| 
  • 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!

View
 

7-3-R-1

Page history last edited by Jason Stephenson 5 years, 3 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.

7.3.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.

Student Actions 

Teacher Actions 

  • 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 purpose (e.g., to inform, entertain, or explain) across multiple texts. 

  • Teachers model comparing and contrasting stated or implied author's purpose. Example: Looking at two texts written on the same topic and identifying similarities and differences in the author’s purposes.

  • Teachers provide a variety of texts from various genres on the same topic.

  • Teachers provide opportunities to compare and contrast stated or implied purposes of authors.

  • Teachers model comparing and contrasting stated or implied author's purpose.Example: Looking at two texts written on the same topic and identifying similarities and differences in the author’s purposes.

  • Teachers provide a variety of texts from various genres on the same topic.

  • Teachers provide opportunities to compare and contrast stated or implied purposes of authors.

  • Teachers use multiple texts about the same topic from different authors that will allow the students to compare or contrast the stated or implied purposes.

  • Teachers create coherence within the curriculum as a whole by choosing grade-level literary and/or informational text.  Informational text can help build background knowledge of the topic the students read.

  • Teachers provide a graphic organizer (i.e. Venn Diagram) to help students compare and contrast the author’s stated or implied purposes. 

  • Teachers provide instruction on implied and stated author’s purpose. 

Supporting Resources

 

Teacher Insights

 

  • 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 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.

  • At this grade level, students move from determining author’s purpose to comparing the purposes of  multiple texts on the same topic.

  • 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.

  • Author’s purpose in one text is not just limited to PIE (persuade, inform, explain); many authors write with more than one purpose.

  • Venn Diagrams are not the only graphic organizers used when making comparisons.  On a T-chart, the two items being compared (Items A & B) are still flanking the left and right sides of the organizer. The middle column is for the features, facets, or aspects of both items you want to study and analyze.

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 7th Grade Introduction

Back to 7th Grade ELA Standards

 

 

Comments (0)

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