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Standard 2 : Craft and StructureArchived
Cluster Standards

This cluster includes the following benchmarks.

Visit the specific benchmark webpage to find related instructional resources.

  • LAFS.1.RL.2.4 : Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
  • LAFS.1.RL.2.5 : Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.
  • LAFS.1.RL.2.6 : Identify who is telling the story at various points in a text.
Cluster Information
Number:
LAFS.1.RL.2
Title:
Craft and Structure
Type:
Cluster
Subject:
English Language Arts - Archived
Grade:
1
Strand
Reading Standards for Literature
Cluster Access Points

This cluster includes the following Access Points.

  • LAFS.1.RL.2.AP.4a : Ask questions to help determine or clarify the meaning of words in a text that suggest feelings or appeal to the senses.
  • LAFS.1.RL.2.AP.4b : Answer questions to help determine or clarify the meaning of words in a text that suggest feelings or appeal to the senses.
  • LAFS.1.RL.2.AP.4c : Ask questions to help determine or clarify the meaning of phrases in a text that suggest feelings or appeal to the senses.
  • LAFS.1.RL.2.AP.4d : Answer questions to help determine or clarify the meaning of phrases in a text that suggest feelings or appeal to the senses.
  • LAFS.1.RL.2.AP.5a : Read books to examine how certain genres are written (e.g., to tell stories or give information).
  • LAFS.1.RL.2.AP.5b : Identify the purpose of storybooks and informational text.
  • LAFS.1.RL.2.AP.6a : Identify different points of view of different characters in a story. (e.g., who thinks it is a bad idea to play a joke on a friend?)
Cluster Resources

Vetted resources educators can use to teach the concepts and skills in this topic.

Lesson Plans
  • A Chilly Feeling: In this reading lesson, the students will analyze the poem "It Fell in the City" by Eve Merriam. They will read the poem, identify words or phrases that show feelings or appeal to the senses, describe the place in the poem and add drawings to express their feelings. They will also write an opinion paragraph about how the poem made them feel after reading it.

  • Flower Power Flower Company MEA & STEAM* Activity: This STEAM (Science, Technology, Engineering, Art, and Math) lesson has been designed around a Model-Eliciting Activity.

    The Flower Power MEA provides students with an real world problem in which they must work as a team to design a plan to select the best flower arrangement for a special event. The resource was primarily designed as an MEA so the time and teacher instructions are based on the MEA format. The additional activities will take several hours of instruction but include watching and discussing a video about the parts of plants, reading a book, and discussing the art in the book as well as additional art by the book author/illustrator.

    Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom.

  • Close Reading Exemplar: The Wind: The goal of this exemplar is to teach young students to read closely and critically in order to comprehend complex literary text. In this lesson sequence, the teacher uses a variety of strategies to actively engage students in searching for meaning in the figurative language and rich vocabulary of a poem. Students learn to test inferences against specific details of the text, to take three dimensional "notes" and to use those notes to more deeply understand the meaning of the poem. Discussion and a short writing exercise help students to synthesize what they have learned.

  • First Day Jitters: A Reading Activity: In this lesson, the teacher and students will read the engaging book First Day Jitters by Julie Danneberg. They will identify and describe the story elements in the illustrations and text and analyze the author's use of specific words to suggest the main character's feelings. Students will write an opinion paragraph in response to a prompt about the book using text to support their opinion.



  • What's the "Hoop" on Fiction vs. Non-Fiction?: Students will be able to explain the differences between fiction and nonfiction texts. The students will be able to use a text's features, organization, and content to identify whether it is a fiction or nonfiction text.

  • Describing Characters Using the text Jamaica and Brianna: This lesson focuses on describing characters using the story, Jamaica and Brianna, by Juanita Havill. The students will work in groups to bring a character to life by describing what the character said, did, thought, and felt. Students will then utilize these sketches to write a paragraph about the character.

  • Reading with Our Eyes, Fingers, Toes, Ears and Nose: In this lesson, students will practice identifying descriptive words in their reading. Students will identify describing words based on the five senses. Students will create a riddle using descriptive words and add it to a digital class presentation.

  • Falling Down? A Lesson on Gravity: In the lesson Falling Down? students will explore why objects fall. They will explore the meaning of gravity and the invisible pull to the center of the Earth. They will also explore why objects don't fall.

Student Center Activity