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Literature - EC: L.N.1.1.2

Literature - EC: L.N.1.1.2

Continuum of Activities

Continuum of Activities

The list below represents a continuum of activities: resources categorized by Standard/Eligible Content that teachers may use to move students toward proficiency. Using LEA curriculum and available materials and resources, teachers can customize the activity statements/questions for classroom use.

This continuum of activities offers:

  • Instructional activities designed to be integrated into planned lessons
  • Questions/activities that grow in complexity
  • Opportunities for differentiation for each student’s level of performance

Grade Levels


Course, Subject

English Language Arts, Literature


  1. Identify three paragraphs in a text that support the author’s intended purpose.

  2. Choose at least two direct quotations from a text that best support the author’s purpose.

  3. Organize details from a text that support the author’s intended purpose, starting with the strongest evidence down to the least strong evidence. Develop a rationale for this order.

  4. In 2 to 3 sentences, interpret and analyze each selected quotation that best supports the author’s purpose.

  5. Using details from the text (examples, argument, data, anecdote, description, etc.), explain how each detail may support other ideas beside that of the author’s intended purpose.

  6. Using at least three details from the text, develop a logical counter argument to the author’s intended purpose.

Answer Key/Rubric

  1. Student accurately identifies, in speech or in writing, at least three paragraphs that best support the author’s intended purpose. Typically, the strongest evidence comes at the beginning or the end of a piece of nonfiction, depending on length. Evidence is typically either strong for its effective use of emotional or logical appeals.

  2. Student chooses two direct quotations that best exemplify, explain or illustrate an author’s intended purpose.

  3. Using a graphic organizer, students logically order details from a text that support the author’s intended purpose. Student should be able to explain why some details more strongly support that purpose over others. The strength of detail may again depend on the effective use of emotional or logical appeals by the author.

  4. Student can explain both the literal meaning of each selected quotation and can analyze and infer the quote’s meaning in how it supports the author’s intended purpose. Teacher may elect to develop a chart in which student copies the text, then paraphrases the text, and then analyzes the text.

  5. Student is able to draw alternative conclusions, inferences and interpretations of details from the text beside that of the author’s intended purpose. Students are able to identify ways in which these details may point to different conclusions outside the scope of their suggested original intention.

  6. Drawing specifically from details of the text, student is able to draw an alternative conclusion about the meaning of these details and how they may suggest a different interpretation than the author’s original intended purpose.

Suggested Rubric:  This rubric may be used to assess a student’s overall mastery of the standard or eligible content.

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