we want to identify the “When Level point of view, we need to character’s Misconception/Error Questions for Eliciting Thinking Instructional Implications The understand what is happening at the 3: Student is able to demonstrate the did you decide who was narrating Provide other on-level texts, and “How student time and what the character is following accurately (with the have students practice identifying story?” thinking and feeling. How does or teacher prompting): point of view. Benito feel at the beginning of the Identify the narrator. story? How do we know this? What words in the story helped you Provide opportunities for students to Identify the point of view. “Which happens to change his feelings?” identify the point of view from which the evaluate point of view by analyzing Compare and contrast the story is the same story written from two points of view from which the told?” does the character in the other “How different points of view. stories are told and use passage feel at the beginning of the evidence to support his or her passage? How do we know that? is another example from the story ideas. “What How do her feelings change?” that supports your idea?” Scaffold supporting an idea: see you are able to identify the “I point of view in one of the passages. What evidence from the story can you give to support your idea?” happens in the other passage “What that shows who is narrating the story?” demonstrates a complete understanding of comparing and contrasting the point of view from which different stories are narrated. Level 4: The student demonstrates an advanced understanding of comparing and contrasting the point of view from which different stories are narrated.
“When we want to identify the character’s point of view, we need to understand what is happening at the time and what the character is thinking and feeling. How does Benito feel at the beginning of the story? How do we know this? What happens to change his feelings?” “How does the character in the other passage feel at the beginning of the passage? How do we know that? How do her feelings change?” Scaffold supporting an idea: “I see you are able to identify the point of view in one of the passages. What evidence from the story can you give to support your idea?” “What happens in the other passage that shows who is narrating the story?” Level 3: The student demonstrates a complete understanding of comparing and contrasting the point of view from which different stories are narrated. Misconception/Error Questions for Eliciting Thinking Instructional Implications Student is able to demonstrate the following accurately (with or teacher prompting): Identify the narrator. Identify the point of view. Compare and contrast the points of view from which the stories are told and use evidence to support his or her ideas. “How did you decide who was narrating the story?” “Which words in the story helped you identify the point of view from which the story is told?” “What is another example from the story that supports your idea?” Provide other on-level texts, and have students practice identifying point of view. Provide opportunities for students to evaluate point of view by analyzing the same story written from two different points of view. Level 4: The student demonstrates an advanced understanding of comparing and contrasting the point of view from which different stories are narrated.
He%20said...Shesaid.docx