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Literature - EC: L.N.2.4.5

Literature - EC: L.N.2.4.5

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 one line in the body text that is paired with a graphic or chart that best illustrates the data in that graphic or chart.

  2. Summarize the idea being presented visually in a graphic or chart using complete sentences.

  3. Explain how a graphic or chart works to simplify and clarify an idea or a few ideas in the body text it is paired with.

  4. Explain how graphics and charts are used in a complex organizational text in order to organize the ideas and/or information being presented.

  5. Analyze the purpose of each graphic and chart in how they support the purpose of the document as a whole.

  6. Assess the use of headings, graphics and charts in a document and decide which section best supports the purpose of the document as a whole and give a rationale for this choice.

Answer Key/Rubric

  1. Students are able to both identify the main idea presented through a graphic or chart and match that idea to a quote from the written text that is paired with it.

  2. Students are able to summarize the ideas/patterns/data presented in a graphic or chart in complete sentences. Students put visual elements into words in their summary.

  3. Students accurately connect the use of a graphic or chart to the body text it supports. Students are able to explain how a graphic or chart illustrates a concept, highlights a pattern, supports a detail or displays a visual of what is being described in the body text.

  4. Students are able to read a complex document for its organization and can group aspects of a document. Students should be able to cluster the main ideas of a complex informational text by how they are supported in text and visual elements.

  5. Students are able to summarize the purpose of a complex informational text as well as the purpose of each section within it. Students can then explain how individual graphics and charts help to support the purpose of the text as a whole; whether it is clarifying an idea, simplifying a concept, highlighting a trend or substantiating a claim.

  6. Students make an evaluation of the given information in a complex document and can choose which aspect (body, graphic, chart, etc.) best supports the document as a whole. Students are able to evaluate the strength of evidence, regardless of the type of evidence employed by the text itself to make its point.

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

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