This benchmark may be assessed using:
*LAFS.3.SL.1.2: Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
*LAFS.3.SL.1.3: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Assessment Limits : Items may require the student to explain how an
illustration relates to the text. Items may ask the student to
consider how illustrations affect the meaning of the text. *There
will be no audio administered on paper-based assessments.
Text Types : The items assessing these standards may be used with two or
more grade-appropriate literary texts and other media. Passages
may consist of text, visuals, or multimedia. Texts may vary in
Response Mechanisms : The Enhanced Item Descriptions section on page 3 provides a
list of Response Mechanisms that may be used to assess this
standard (excluding the Editing Task Choice item type). The
Sample Response Mechanisms may include, but are not
limited to, the examples below.
Task Demand and Sample Response Mechanisms :
Explain how specific aspects of a
text’s illustrations contribute to
what is conveyed by the words
in the story.
Sample Response Mechanisms
Requires the student to select a correct explanation
of what an illustration contributes to the text.
Requires the student to select all applicable words or
phrases that describe what an illustration contributes
to the text.
Requires the student to complete a table by
matching specific aspects of illustration/s with
descriptions of their contributions to the passage.
In this close reading lesson, students will work with the teacher and in cooperative groups to read and comprehend A River of Words: The Story of William Carlos Williams by Jen Bryant. Through multiple close readings, the students will determine the meaning of words using context clues, sequence the events, analyze the main character, and use illustrations to understand a text. Students will then write to retell William Carlos Williams' story, explaining how he changed as a result of the events in his life.
In this close reading lesson, students will work with the teacher and in cooperative groups to read and comprehend Two Bad Ants by Chris Van Allsburg. Through multiple close readings, the students will determine and analyze the point of view of the text, sequence the key events, and answer text-dependent questions. Students will also create an original narrative, rewriting the story from a human's point of view.
In this close reading lesson, students will delve deep into the text Two Bad Ants by Chris Van Allsburg. Students will practice reading comprehension, vocabulary, and point of view. They will determine the characters' points of view and how they differ from their own. Students will practice responding to text-based questions both orally and in writing, providing evidence from the text to support their claims.
In this lesson, students will engage in reading The Raft by Jim LaMarche. Through several close readings and discussions, students will analyze and synthesize how key details and characters' actions and motivations help to determine the author's central message. The lesson begins with a strong "hook" that will also bring closure to the reading and reinforce the students' understanding of the central idea.
This lesson will engage students in high-level discussions that involve conceptual understanding. This short text, "The Real Princess," originally told by Hans Christian Anderson, will require students to think deeply, make inferences based on text evidence and defend their understandings through discussion and close reads. Students will use context clues to determine the meaning of unfamiliar words and phrases. Students will participate in a Socratic Seminar which will evaluate their conceptual understanding of morals and inferences. Students will engage in student to student discourse and partner work throughout the lesson. For the summative assessment, students will write an opinion piece to convey their understand of the concepts presented in the text and image.
In this close reading of Patricia Polacco's story The Junkyard Wonders, students will identify and analyze characters' problems, feelings, actions, and motivations to determine the essential message, or lesson, the author wants readers to learn. The first read of this story has students annotating the text and incorporates guided instruction. The following reads will include guided and independent practice with opportunities for teacher feedback. At the end of the lesson, students will demonstrate their ability to recount the story and their ability to uncover the essential message.
This lesson follows the close reading model using the book 14 Cows for America. This story is a recount of the events on September 11 told through the eyes of a young man to his village in Kenya. Through several close readings of the text, the students will describe characters and how their actions contribute to the story, and explain how the illustrations contribute to what is conveyed by the words in the text. A series of text dependent questions are provided along with independent practice on character traits and text evidence. Also included is a culminating writing task along with a rubric for scoring.
Students will determine the mood of a text, based on a read aloud , Giraffes Can't Dance , written by Gildes Andreae. This will be accomplished by referring to the illustrations, analysis of characters and through cooperative discussions.
Type: Lesson Plan
Vetted resources students can use to learn the concepts and skills in this benchmark.
Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.