elaokframework

If you are citizen of an European Union member nation, you may not use this service unless you are at least 16 years old.
You already know Dokkio is an AI-powered assistant to organize & manage your digital files & messages. Very soon, Dokkio will support Outlook as well as One Drive. Check it out today!

3-3-R-1

Page history last edited by Danielle Calvin 5 years, 6 months ago

Standard 3: Critical Reading and Writing
Students will apply critical thinking skills to reading and writing.

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

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.
3.3.R.1 Students determine the author’s stated and implied purpose (i.e., entertain, inform, persuade).
Student Actions	Teacher Actions

Students will identify and describe the different types of authors’ purposes for a text/passage (i.e., persuade, inform, entertain). Students will determine the author’s stated purpose of a text/passage using close reading to help identify the purpose. Students will determine the author’s implied purpose of a text/passage using clues in the text to help identify the purpose. Close Reading is a strategy that requires a student to focus on and arrive at a deep understanding of individual texts by reading and re-reading. Fisher, Frey, and Lapp (2012) describe four reader roles that help the reader uncover meaning in a text: *Code Breaker: understanding the text at the surface level (i.e., alphabetic, structural) Meaning Maker: comprehending the text at the level intended by the author Text User: analyzing the factors that influenced the author and the text, including a historical grounding of the context within which it was written Text Critic*: understanding that the text is not neutral and that existing biases inform calls to action.	Teachers model how to identify and describe different types of authors’ purposes for a text/passage (i.e., persuade, inform, entertain). Teachers provide opportunities for students to identify features of different types of authors’ purposes for a text/passage. Teachers explain that when the author’s purpose is stated, the author is directly telling the reader the reason why he/she is writing something. Teachers model closely reading a text/passage to identify the author’s stated purpose. Teachers provide opportunities for students to determine the author’s stated purpose of a text/passage. Teachers explain that when the author’s purpose is implied, the purpose is not directly stated and the reader must use clues to determine why the author is writing something. Teachers share common clues that students should look for to determine the author’s implied purpose (e.g. “should” or “must” often indicate persuasion, reports, and facts often indicate informative writing, emotion words, and elaborate descriptions often indicate entertainment). Teachers model identifying clues in a text/passage that help determine the author’s implied purpose. Teachers provide opportunities for students to determine the author’s implied purpose of a text/passage. Teachers check for student understanding and provide feedback as students determine the author's implied purpose. Teachers post a list in the room of reasons why authors write. Teachers guide students to expand their understanding by posting types of nonfiction and having them identify the purpose and partner share, answers and evidence. Teacher models and provides opportunities to practice highlighting or listing specific details or language used by the author.
Supporting Resource	Teacher Insights
Author’s Purpose Activities (pdf)	The author’s purpose is the author’s specific reason for writing and conveys what the reader has to gain (or learn) from reading the selection. Stated: A nonfiction book about frogs might directly state its purpose is to educate its audience about the topic. The informative purpose might be stated at the beginning or end of the book. Implied: A chapter book about a child moving to a new school may not ever state its purpose, but it could be implied through the character’s story and the book’s themes. This kind of book might have a purpose to entertain a reader with a life lesson about change. Identifying text structure is important in determining the author’s purpose. Informative text structure Narrative text structure Author’s Purpose Clue Words Persuade: urge, persuade, opinion, should, must, influence, coax, convince, think, believe, belief Inform/Explain: instruct, educate, inform, explain, learn, teach, acquaint, familiarize, facts, directions, numbered or bulleted information/steps Entertain: story, poem, fiction, comedy, tale, fun, narrative, humor Some students may have difficulty determining an author’s purpose for a fiction book that is not funny. Explain to them that “to entertain” does not necessarily mean to be funny. A sad book can be entertaining as well. Although a story may contain a lesson (or theme) it is still intended to be entertaining.
Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

Back to Homepage

Back to 3rd grade introduction

Back to 3rd grade ELA standards

Comments (0)

You don't have permission to comment on this page.