_forms/descriptions.html

http://www.kisd.org/khs/english/help%20page/Descriptive%20Words.htm

http://teacher.scholastic.com/writewit/poetry/karla_home.htm

http://volweb.utk.edu/school/bedford/harrisms/lesson13.htm

http://www.hp-lexicon.org/essays/essay-descriptions.html

http://teacher.scholastic.com/writewit/diary/

http://www.webenglishteacher.com/descriptive.html

http://www.nebo.edu/misc/learning_resources/ppt/6-12/writing.ppt

http://owl.english.purdue.edu/handouts/general/gl_describe.html

http://writingfiction.suite101.com/article.cfm/descriptive_writing_exercises

http://grammar.ccc.commnet.edu/GRAMMAR/composition/narrative.htm

http://www.lexington1.net/rbe/21cc/Descriptive%20Writing.ppt

http://www.nwrel.org/assessment/pdfGeneral/Prompts_BlowingAway.pdf

http://www.buzzle.com/articles/descriptive-writing.html

http://edhelper.com/ReadingComprehension_33_35.html

http://english.unitecnology.ac.nz/resources/resources/text_forms/descriptions.html

http://www.kisd.org/khs/english/help%20page/Descriptive%20Words.htm

http://teacher.scholastic.com/writewit/poetry/karla_home.htm

http://volweb.utk.edu/school/bedford/harrisms/lesson13.htm

http://www.hp-lexicon.org/essays/essay-descriptions.html

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http://www.msgarrettonline.com/descripwords.html

http://grammar.about.com/od/developingparagraphs/a/samdescpars.htm

http://grammar.about.com/od/developingparagraphs/a/draftdescribe.htm http://whs.wsd.wednet.edu/Faculty/Zobel/DescriptiveParagraph.html

http://www.you-can-teach-writing.com/descriptive-paragraph.html

http://www.thewritingsite.org/resources/prompts/descriptive.asp

http://player.discoveryeducation.com/index.cfm?guidAssetId=32D4B787-9DBB-4891-989F-AAFDF024690F&blnFromSearch=1&productcode=US

http://www.msgarrettonline.com/descripwords.html

http://grammar.about.com/od/developingparagraphs/a/samdescpars.htm

http://grammar.about.com/od/developingparagraphs/a/draftdescribe.htm

http://whs.wsd.wednet.edu/Faculty/Zobel/DescriptiveParagraph.html

http://www.you-can-teach-writing.com/descriptive-paragraph.html

http://www.thewritingsite.org/resources/prompts/descriptive.asp

