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Literature - EC: L.N.2.4.3

Literature - EC: L.N.2.4.3

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 the title(s) and headings in a complex text.

  2. Summarize each of the titles (including any for graphics and charts) in a complex text.

  3. Explain how the text is organized into different parts.

  4. Summarize the purpose of one graphic or chart in a complex organizational text.

  5. Develop a rationale for why a complex informational text is organized in the sequence it is.

  6. Draw a conclusion about how the organization of a complex informational text works to support the purpose of the text as a whole.

Answer Key/Rubric

  1. Students correctly locate all of the titles employed in a complex text, including any of charts or graphics.

  2. Students correctly summarize each of the titles in a complex text and indicate their understanding of the main idea and/or purpose of the title.

  3. Students explain, in words or in speech, generally how a complex organizational text is organized. Indicating that a text uses both written text and visual elements may suffice, students also pay attention to the order of information provided.

  4. Students are able to summarize what role a graphic or chart plays in a complex organizational chart. They begin to demonstrate understanding that graphics and charts are used to illustrate other ideas already established by the text in a complex informational document.

  5. Students must formulate a hypothesis for why a complex organizational text is organized. Students note the sequence of information, which information was expanded upon through graphics and charts, and how the information is laid out visually across the text.

  6. Students draw a conclusion about why an author chose to organize a complex organizational text in the manner it was structured. Students pay attention to the beginning, middle and end of a complex organizational text, even with the use of visuals.

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

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