#Slice it ccss how to#

This is the critical thinking to understand story, the sense of story an author creates - and our students can create in their own writing. If readers have already inferred and synthesized the evidence for meaning, then the task for these standards is to notice HOW the author guided us to those meanings. To demonstrate RL 4, 5, 6, readers must notice the author’s choice in craft and structure. RL6: Throughout the story, how does the author create a character’s point of view? his own? or shape your (reader) point of view? How do the differences in points of view create suspense? humor? themes?

#Slice it ccss how to#

RL5: Consider sentences and paragraphs across the story - how to they build on the theme? How do these choices guide us towards the themes and character understanding? What evidence supports your ideas about the mood, tone, character, events? RL4: Consider the language choices - what words are important and what do we notice about them? Why did the author choose these? Assess how point of view or purpose shapes the content and style of a text. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.Ħ. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.ĥ. Readers must consider meanings of words and reasons for those choices they must analyze the events and images created as choice to help us understand a point of view or theme.Ĥ. Next, Craft and Structure asks students to analyze HOW the author presents the story - the choice of words, phrases to create meaning, mood, and tone across the story to share a point of view of the author or the characters that have molded the content and developed a style. RL1 2, 3 expect students to comprehend, infer, and synthesize. We ask, “What in the story makes us think that?” R元 focuses on character interactions and reactions in events across the story, making connections that support or change their initial ideas about theme and character motivation based on what the text says. RL2 begins with the question, “What is this story about?” to move to more embedded meanings as the story unfolds. RL1 asks us to retell the story, inferring the meaning as we read. For R元, students ask, “What evidence throughout the story supports this?” Why? For RL2 students analyze the details to support a variety of themes.

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.įor literature, students will examine character motivation and cause/effect they will look for logical consequences of the events. Determine central ideas or themes of a text and analyze their development summarize the key supporting details and ideas.ģ. How do we read literature to meet CCSS 2-9, the rungs of the literary ladder?Ģ. Students start with understanding what the text says, then move to how the author crafted the text for us to glean that meaning, and finally compare one text to another to discern the patterns of themes and perspectives across texts to become engaged and critical readers. Conversations are key - in journals, in class discussions, in book clubs, with partners. Most importantly, the CCSS expect that students look for more than one idea or theme, backing their ideas up with evidence stated and inferred across the text(s). Integrate Knowledge and Ideas - Compare how authors create meaning in different texts?.Craft and Structure - How does the author create meaning across the text?.Key Ideas and Details - What is the meaning across the whole text?.The CCSS categories for both literary and informational reading are: How does CCSS break down the processes of reading as thinking? As I read Pathways to the Common Core, I am able to unpack the power of these standards.