Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Reading

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Writing

Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

 For more specific genre information, please refer to Genre Guidance (page 4 of the Support Documents.).

Student Actions 

Teacher Actions 

6.3.R.1 Students will compare and contrast stated or implied purposes of authors writing on the same topic in grade-level literary and/or informational texts.

• Students will find similarities and difference across various genres on the same topic with literary or informational texts.

• Students will find similarities and difference between the author’s stated or implied purpose (e.g., to inform, entertain, or explain) across multiple texts.

6.3.R.2 Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.

• Students will analyze how the author’s point of view and perspective affects the reader’s interpretation of the literary or informational text.

6.3.R.3 Students will analyze how key literary elements contribute to the meaning of the literary work:

• setting

• plot

• characters (i.e., protagonist, antagonist)

• characterization

• theme

• conflict (i.e., internal and external)

• Students will inspect closely how each literary element adds to the meaning of the selection.

• Students will provide an explanation of how time and place in a short story, novel, drama, or narrative poem contribute to the meaning of the text. (setting)

• Students will examine how the sequence of events or actions in a short story, novel, drama, or narrative poem contribute to the meaning of the text. (plot)

• Students will examine how the protagonist: central character of a short story, novel, or narrative poem or the antagonist: the character who stands directly opposed to the protagonist affect the meaning of the text. (characters)

• Students will examine the personality of a character and explain how it adds to the meaning of the text. (characterization)

• Students will examine the central meaning of a literary work and explain how it contributes to the meaning of the text. (theme)

• Students will examine how the struggle or clash between opposing characters, forces, or emotions affect the meaning of the text. (conflict)

• Teachers model how to identify conflicts (internal and external) and how they affect the meaning of the text.

• Students will examine how the internal or external conflict contribute to the meaning of the text. (internal and external conflict)

6.3.R.4 Students will evaluate literary devices to support interpretations of literary texts:

• simile

• metaphor

• personification

• onomatopoeia

• hyperbole

• Imagery

• idiom

• symbolism*

• tone*

*Students will find textual evidence when provided with examples. 

• Students will assess how the literary devices contribute to their understanding of the text.

• Teachersmodel how to explain how literary devices support interpretations of literary texts.

• Teachers provide opportunities for students to explain how literary devices support interpretations of literary texts.

• Teachers monitor student understanding of literary elements and give feedback as necessary.

• Students will assess how a combination of two things that are unlike, usually using the words like or as support the understanding of the text. (simile)

• Students will assess how a direct comparison of two, unlike things, will support their understanding of the text. (metaphor)

• Students will assess how human qualities on animals, ideas, or things contribute to their understanding of the text. (personification)

• Students will assess how the use of words that mimic the sounds they describe support their understanding of the text. (onomatopoeia)

• Students will assess how obvious and deliberate exaggeration contribute to the understanding of the text. (hyperbole)

• Students will assess how words or phrases a writer uses to represent persons, objects, actions, feelings, or ideas descriptively by appealing to the senses, support their understanding of the text. (imagery)

• Students will find evidence within the text of the writer or speaker’s attitude toward a subject, character, or audience that is conveyed through the author’s choice of words and detail. (tone)

• Students will find evidence within the text of the use of objects that have meaning in themselves and st for something larger than themselves. (symbolism)

• Students will assess how the use of an expression that does not mean what it literally says supports their understanding of the text. (idiom)

• Students will gather and organize facts to identify author’s argument for or against an issue. 

• Teachers model how to categorize facts for or against an issue.  Example: best pet: dog vs cat

• Teachers provide an organizational strategy (eg., graphic organizer, template, etc.)

• Students will closely inspect the structure and content of the text.

• Teachers model how to decide what type of text is being examined.

• Teacher model how to draw logical conclusions based on information in the text.

• Students will examine text structure that presents a topic, along with the attributes, specifics, or setting information that describe that topic. (description)

• Students will examine similarities and differences about a text. (compare/contrast)

• Students will examine text structure in which ideas are grouped on the basis of order or time. (sequential)

• Students will examine text structure in which the main ideas are organized into two parts: a problem and a subsequent solution that responds to the problem, or a question and an answer that responds to the question. (problem/solution)

• Students will examine text structure that notes a relationship in which an event or events (the cause) make(s) another event or action happen (effect). (cause/effect)

• Students will draw logical conclusions about inferencing the text. (inferences)

• Students will support their understanding with textual evidence.

• Teachers model how to use textual evidence to support conclusions.

• Students will use evidence from the text to make and check predictions as they read.

• Teachers model making predictions within and between texts.

• Teachers provide multiple opportunities to make predictions within and between texts.

• Students will refer to the text for support when analyzing and drawing inferences.

• Teachers model how to use textual evidence to support their predictions.

• Teachers monitor student understanding of and give feedback as necessary.

Student Actions 

Teacher Actions 

6.3.W.1 NARRATIVE Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

• Students will compose a real or imagined story.

• Teachers share mentor texts to show how authors

• Establish characters

• Establish setting (time and place)

• Use plot (Exposition, Inciting Incident, Rising Action, Climax, Falling Action, Resolution)

• Create conflict (i.e. internal, external)

• Use dialogue

• Teachers model how to write a narrative by thinking aloud through a piece of their own writing.

• Teachers allow time for students to practice composing narratives while realizing not every piece needs to be taken completely through the writing process.

• Students will establish the characters and setting (time and place) of their story.

• Students will create a well-structured event and sequence that moves the reader through the story or experience.

• Students will establish a clear conflict and solution/resolution.

• Students will use dialogue in their writing (when appropriate).

6.3.W.2 INFORMATIVE Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

• Students will compose an informational piece of writing to explain ideas.

• Teachers share mentor text of strong informative essays and reports about topics that

• incorporate evidence (e.g., specific facts, examples, details) and maintain an organized structure.

• use appropriate text structures and text features for clarity.

• maintain a well-organized structure for the informative writing introduction, body, and conclusion.

• Teachers model how to

• introduce a topic and compose a well-developed thesis statement.

• add relevant facts, definitions, concrete details, quotations, or other information and examples to develop the topic.

• use transitions between ideas and concepts using appropriate words and phrases.

• write a conclusion to bring all ideas to a close.

• Teachers allow time for students to practice composing informational pieces while realizing not every piece needs to be taken completely through the writing process. 

• Students will select and maintain an appropriate text structure for their topic. 

• Students will introduce a topic and compose a well-developed thesis statement. 

• Students will address separate aspects of the topic in each paragraph.

• Students will add relevant facts, definitions, concrete details, quotations, or other information and examples to develop the topic.

• Students will transition between ideas and concepts using appropriate words and phrases.

• Students will write a conclusion to bring all ideas to a close.

6.3.W.3 OPINION-Grade Level Focus Students will clearly state an opinion supported with facts and details.

The following statements are elements of an opinion piece of writing.  While composing, teachers and

students need to keep in mind the writing process (6.2.W), word choice (6.4.W), and language (6.5.W). 

• Students will address the prompt using relevant text-based facts, details, and examples.

• Teachers share mentor texts that show how an author forms a strong opinion that is supported with facts and details.

• introduction that presents a clear topic and states an opinion.

• sustain focus on content and structure in writing.

• give reasons that support the writer’s purpose and are logically ordered.

• conclusion that supports the opinion.

• Teachers model how to write an opinion by sharing aloud with the students through a piece of opinion writing.

• summarize and paraphrase information.

• use transitions between ideas that are coherent and link reasons. 

• Teachers allow time for students to practice composing opinion pieces while realizing not every piece needs to be taken completely through the writing process. 

• Students will create an introduction that presents a clear topic and states an opinion.

• Students will support their point of view with summarized or paraphrased information.

• Students will use transitions between ideas that are coherent and link reasons.

• Students will create a conclusion that supports the opinion. 

• Students will use transitions to create connections and clarify relationships among facts, opinions and supporting details. 

• Teachers share mentor texts that show

• conjunctions in complex sentences to show relationships among facts, opinions, and supporting details

• transitions to create connections and clarify relationships among facts, opinions and supporting details

• Teachers model establishing a connection of facts, opinions and supporting details.