Literature - EC: L.N.2.1.1
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
English Language Arts, Literature
- Find at least 5 details, events or parts of a text that were ambiguous or unclear to you as a reader and decide whether these details pertain to the author’s purpose, subject matter, style, argument or another aspect of nonfiction writing.
- Summarize the parts of a nonfiction text that you understand and identify the parts you still have questions about.
- For each unclear or ambiguous detail, go back and look for other information that may help you figure out what you do not yet understand.
- Make a chart to organize your collected information based on author’s purpose, subject matter, style, argument or other aspects of nonfiction writing presented in a text.
- Using the other information you have gathered, make an inference to the meaning of the detail that was initially unclear to you as a reader.
- Draw a conclusion about the author’s purpose, style, audience or tone of a nonfiction text.
- Students look for details that they do not understand in a nonfiction text. These may be related to author’s purpose, the subject matter of a text, writing style, argument and/or thesis, or another aspect of nonfiction writing that is present in this text.
- Students summarize the parts of a nonfiction text that they understand—by section or paragraph—and identify the parts they still do not understand.
- Students organize the information that was still unclear or ambiguous to them by its function in the text itself. Students begin to make inferences about unclear information using context clues within the text.
- Students organize their information by how they classified it in terms of its function within a text in order to make an inference about the meaning of the detail itself. Allowing students to make a chart will help them make an inference by having to look and evaluate the details outside the original context of the text.
- Using their chart and the other details in the text, students are able to make inferences and draw conclusions about the details that were initially unclear.
- Students draw conclusions about author’s purpose, style, audience or tone of a nonfiction text.
Suggested Rubric: This rubric may be used to assess a student’s overall mastery of the standard or eligible content.