Grades 3–5 Reading Element Card – Literary Text – Distinguishing a Point of View Grade 1 Students: Grade 3 Students: FLS: LAFS.1.RL.2.6 Identify who is telling the story at various points in a text. Access Points LAFS.1.RL.2.AP.6a Identify different points of view different characters in a story. (e.g., who thinks it is a bad idea to play a joke on a friend?). Essential Understanding: Identify the main character of a story. Identify the character telling the story. Match dialogue, thoughts, and actions to each character in a story. FLS LAFS.3.RL.2.6 Distinguish their own point of view from that of the narrator or those of the characters. Access Points LAFS.3.RL.2.AP.6a Identify narrator's or character’s point of view. LAFS.3.RL.2.AP.6b Identify own point of view. LAFS.3.RL.2.AP.6c Distinguish their own point of view from that of the narrator or those of the characters. Essential Understanding: LAFS.3.RL.2.AP.6a Identify who is telling a story in a text. Match the point of view to each character in a story. LAFS.3.RL.2.AP.6b Identify who is telling a in a text. Match the point of view to each character in a story. LAFS.3.RL.2.AP.6c Identify narrator’s point of view. Compare/contrast narrator's point of view from own point of view. Suggested Instructional Strategies: Discuss to Understand Grand Conversations: to delve deeper into various points of view, the teacher can conduct a grand conversation with the class. Sitting in a circle, or sitting within a small group, the teacher can pose questions about various points of view for students to answer. Questions may include: How do you (character) feels about (event)?
Grades 3–5 Reading Element Card – Literary Text – Details to Describe Text Grade 4 Students: Grade 5 Students: FLS: LAFS.4.RL.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Access Points LAFS.4.RL.1.AP.1b Refer to details and examples in a text that are relevant to drawing basic inferences about a story, poem or drama. Essential Understanding: With prompting and support, make inferences about a story, poem, or drama. With prompting and support, find places in the text that help support inferences made. FLS: LAFS.5.RL.1.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Access Points LAFS.5.RL.1.AP.1b to specific text evidence to support inferences. Essential Understanding: Answer questions, drawing inferences from the text. Identify places in the text where the text supports an inference. Suggested Instructional Strategies: to Understand Sketch-to-Stretch: sketch-to-stretch is a way for students to capture author’s inferences through drawing. After the students have completed reading a story, they can draw a visual representation about what the story was really about. They can use examples and details from the text to inform their drawings. Graphic organizer: create a graphic organizer or find one on the internet that includes these prompts to help students make inferences: The text says… And I know… So I can infer…
Grades 3–5 Reading Element Card – Literary Text – Describing the Central Message / Grade 3 Students: Grade 4 Students: Grade 5 Students: FLS: LAFS.3.RL.1.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson or moral and explain how it is conveyed through key details in the text. Access Points LAFS.3.RL.1.AP.2a Identify the central message (theme), lesson or moral within a story, folktale or fable from diverse cultures. LAFS.3.SL.1.AP.2b Use details to recount stories, including fables and folktales from diverse cultures. LAFS.3.RL.1.AP.2c Use information in the text to determine and explain a lesson learned by a character or theme within the story Essential Understanding: LAFS.3.RL.1.AP.2a Identify the topic of a text or information presented in diverse media. Identify a supporting detail of the topic in a text or information presented in diverse media. Answer simple questions about the central message, lesson or moral of a story, fable or folktale (e.g., After reading this story, what happened to the character? So, FLS: LAFS.4.RL.1.2 Determine a theme of a story, drama or poem from details in the text; summarize the text. Access Points LAFS.4.RL.1.AP.2b Identify relevant words and phrases throughout the text to determine the theme of a story, drama or poem; refer to text to support answer. Essential Understanding: Determine the topic of story or poem. Identify details from text that support a topic. Answer simple questions about the theme of a story, drama or poem. FLS: LAFS.5.RL.1.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Access Points LAFS.5.RL.1.AP.2c Determine the theme of a story, drama or poem from details in the text. Essential Understanding: Determine the topic of story or poem. Identify details from text that support a topic.
Grades 3–5 Reading Element Card – Literary Text – Analyzing Relationships Grade 3 Students: FLS: LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Access Points LAFS.3.RL.1.AP.3c Explain a character’s motivation in a story using the character’s thoughts, words and actions as evidence from the text. Essential Understanding: Identify a character’s motivation in a from a list. Suggested Instructional Strategies: Write to Understand Character Maps: characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. Students should also graph character motives for certain decisions that they made in the story. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks. The teacher may model as needed.
Grades 3–5 Reading Element Card – Literary Text – Distinguishing a Point of View Grade 3 Students: Grade 4 Students: Grade 5 Students: FLS: LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Access Points LAFS.3.RL.1.AP.3f Analyze how a character’s point of view influences a conflict within a text. Essential Understanding: Identify a conflict in a story. Answer questions about the relationship between a character and a conflict within a story. FLS: LAFS.4.RL.2.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. Access Points LAFS.4.RL.2.AP.6a Determine the author’s of view (first- or third-person) in one story. LAFS.4.RL.2.AP.6c Compare the of view from which different stories are narrated, including the difference between first- and narrations. Essential Understanding: LAFS.4.RL.2.AP.6a With prompting and support, describe point of view. Define point of view. LAFS.4.RL.2.AP.6c Compare and contrast two stories narrated in first- and third-person. FLS: LAFS.5.RL.2.6 Describe how a narrator’s or speaker’s of view influences how events are described. Access Points LAFS.5.RL.2.AP.6b Describe how the speaker's point of view influences the events in the text. LAFS.5.RL.2.AP.6c Explain how the description of characters, setting or events might change if the person telling the story changed. Essential Understanding: LAFS.5.RL.2.AP.6b Identify point of view of the text provided. Explain how the first-person narrator influences text. Explain how the third-person narrator influences text. LAFS.5.RL.2.AP.6c Recognize who is telling the story. Identify the characters, setting and events. Compare/contrast how the characters, settings or events might change if the person telling the story changed.
Grades 3–5 Reading Element Card – Literary Text – Connecting Diverse Media and Formats Grade 4 Students: 5 Students: FLS: LAFS.4.RL.3.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Access Points LAFS.4.RL.3.AP.7b Make connections between the text of a and the visual representations, referring back to text/illustrations to support answer. LAFS.4.RL.3.AP.7c Make connections between the text of a play and the oral representations, referring back to text/illustrations to support answer. Essential Understanding: LAFS.4.RL.3.AP.7b With prompting and support, compare a text with the story’s illustration (e.g., What do you see in the illustration that you don’t read in the text?). LAFS.4.RL.3.AP.7c With prompting and support, compare a play’s text with the play’s illustration (e.g., What do you see in the illustration that you don’t read in the text?). FLS: LAFS.5.RL.3.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic multimedia presentation of fiction, folktale, myth, poem). Access Points LAFS.5.RL.3.AP.7a Describe how visual and multimedia elements contribute to the meaning of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Essential Understanding: Identify visual/multimedia elements within a text. Describe the visual/multimedia element found within a text. Suggested Instructional Strategies: Discuss to Understand Grand Conversations: to delve deeper into the relationship between an illustration and the words in the story, conduct a grand conversation with a small group or whole class. Questions might include: What do you see in this illustration?