Grades 3–5 Reading Element Card Literary Text Analyzing – – Relationships Grade 3 Students: FLS: LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Access Points LAFS.3.RL.1.AP.3c Explain a character’s motivation in a story using the character’s thoughts, words and actions as evidence from the text. Essential Understanding: Identify a character’s motivation in a from a list. Suggested Instructional Strategies: Write to Understand Character Maps: characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. Students should also graph character motives for certain decisions that they made in the story. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks. The teacher may model as needed.
Grades 3–5 Reading Element Card – Literary Text – Analyzing Relationships Grade 3 Students: FLS: LAFS.3.RL.1.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Access Points LAFS.3.RL.1.AP.3c Explain a character’s motivation in a story using the character’s thoughts, words and actions as evidence from the text. Essential Understanding: Identify a character’s motivation in a from a list. Suggested Instructional Strategies: Write to Understand Character Maps: characters in stories are developed in four different ways: 1) description of their physical appearance, 2) description of their actions, 3) dialogue, and 4) inner monologue. Using a graphic organizer, students can draw a picture of a character in the middle of a web. Then, extending from the character drawing, students can offer words that describe how the character looks, what the character does throughout the story, what the character says, and/or how the character feels. Students should also graph character motives for certain decisions that they made in the story. The teacher can chart this thinking by creating a class character map using the whiteboard, or students can create their own character maps in personal notebooks. The teacher may model as needed.
ElementCardELALiteraryTextGrades35.docx