the first paragraph of the students do each step as you describe “Let’s look at story in a and model it. ‘Life Puddle.’ What very Level short word can you see five times? The When we see the word I so many 2: student times, do you think the point of view is written in the third person—by someone else—or in first person, by the character telling the story?” move on to the first “Now, let’s paragraph of the story to ‘Remember What very short word do you Breathe.’ see three times? When we see the word his, is the story told in third person or first person?” Scaffold comparing and contrasting feelings: characters’ this chart that shows “Let’s look at different feelings. What feelings do both of the characters in the stories share? How do you know this? Do they feel happy, sad, scared, confused? What different feelings do the characters have? How do you know this?” demonstrates some understanding of comparing and contrasting the point of view from which different stories are narrated.
“Let’s look at the first paragraph of the story ‘Life in a Puddle.’ What very short word can you see five times? When we see the word I so many times, do you think the point of view is written in the third person—by someone else—or in first person, by the character telling the story?” “Now, let’s move on to the first paragraph of the story ‘Remember to Breathe.’ What very short word do you see three times? When we see the word his, is the story told in third person or first person?” Scaffold comparing and contrasting characters’ feelings: “Let’s look at this chart that shows different feelings. What feelings do both of the characters in the stories share? How do you know this? Do they feel happy, sad, scared, confused? What different feelings do the characters have? How do you know this?” students do each step as you describe and model it. Level 2: The student demonstrates some understanding of comparing and contrasting the point of view from which different stories are narrated.