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Playlists: Reading: Literature
Playlists: Reading: Literature
Ultimate Understanding, Summer Playlist 4 (7th and 8th Grade)
This playlist is for rising 7th and 8th graders to be used as a review of ELA standards over the summer. The playlist is self-directed by students.
Standards: L.6.2 L.6.2.b L.6.4 L.6.4.a L.7.2 L.7.2.b L.7.4 L.7.4.a RI.6.2 RI.6.3 RI.6.4 RI.7.2 RI.7.3 RI.7.4 RL.6.10 RL.6.2 RL.6.3 W.6.9
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.1 - L.6.2.b
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.*
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.1.a Ensure that pronouns are in the proper case (subjective, objective, possessive).
L.6.1.b Use intensive pronouns (e.g., myself, ourselves).
L.6.1.c Recognize and correct inappropriate shifts in pronoun number and person.*
L.6.1.d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
L.6.1.e Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Spell correctly.
L.6.2.a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
L.6.2.b Spell correctly.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.6.4 - L.6.6
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
L.6.4.c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify its precise meaning or its part of speech.
L.6.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.5.a Interpret figures of speech (e.g., personification) in context.
L.6.5.b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
L.6.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.1 - L.7.2.b
L.7.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.1.a Explain the function of phrases and clauses in general and their function in specific sentences.
L.7.1.b Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.
L.7.1.c Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*
L.7.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
Spell correctly.
L.7.2.a Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).
L.7.2.b Spell correctly.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards L.7.4 - L.7.6
L.7.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.4.a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.7.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).
L.7.4.c Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
L.7.4.d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.5.a Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
L.7.5.b Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words.
L.7.5.c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).
L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.1 - RI.6.3
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
About the Standards RI.6.4 - RI.6.6
RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.1 - RI.7.3
RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.7.2 Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.
RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
About the Standards RI.7.4 - RI.7.6
RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.
RI.7.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
RI.7.6 Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards W.6.7 - W.6.9.b
W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Range of Writing
W.6.9.a Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
W.6.9.b Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Peter and the Wolf: A Blend of Music and Story
In this playlist, students will analyze how visual/multimedia elements contribute to the meaning, tone, or beauty of a text. Students will watch a version of Peter and the Wolf set to music, use a webbing tool to take notes, play a matching game, and write a letter to the teacher about why the instr...
Standards: RL.5.7
About the Standards RL.5.7 - RL.5.9
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8 (Not applicable to literature)
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
My Own Fractured Fairy Tale
In this playlist, students will read two “fractured” versions of the story of the Three Little Pigs, then plan and write their own fractured fairy tale.Three Little Tuna and the Great White Shark: Read a fractured fairy tale.Three Little Bees and the Big Bad Bear: Read a fractured fairy tale.Fra...
Standards: RL.3.10 W.3.3.a
About the Standards RL.3.10 - RL.3.10
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
About the Standards W.3.1 - W.3.3.d
W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons.
W.3.1.a Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
W.3.1.b Provide reasons that support the opinion.
W.3.1.c Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.
W.3.1.d Provide a concluding statement or section.
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.2.a Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
W.3.2.b Develop the topic with facts, definitions, and details.
W.3.2.c Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
W.3.2.d Provide a concluding statement or section.
W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
W.3.3.a Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
W.3.3.b Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
W.3.3.c Use temporal words and phrases to signal event order.
W.3.3.d Provide a sense of closure.
Compare & Contrast Folktales
In this playlist, students will read two tall tales and complete a Venn diagram that shows similarities and differences between the tales.Fun Folk Tales: Students will read the stories of Pecos Bill and Paul Bunyan.Interactive Venn Diagram: Students will use this venn diagram to compare and contrast...
Standards: RL.5.10 RL.5.9
About the Standards RL.5.10 - RL.5.10
RL.5.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
About the Standards RL.5.7 - RL.5.9
RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
RL.5.8 (Not applicable to literature)
RL.5.9 Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Elements of a Story and Poetry
In this playlist, students will take a look at the elements of story by way of a guided trip through the story of Cinderella, then test their learning with a short mapping activity. Students can then learn about different elements and types of poetry in order to make comparisons to the structure of ...
Standards: RL.4.10 RL.4.5
About the Standards RL.4.10 - RL.4.10
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.4.4 - RL.4.6
RL.4.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
RL.4.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Note-Taking: Keep It Simple
In this playlist, students will view a demonstration on how to select keywords when note-taking and complete two activities that practice the demonstrated technique.Research Building Blocks - Fact Fragment Frenzy (ReadWriteThink): Students watch a short demo of a think-aloud when taking notes over a...
Standards: RL.3.10 W.3.7 W.3.8
About the Standards RL.3.10 - RL.3.10
RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
About the Standards W.3.7 - W.3.9
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9 (Begins in grade 4)
About the Standards W.3.7 - W.3.9
W.3.7 Conduct short research projects that build knowledge about a topic.
W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
W.3.9 (Begins in grade 4)
What a Character!
In this playlist, students will consider the characterization of a character from a classic children’s story. Using East of the Web, students will choose and read a classic short. Students will then create a digital illustration of their character and list ten important things about him/her on Cha...
Standards: RL.4.10 RL.4.3
About the Standards RL.4.10 - RL.4.10
RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards RL.4.1 - RL.4.3
RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
A Taste of Africa for Emergent Readers
In this playlist beginning readers will gather facts and information and build vocabulary related to Africa using this collection of media rich activities.Informational Texts:Students watch these brief videos about animals and read fun facts about them in the following three activities:Elephants (RI...
Different Kinds of Reading
This is a playlist that will help emergent readers recognize different types of text and basic print concepts.The Snowy Day (RIF): Students listen to this interactive book about a snowy day in the city by Ezra Jack Keats. This story has audio supported reading.Whose Shoes? (PBS): This story is an in...
Standards: RF.K.1 RL.K.10
About the Standards RF.K.1 - RF.K.1.d
RF.K.1 Demonstrate understanding of the organization and basic features of print.
RF.K.1.a Follow words from left to right, top to bottom, and page by page.
RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.
RF.K.1.c Understand that words are separated by spaces in print.
RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet.
About the Standards RL.K.10 - RL.K.10
RL.K.10 Actively engage in group reading activities with purpose and understanding.
Chinese Fables-Characters and Lessons
This playlist focuses on characters, motivations and themes. Since they are culturally unfamiliar, students will rely heavily on interactive illustration to connect to the fables.Draw Dragon Dot Eyes (Starfall): A fable about finishing a work (analogy:dot your Is and cross your Ts).Yay-Gung Loves Dr...
Standards: RL.1.10 RL.1.7 RL.1.9
About the Standards RL.1.10 - RL.1.10
RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
About the Standards RL.1.7 - RL.1.9
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8 (Not applicable to literature)
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
About the Standards RL.1.7 - RL.1.9
RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.
RL.1.8 (Not applicable to literature)
RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Writing Your Own Poetry
This playlist is an introduction to writing poetry. Most of the activities are not audio supported.Louder Than a Clap of Thunder (Scholastic): Students can read the poem independently and then click on the QuickTime link at the bottom of the page to listen to the poem read aloud.Poetry Idea Engine (...
Standards: RL.2.10 W.2.6
About the Standards RL.2.10 - RL.2.10
RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
About the Standards W.2.4 - W.2.6
W.2.4 (Begins in grade 3)
W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Key Ideas and Details in Literature
This is a set of activities to use to talk about the key ideas and details in stories. What's the Story? (PBS): (Audio instructions available) Students follow instructions for picking out the parts of a story including the who, what, when, where, why, and how.Questioning Cube (Blue Ribbon): Students...
Standards: RL.1.1 RL.1.2 RL.1.3
About the Standards RL.1.1 - RL.1.3
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
About the Standards RL.1.1 - RL.1.3
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
About the Standards RL.1.1 - RL.1.3
RL.1.1 Ask and answer questions about key details in a text.
RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.
RL.1.3 Describe characters, settings, and major events in a story, using key details.
Introduction to Story Structure
This playlist is an introduction to the structure of stories. All of the activities can be used to talk about key ideas, details, and story structure in text.Who What Where (PBS): Students watch a video that explains the three essential parts of every story: who, where, and what.What's the Story? (P...
Standards: RL.K.1 RL.K.2 RL.K.3
About the Standards RL.K.1 - RL.K.3
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
About the Standards RL.K.1 - RL.K.3
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
About the Standards RL.K.1 - RL.K.3
RL.K.1 With prompting and support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
Understanding Story Structure
This playlist is an introduction to the structure of stories. All of the activities can be used to talk about key ideas, details, and story structure in text.Who What Where (PBS): Students watch a video that explains the three essential parts of every story: who, where, and what.What's the Story? (P...
Standards: RL.2.1 RL.2.4 RL.2.5 RL.2.6
About the Standards RL.2.1 - RL.2.3
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3 Describe how characters in a story respond to major events and challenges.
About the Standards RL.2.4 - RL.2.6
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
About the Standards RL.2.4 - RL.2.6
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
About the Standards RL.2.4 - RL.2.6
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
Understanding a Story's Structure, Point of View, and Word Choice
In this playlist, students will be exposed to numerous forms of literary analysis, practicing relating words and point of view to the larger main idea of a work. Starting with an informal, brief assessment, student proficiency is gauged. Next, two sentence analysis games (the first done in groups, t...
Standards: RL.6.4. RL.6.5 RL.6.6
About the Standards RL.6.4 - RL.6.6
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
About the Standards RL.6.4 - RL.6.6
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
About the Standards RL.6.4 - RL.6.6
RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Reading and Demonstrating Mastery of Literature
The activities in this plan allow students to demonstrate their mastery of reading and comprehension of various kinds of literature. In Artopia, students will watch a scene from a play and then write a critical review. Using Glogster, students will read a piece of literature and create a digital pos...
Standards: RL.6.10
About the Standards RL.6.10
RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Comparing and Contrasting Various Texts from Poetry to Movies
This playlist focuses on comparing the different ways students encounter texts and genres. For example, in one activity, students will compare and contrast their experience with literature from multimedia formats while researching the history behind Anne Frank and the house she stayed in. Next, stud...
Standards: RL.6.7 RL.6.8 RL.6.9
About the Standards RL.6.7 - RL.6.9
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.8 (Not applicable to literature)
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
About the Standards RL.6.7 - RL.6.9
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.8 (Not applicable to literature)
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
About the Standards RL.6.7 - RL.6.9
RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
RL.6.8 (Not applicable to literature)
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Understanding Theme and Narrative Arc
In this playlist, students will practice understanding the central idea of a story and will build connections between character growth and a plot’s unfolding. Students look at textual evidence to understand literal and figurative language as it relates to a story. Using the Character Scrapbook, st...
Standards: RL.6.1 RL.6.2 RL.6.3
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
About the Standards RL.6.1 - RL.6.3
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
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