Reading Thinking Anchor Charts Reading/Thinking Anchor Charts

Grade 6

Grade 6 Reading Standards and Component Skills

 
StandardSkillStandardSkill
RL.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.RI.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.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.
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.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).
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.RI.6.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.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.
RL.6.6: Explain how an author develops the point of view of the narrator or speaker in a text.RI.6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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.RI.6.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8: 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.
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.RI.6.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Click the button to download a PDF of a summary table listing the reading standard, its component skills, and the reading lessons where the skills are taught.

RL.6.1

STANDARD

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.1: ANALYZE A TEXT
Step 1Ask or paraphrase a question to analyze the text.
Step 2

Identify the question topic.



  • character

  • setting

  • events

  • language

  • theme

Step 3Think where you will find key details that answer the question.
Step 4

Use text details to analyze the text.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes a claim that responds specifically to the prompt or question


▢ includes strongest evidence: specific, detailed, frequent


▢ references text location according to classroom style


▢ explains how evidence supports analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify relevant details…

  • What is the topic of the question? See the list in step 2.

  • Imagine a sentence that answers that question.

  • What key words can you pull from that sentence?

answer the question without citing evidence…

  • What page/paragraph/sentence proves your point?

  • Find a quote that supports your point.

RL.6.1

STANDARD

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Textual Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.1: CITE TEXTUAL EVIDENCE
Step 1

Look for important details about your question or ideas.



  • quotations

  • specific examples

Step 2

Choose the strongest details. They should:



  • prove your point.



  • are specific and detailed.



  • be present many times in the text.

Step 3

If the evidence does not prove your point,



  • find new evidence, or

  • change your analysis.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ cites accurate textual evidence that support the analysis or claim


▢ includes strongest evidence: specific, detailed, frequent


▢ references text location according to classroom style


▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cite minor details…

  • How does that detail relate to your analysis?

  • Where else in the text does that detail or one like it appear?

  • Is that detail important to the text’s central ideas?

submit insufficient details…

  • How do these details prove your ideas?

  • What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RI.6.1

STANDARD

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Analyze a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.1: ANALYZE A TEXT
Step 1Ask or paraphrase a question to analyze the text.
Step 2Brainstorm key terms related to your question.
Step 3

Think where you will find key details that answer your question. Look in:



  • headings and text elements.

  • topic sentences.

  • text visuals.

Step 4

Use the strongest details to answer the question.



  • Cite text location.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes a claim that responds specifically to the prompt or question


▢ includes strongest evidence: specific, detailed, frequent


▢ references text location according to classroom style


▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify relevant details…

  • What is this analysis about?

  • Imagine a sentence that answers that question.

  • What key words can you pull from that sentence?

answer the question without citing evidence…

  • What page/paragraph/text element  proves your point?

  • Find a quote that supports your point.

RI.6.1

STANDARD

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

SKILL

Cite Textual Evidence

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.1: CITE TEXTUAL EVIDENCE
Step 1

Look for key details that support your claim.



  • quotes from the text

  • visual and quantitative data

Step 2

Choose the strongest details. Find evidence that: 



  • proves your point.



  • is specific and detailed.



  • appears in different ways in the text.

Step 3

If the evidence does not prove the analysis is true,



  • find new evidence or

  • change your analysis.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ cites textual evidence that support the analysis or claim


▢ includes strongest evidence: specific, detailed, frequent


▢ references text location according to classroom style


▢ explains how each piece of evidence supports analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cite minor details…

  • How does that detail relate to your analysis?

  • Where else in the text does that detail or one like it appear?

  • Is that detail important to the text’s central ideas?

submit insufficient details…

  • How do these details prove your ideas?

  • What does Reading Thinking Step 3 say you should do if you don’t find very much evidence?

RL.6.2

STANDARD

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.

SKILL

Determine Theme/Central Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.2: DETERMINE THEME/CENTRAL IDEA
Step 1

Find important ideas or topics.



  • big challenges

  • patterns of events

  • repeating problems or situations

  • repeated feelings

Step 2

What is the author showing about one idea or topic?



  • What does the main character learn?

  • What does the reader learn about it?

Step 3

Determine the theme or central idea. 



  • What is the author’s message about life beyond the text? (THEME)



  • What idea does the text capture? (CENTRAL IDEA)

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the main topic


▢ identifies the idea that the text captures (central idea) or the author’s message about the world (theme)


▢ uses accurate text details to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to separate a universally applicable theme from specific story events…

  • What does the character learn about the world in this situation or story? How could you use this lesson in your life?

  • How do you think the author wants you to act in your life? What should you do, or not do?

do not express theme as a complete sentence/idea….What is an idea or topic that repeats in the text? What does the author say about it? Tell me in a complete sentence.
struggle to consolidate details into a central idea….

  • What did you learn from the big challenges and events described in the text?

  • What did you learn from the images and overall mood the text created?

  • What overarching idea do you think the author wants to convey with these details?

RL.6.2

STANDARD

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.

SKILL

Explain How Particular Details Convey Theme

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.2: EXPLAIN HOW PARTICULAR DETAILS CONVEY THEME
Step 1Choose a theme in the text.
Step 2

When is the theme introduced? How? Look in:



  • dialogue.

  • description.

  • setting.

Step 3

Find details related to the theme in:



  • what the characters say and do.

  • how the characters feel or think.

  • setting descriptions.

  • important story events.

Step 4Tell how the details express the theme.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ states a theme from the text


▢ identifies accurate details that express the theme


▢ explains how the details express the theme

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot find where the theme is introduced…What theme message is the author trying to convey? Where in the story do the characters or reader first see this message in action? Is it through what someone says or does? It it in an event or setting?
struggle to explain how the details express the theme….What important idea do the details describe? Is this idea the same as the theme message? If not, consider revising the wording of the theme. Or, return to the text to find other details.

RL.6.2

STANDARD

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.

SKILL

Provide a Summary Without Personal Opinions

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.2: PROVIDE A SUMMARY WITHOUT PERSONAL OPINIONS
Step 1What type of text is this?
Step 2

Recount the important story elements.



  • characters

  • setting

  • story problem and its solution

Step 3

Summarize the important events and details. Try this order.



  • someone wanted/didn’t want



  • but (problem)



  • so (character tried to solve the problem)



  • then (ending)

Step 4

Don’t include:



  • minor details.

  • your opinion.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes only important events and details about key story elements


▢ is organized logically


▢ is objective


▢ identifies text and type

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to organize the summary logically…

  • How is the text organized?

  • What details make sense to present first? Next? Last?

  • Try the “Somebody Wanted But So Then” template to order your ideas.

give too many details…

  • What do readers need to know about the character(s)? The setting? The problem and solution?

  • What information is just for interest?

RI.6.2

STANDARD

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.

SKILL

Determine a Central Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.2: DETERMINE A CENTRAL IDEA
Step 1What is the topic?
Step 2

What does the author most want to teach readers about the topic? Look for:



  • repeated ideas.

  • what the author thinks is important.

Step 3Determine a central idea of the text.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ names the text topic


▢ identifies what the author wants to teach readers about the topic (central idea)


▢ uses accurate and important text details to determine central ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
confuse central idea with topic…

  • Share examples: Topic—what the text is about, such as sports; Central Idea—what the text says, such as “basketball is a fun sport.”

  • What is this text about? Tell me the topic in one or two words.

  • What does the author say about this topic? Tell me in a complete sentence

choose unimportant, inaccurate, or irrelevant details…

  • What words do you see many times on this page, or in pictures and text features throughout the text?

  • Which details are most important?

  • Where did you find this text detail? Does the text say this exactly?

  • How does this detail support the main idea? Can you say the connection another way.

RI.6.2

STANDARD

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.

SKILL

Explain How Particular Details Convey a Central Idea

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.2: EXPLAIN HOW PARTICULAR DETAILS CONVEY A CENTRAL IDEA
Step 1What does the author wants to teach us? (CENTRAL IDEA)
Step 2

Find details that support the central idea.



  • facts

  • examples or anecdotes

  • explanations

  • events

  • quotes

Step 3

How do these particular details add to your understanding of the central idea? Do they:



  • add details?



  • explain the idea?



  • prove the idea is true?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ states a central idea


▢ identifies accurate text details that support the central idea

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find related and important details…

  • What information does this detail give?

  • What does it help you learn about?

  • What facts, examples, or events are related to this central idea?

  • Which text features can help you find related details?

struggle to explain the work a key detail does, including its purpose and its name…

  • What did you learn about the central idea from each detail provided? Why did the author include these details? 



  • Refer to the chart in the TEACHER RESOURCE GUIDE (TBD) of different kinds of text details, e.g. examples, anecdotes, explanations.




    • What about the main idea did you learn from this key detail? Did you learn an example, a story, an explanation, or a fact?

    • Would you have understood the main idea without the detail? Why or why not?


RI.6.2

STANDARD

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.

SKILL

Provide a Summary Without Personal Opinion

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.2: PROVIDE A SUMMARY WITHOUT PERSONAL OPINIONS
Step 1Identify the text and topic.
Step 2Identify the central ideas.
Step 3Identify key details for each central idea.
Step 4

Summarize the main ideas and details in an order that makes sense.



  • sequentially

  • compare and contrast

  • cause and effect

Step 5Check that your summary does not include minor details.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ states central idea(s) and key details for each idea


▢ includes only important ideas and details about the topic


▢ organizes information logically


▢ does not include the student’s opinion


▢ identifies text and type

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
give too many details…

  • How does that detail relate to the central idea?

  • Pick just the most important details.

struggle to organize the summary logically…

  • Write your main details down. What connects them? Are they connected by sequence, cause and effect, comparative details or by topic and detail?

  • Organize according to the connections you see. Remember that you can organize chronologically, but still include details explaining cause and effect or comparison.

RL.6.3

STANDARD

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.

SKILL

Describe How an Event Develops the Plot

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.3: DESCRIBE HOW AN EVENT DEVELOPS THE PLOT
Step 1

Look for clues to the event’s place in the story arc.



  • PLOT EXPOSITION: introduction of characters and setting

  • RISING ACTION: problem introduced and builds; creates mood

  • CLIMAX: problem reaches its highest point; conflict is faced

  • FALLING ACTION: how characters react or change after climax

  • RESOLUTION: problem solved; lesson and message revealed

Step 2

Describe how the event develops the plot.



  • What does it introduce?



  • What does it build about characters, problem, or mood?



  • What does it anticipate?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells the important events in the story arc


▢ describes which part of the story arc an event represents and why


▢ uses accurate text details to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify where an event falls in the story arc…

  • What is the main problem? Where does it reach its peak? Is this event before those moments or after? Before is rising action, after is falling.

  • Do you know the problem yet? If not, this is part of the exposition.

explain the importance of an event to the overall story…What does the event have to do with the main problem? Does it reveal the problem or make it worse (rising action)? Does it bring it to a head? (climax.) Does it show how the character felt or changed afterwards? (falling action.) Does it show how the central problem or conflict is resolved? (resolution)

RL.6.3

STANDARD

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.

SKILL

Describe How Characters Respond or Change as Plot Moves

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.3: DESCRIBE HOW CHARACTERS RESPOND OR CHANGE AS PLOT MOVES
Step 1

Summarize what is happening in the story.



  • What are the setting and characters?

  • What part of the story arc is it?

Step 2

How does the character react to the event?



  • feelings or thoughts

  • words or actions

Step 3

What is the character like before and after the event?



  • What did he or she learn?



  • How did he or she change?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes what the character learned from an important event


▢ explains how the character reacted to the event (thoughts, feelings, words or actions, opportunities)


▢ cites accurate text evidence to supports explanations

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to explain how the character is affected by events…

  • Think about the whole story so far. What did the character do or feel because of the event(s)?

  • How has the character changed?

  • How might he or she act or feel differently after these events?

  • What did he or she learn from the events?

struggle to find textual evidence that describes a character’s reaction to an event…

  • What happens to the character during the event? After the event?

  • Where in the text does the author describe what the character says, does, or thinks because of the event?

RI.6.3

STANDARD

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)

SKILL

Analyze Development of Individuals, Events, or Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.3: ANALYZE DEVELOPMENT OF INDIVIDUALS, EVENTS, OR IDEAS
Step 1

Find where the individual, event, or idea is INTRODUCED.



  • What is said?

  • How is it/he/she important?

Step 2

Find details about the individual, event, or idea throughout the text.



  • Where do you learn more?

  • What changes in your understanding?

Step 3

Analyze how the idea, event or individual is DEVELOPED in the text.



  • where introduced



  • where details are elaborated



  • importance at end

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies where and how the individual/event/idea is introduced


▢ explains how the individual/event/idea develops throughout the text


▢ explains the importance of the individual/event/idea by the end of the text


▢ uses details from throughout the text to support analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find where the individual, event, or idea is first introduced…Quickly scan the sections and paragraphs to find where a specific [person/event/idea] is discussed. Where is the [person/event/idea] first named or defined?
struggle to tell how the individual, event, or idea is developed across the text…What do you learn at each mention? Does this add to or change your understanding? Which mentions really show the importance of the individual/event/idea?

RL.6.4

STANDARD

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.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.4: DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1

Look inside the word for parts you know.



  • prefixes and suffixes

  • word roots

Step 2

What kind of work does the word do?



  • part of speech

  • literal or figurative

Step 3Look outside the word for context clues.
Step 4Put all the clues together to guess the definition.
Step 5Check your definition in the original sentence.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the word or phrase means in the text


▢ gives clues from inside and outside the word to support the definition

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find context clues to either literal or figurative meaning…

  • What do the details from the surrounding sentences teach you? How might your word or phrase fit into that understanding?

  • Are there any descriptions that cannot happen in real life? Why or why not? If not, what nearby words suggest what the word or phrase could mean?

struggle to find word clues to meaning…

  • Is this word a/an:

    • noun that names?

    • verb that shows action?

    • adjective/adverb that describes?



  • Share a classroom list of common affixes and roots. Do you see any parts of your word on our class list? Look for prefixes, suffixes, or word endings. Look for common word roots. What do these parts mean?

provide an accurate definition but not the correct one for the original sentence…

  • Does your definition make sense in the original sentence? What else could this word mean?

  • What other words in the text have a similar or opposite meaning to your word? They can be clues to finding another definition that makes sense.

RL.6.4

STANDARD

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.

SKILL

Interpret Figurative and Connotative Language

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.4: INTERPRET FIGURATIVE AND CONNOTATIVE LANGUAGE
Step 1

Decide if the language is literal or figurative.



  • Is it realistic?

  • Are there comparison words? (like, as)

Step 2

Visualize figurative language.



  • What picture or feeling does it create?

Step 3Does it have a connotation of other feelings or values?
Step 4

Interpret the word.



  • What meaning does it add?



  • Why did the author use it?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies figurative or connotative language in the text


▢ explains what the figurative or connotative language means


▢ describes the pictures, sounds, or feelings the language suggests


▢ uses accurate text details and clues to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to interpret what the figurative language means in the specific context…What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind?
struggle to identify figurative language…

  • Carefully reread and imagine each description the author uses.

  • Are there any descriptions that cannot happen in real life? Why or why not?

  • Are there words that make unusual sounds? What might those sounds add to the meaning of the words? Why are the sounds there?

cannot correctly name a word’s connotation…Does the word or phrase make you feel something strongly? If so, is it a good or bad feeling? Did the author include it to make readers feel good or bad about something?

RI.6.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SKILL

Define Words and Phrases as Used in a Text

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.4: DEFINE WORDS AND PHRASES AS USED IN A TEXT
Step 1Look inside the word for familiar parts.
Step 2

What kind of work does the word do?



  • part of speech

  • literal or figurative

Step 3

Look for context clues in:



  • the main topic.

  • words and text features.

  • visuals.

Step 4Put all the clues together to guess a definition.
Step 5Check your ideas in the original sentence.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ tells what the word or phrase means in the text


▢ gives clues from inside and outside the word to support the definition

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to find context clues to either literal or figurative meaning…

  • What is this sentence about? What is the gist of nearby sentences on the same subject?

  • What other words in the text mean something similar to your word? Something different? These are good words and sentences to read for clues to the meaning of your word.

  • Are there any descriptions that cannot happen in real life? Why or why not? If not, what nearby words suggest what the word or phrase could mean?

struggle to find word clues to meaning…

  • Is this word a/an:

    • noun that names?

    • verb that shows action?

    • adjective/adverb that describes?



  • Are there any parts inside of the word that are familiar? Look for prefixes, suffixes, or word endings. Look for common word roots.

  • How does the word make you feel?

RI.6.4

STANDARD

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

SKILL

Interpret Figurative, Connotative, Technical Language

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.4: INTERPRET FIGURATIVE, CONNOTATIVE, TECHNICAL LANGUAGE
Step 1

What kind of work does the word do?



  • FIGURATIVE: creates pictures

  • CONNOTATIVE: invites associated feelings

  • TECHNICAL: defines special information

ALTERNATE STEP 2 for figurative and connotative language
Step 2

What else could these words mean? Look for:



  • sense words and special sounds.

  • clues in images or text features.

  • what you see or imagine.

ALTERNATE STEP 2 for connotative language
Step 2

What else could these words mean? Look for:



  • context clues (synonyms, antonyms).

  • images or text features.

  • tone of voice.

  • how you feel.

ALTERNATE STEP 2 for technical language
Step 2

Look outside the word for clues to its meaning.



  • images and text features

  • what is defined or explained nearby

Step 3Put the clues together to guess a definition.
Step 4Check your idea in the original sentence.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies figurative, connotative, or technical language in the text


▢ explains what the figurative or connotative language means


▢ explains what special information the technical language describes


▢ describes the pictures, sounds, or feelings the language suggests


▢ uses accurate text details and clues to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to interpret what the figurative language means in the specific context…What does the figurative imagine make you think about or feel? How does it help you make a movie in your mind?
struggle to identify figurative language…

  • Carefully reread and imagine each description the author uses.

  • Are there any descriptions that cannot happen in real life? Why or why not?

  • Are there words that make unusual sounds? What might those sounds add to the meaning of the words? Why are the sounds there?

cannot correctly name a word’s connotation…Does the word or phrase make you feel something strongly? If so, is it a good or bad feeling? Did the author include the words to make readers feel good or bad about the [idea, person, event]?
struggle to define technical language…What clues in the surrounding sentences or images can help you figure out the technical term? Use your own words to define the term, then check it against the text to see if it makes sense.

RL.6.5

STANDARD

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.

SKILL

Explain How a Particular Excerpt Fits Into the Overall Structure

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.5: EXPLAIN HOW A PARTICULAR EXCERPT FITS INTO THE OVERALL STRUCTURE
Step 1Is the text prose, poetry or drama?
Step 2How is it structured?
Step 3

Does this part:



  • introduce something new?

  • build on something introduced earlier?

  • explain something from an earlier part?

  • repeat as a motif?

  • function as a flashback, dream, or foreshadowing?

Step 4How does the excerpt fit into the overall structure of the text?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies a pattern or repetition in the overall structure


▢ explains how one section fits into that overall structure


▢ uses accurate text evidence to explain ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot differentiate structural elements from content elements…

  • Point to different parts of the text, such as chapters:

    • What is this part called? What other parts of the text are like this one?



  • Use the ideas in Reading Thinking Step 3 to help you tell the difference between structure and plot.

struggle to identify one part that connects or builds upon one another…

  • What do you learn in each part?

  • What does the character learn?

  • How does this part add to what comes before it? How does it lead to what comes after it?

RL.6.5

STANDARD

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.

SKILL

Analyze How an Excerpt Contributes to Theme, Setting, or Plot

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.5: ANALYZE HOW AN EXCERPT CONTRIBUTES TO THEME, SETTING, OR PLOT
Step 1Is the text poetry, prose or drama?
Step 2How is it structured?
Step 3Describe the theme, setting or plot.
Step 4

STUDY a section that is important for theme, setting, or plot.



  • What does it introduce, build on, or resolve?

  • Is it part of a pattern?

  • What feelings does it evoke?

Step 5What does the section or part add to your understanding?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes the overall structure of the story, poem, or play


▢ explains how the section helps to build a theme


▢ explains how the section helps to develop setting


▢ explains how the section helps to move the plot forward


▢ uses accurate text details to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot differentiate structural elements from content elements…

  • Point to different parts of the text, such as chapters:

    • What is this part called? What other parts of the text are like this one? What connects these parts? 



struggle to explain how structure adds meaning…

  • What ideas or emotions are conveyed through this structure?

  • What do we learn about the [theme/setting/plot] because of this structure?

  • Why did the author write in this structure instead of another?

  • What would the [theme/setting/plot] be like in a different structure? (for example, with narration instead of dialogue)

struggle to identify one part that connects or builds upon one another…

  • What do you learn in each part?

  • What does the character learn?

  • How does this part add to what comes before it? How does it lead to what comes after it?

RI.6.5

STANDARD

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.

SKILL

Connect Text Structure to Development of Ideas

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.5: CONNECT TEXT STRUCTURE TO DEVELOPMENT OF IDEAS
Step 1What are the important ideas in this text?
Step 2

Study clues to the overall structure of the text.



  • chapters and sections

  • headings and text features

Step 3

Study how a specific part fits into the overall structure.



  • Where in the text does it appear?

  • How is it like other parts?

Step 4

Explain how the part adds to the author’s ideas.



  • What do you learn from it?



  • Why did the author include this part of the text?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes the overall text structure


▢ explains how the organization emphasizes important ideas


▢ cites accurate text evidence that supports the connection between structure and ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
cannot identify an overall text structure…

  • Consult the Text Structure entry in the TEACHER RESOURCE GUIDE for support.

  • Prompt with Reading Thinking Step 2: What key words do you see in headings? What kinds of graphics are there? What questions does the text answer?

struggle to understand the connection between structure and ideas…

  • What sections address similar topics, ideas, or content?

  • What does each section add to your understanding of the author’s ideas?

  • What work does each section of the text do? For example, does it explain something or add detail about an idea?

  • Where in the text or on the page does this section appear? Is it first or last? Is it easy to notice?

  • How does this structure help convey the author’s ideas?

  • How does this organization of ideas help you learn more about the topic?

struggle to differentiate structure from content…

  • What is this part of the text called?

  • Are there other parts like it?

  • What connects these parts?

 Reference this Text Structure Clues document for supporting students with this skill.

RL.6.6

STANDARD

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SKILL

Explain How the Author Develops Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.6: EXPLAIN HOW THE AUTHOR DEVELOPS POINT OF VIEW
Step 1What do you know about the narrator or speaker?
Step 2When do you first notice the narrator or speaker’s point of view?
Step 3

Look for details that show the point of view.



  • strong feelings

  • descriptive language

  • tone of voice

  • what is shared/not shared

Step 4

Explain how the point of view is developed. 



  • when you notice it as a reader



  • details that show it



  • any changes through the text


 

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ describes the narrator or speaker


▢ describes the point of view of the narrator or speaker


▢ explains how the author uses details to develop that point of view


▢ uses text details from throughout a section of text to support ideas

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify point of view from available clues…

  • What is the narrator’s or speaker’s relationship to story events? (perspective) Is he or she a participant or an outsider observer? How might this change feelings and opinions?

  • What feeling or opinion words do you see?

  • How would the words sound if you could hear them aloud?

  • How would this story be different with a different narrator or speaker?

struggle to recognize the author’s development of point of view…Use Reading Thinking Steps 1 and 3 to help you find details about point of view in the text. Why did the author choose these details? What might these choices suggest about the theme of the text?

RI.6.6

STANDARD

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SKILL

Analyze How an Author Conveys Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.6: DETERMINE AUTHOR’S POINT OF VIEW AND PURPOSE
Step 1What is the main topic of the text?
Step 2

THINK about why the author wrote the text.



  • persuade?

  • inform or explain?

Step 3

What is the author’s point of view? Use clues like:



  • feelings and attitudes.



  • language that suggests perspective.



  • opinion words.



  • evidence choices.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes a claim about the author’s purpose


▢ includes a claim about the author’s point of view


▢ cites accurate textual evidence to support each claim

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify point of view…

  • Define point of view as the author’s opinion, feeling, or belief.

  • What is the author’s opinion, feeling, or belief?

  • Which facts are emphasized or minimized?

  • What evaluative words (something is better/worse than something else), opinion words (I like/think), or connotative language does the author use?

struggle to identify the author’s purpose…

  • Why do you think the author wrote the text? Does he or she want to persuade you to do something? Or inform or explain a topic?

  • What details from the text make you think so?

RI.6.6

STANDARD

Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

SKILL

Analyze How an Author Conveys Point of View

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.6: DETERMINE AUTHOR’S POINT OF VIEW AND PURPOSE
Step 1What is the main topic?
Step 2What is the author’s point of view about the topic?
Step 3

How does the author express this point of view? Notice details such as:



  • description that shows feelings or attitudes.



  • language that suggests perspective.



  • words that show opinion or bias.



  • evidence choices.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies the author’s point of view toward the topic


▢ explains how the author uses different kinds of details to express point of view


▢ cites accurate textual evidence to support analysis

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify how the author expresses his or her point of view…

  • What are your own personal feelings or attitudes toward the topic? What word choices would you use to describe your point of view?

  • Look again at the text. What similar or different word choices do you see that the author uses to describe his or her point of view?    

struggle to identify point of view…

  • Define point of view as the author’s opinion, feeling, or belief.

  • What is the author’s opinion, feeling, or belief?

  • Which facts are emphasized or minimized?

  • What evaluative words (something is better/worse than something else), opinion words (I like/think), or connotative language does the author use?

RL.6.7

STANDARD

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.

SKILL

Compare and Contrast Audience and Reader Experiences

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.7: COMPARE AND CONTRAST AUDIENCE AND READER EXPERIENCES
Step 1Summarize the written text.
Step 2

Identify performance choices.



  • speech tone, volume, rate

  • facial expressions and movements

  • lighting, music, sound

  • costumes and scenery

  • any changes from text

Step 3

What does the performed version change about your experience?



What is still the same?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes a claim about similarities in audience and reader experiences


▢ includes a claim about differences in audience and reader experiences


▢ explains how specific techniques of the medium add to or change the experiences


▢ cites accurate evidence from each version to support claims

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to identify how the medium added to or changed audience or reader experience…

  • How is this version different from the written version?

  • What techniques were used and how?

  • What details does it emphasize? How does this make you feel?

  • How does it add detail? Change what you have to imagine or focus on?

compare and contrast only content…

  • What techniques were used in the performed version?

  • What could you see, hear, or  imagine?

  • How could you participate?

  • How did these differences change your experience of the content? How did listening or viewing make you feel?

RI.6.7

STANDARD

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

SKILL

Integrate Information from Multiple Media or Formats

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.7: INTEGRATE INFORMATION FROM MULTIPLE MEDIA OR FORMATS
Step 1Ask a question about the topic in your own words.
Step 2Brainstorm key words to search.
Step 3

Search print and digital texts for the key words or synonyms.



  • table of contents, index

  • headings and captions

  • menu

Step 4STUDY and take notes of key details.
Step 5Put the information together to answer your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ gathers information from at least two different media or formats


▢ generates key words that describe the information needed


▢ quickly locates information with text features and/or electronic search tools

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to combine information from multiple sources into a single explanation…

  • What did you learn about the main topic from the first source? What did you learn from the second source?

  • Put your two answers together into one answer that tells something about the main topic.

cannot identify helpful search terms…

  • What words in the question describe the information you need?

  • What would a heading for information that answers the question be?

struggle to answer a question because the answer is not included in the text…

  • Sometimes a question you asks leads to a different or more specific question.

    • What important information did you learn from the text features about the topic?

    • What new question might you ask and answer based on this information?



RI.6.7

STANDARD

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

SKILL

Integrate Quantitative or Visual Information

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.7: INTEGRATE QUANTITATIVE OR VISUAL INFORMATION
Step 1Ask a question about the topic in your own words.
Step 2

Search visual elements for information including:



  • photos and drawings.

  • charts, graphs and diagrams.

Step 3STUDY the element and say its content in your own words.
Step 4Use the quantitative or visual information to answer your question.

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ answers a question using details from visual/quantitative elements


▢ identifies important details about the topic in quantitative or visual features


▢ uses text features to quickly locate information and answer the question

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
include information ONLY from the text or ONLY the quantitative/visual features…

  • What additional details did you learn from the quantitative and/or visual features?

  • Which details are similar to those in the words?

  • Which details add something to information in the words?

  • Express your new understanding in a complete sentence.

struggle to answer a question because the answer is not included in the text…

  • Sometimes a question you asks leads to a different or more specific question.

    • What important information did you learn from the text features about the topic?

    • What new question might you ask and answer based on this information?



RI.6.8

STANDARD

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.

SKILL

Evaluate Reasoning and Evidence in an Argument

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.8: EVALUATE REASONING AND EVIDENCE IN AN ARGUMENT
Step 1What is the topic?
Step 2Identify the author’s claim
Step 3

How does the author support their claim?



  • reasons?

  • evidence?

Step 4

EVALUATE the argument.  



  • Is it supported by reasons?



  • Is it supported by evidence?

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ states the author’s claim


▢ identifies any points or evidence to support the claim


▢ evaluates whether the argument is supported by reasons or evidence


▢ cites textual evidence to support evaluation

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggles to explain whether the reasons and evidence strongly support the argument…Imagine you were making the same argument to a friend who was skeptical. Would the reasons and evidence provided in the text be enough to show that your ideas are correct and sound? Why or why not?
cannot evaluate the support for the argument…

Reasons Sound?



  • Do the reasons strongly relate to the main point?

  • Are they logical? Do they make sense?

  • Are these reasons enough to prove the claim? Or does the author need more?

  • What clues suggest if the author is objective and trustworthy?


Evidence Sufficient and Relevant?



  • What do I learn from the evidence?

  • How does it show that the claim is true?

  • Is the evidence strongly related to the claim?

  • Is there enough evidence to prove the claim?

RL.6.9

STANDARD

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.

SKILL

Compare and Contrast Approach to Theme/Topic Across Text Types

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RL.6.9: COMPARE AND CONTRAST APPROACH TO THEME/TOPIC ACROSS TEXT TYPES
Step 1What do you know about author’s craft in these kinds of texts?
Step 2

What theme or topic is shared? Look for:



  • THEME: life lessons, problems/solutions, symbols.

  • TOPIC: ideas, situations, problems.

ALTERNATE ROW 3 for theme
Step 3

Compare and contrast the approach to theme.



  • repeating language or symbols



  • format and type of details



  • how theme develops

ALTERNATE ROW 3 for topic
Step 3

Compare and contrast the approach to topic 



  • events, characters, or settings



  • amount of detail and description



  • mood and tone of voice

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ identifies a shared theme or topic


▢ explains how the texts approach the shared theme or topic similarly and differently


▢ includes accurate text evidence to support comparisons


▢ identifies the text type for both works

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
compare the themes or topics instead of the texts’ approaches to them…

  • Notice the word approach in Reading Thinking Step 3. Then reread the step carefully. What can you find in each text? These elements show the decisions the author made to convey a theme or topic.

  • How does each author tell you what the [themes OR topics] are? What tools does he or she use? Those choices create the text’s approach. How are the approaches similar/different between the texts?

cannot identify theme or topic…
[Match to the LO; Step 2 should be the main misconception supported.]

  • Theme: What is a lesson the main character learns? What is a message the author wants us to think about?

  • Topic: What is the text mostly about? What ideas or details repeat in the words and pictures?

RI.6.9

STANDARD

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

SKILL

Compare and Contrast Authors’ Presentations of Events

PDF version of this skill coming soon.

Reading Thinking Steps Anchor Chart

 
READING THINKING STEPS ANCHOR CHART
RI.6.9: COMPARE AND CONTRAST AUTHORS’ PRESENTATIONS OF EVENTS
Step 1What is the shared topic or event?
Step 2

Compare and contrast the content.



  • primary or secondary source evidence

  • amount of detail or evidence

  • omissions or emphasis

Step 3

Compare and contrast the structure.



  • 1st or 3rd person narrator?

  • sequential?

  • cause and effect?

  • compare and contrast?

Step 4

Compare and contrast the language and visuals.



  • opinions and evaluative language

  • figurative, literal or technical language

  • quantitative charts or graphs

  • photographs or illustrations

Step 5

Synthesize the similarities and differences in presentation. 



  • content



  • structure



  • language and visuals

Sample Criteria for Success

 
SAMPLE SKILL CRITERIA FOR SUCCESS

▢ includes a claim that states how two authors present the same events similarly


▢ includes a claim that states how two authors present the same events differently


▢ cites accurate evidence from both texts that support both the similarity and the difference


▢ describes the shared topic or event

Potential Student Misconceptions

 
SKILL POTENTIAL STUDENT MISCONCEPTIONS AND SCAFFOLDING IDEAS
If students…Ask/Say
struggle to differentiate content from presentation…

Content:



  • Does one author include more details than another?

  • Does one include details about a topic the other author does not?

  • Is there a difference in the kind of evidence the authors use? Does one use more quotes or primary sources? Does one try to put you in the scene?


Structure:



  • Are both texts organized the same way? Or is one chronological and the other problem-solution (for example)?

  • Do both texts have the same kind of narrator?


Language:



  • Are there feeling or opinion words?

  • Is there a difference in the use of domain-specific vocabulary?

struggle to compare organization or structure…

  • What clues to organization and structure are there?


    • Look for signal words and text elements.

    • What important questions does each text answer?


  • What clues to type of narrator are there?