How? Instructional Ladder for Anchor Standard 1 (Literature 3 rd grade/Informative HS)
Anchor
Standard 1
3 rd
3.1
4 th 5 th 6 th 7 th 8 th HS
R-HS.5
Key Ideas and details
1 read closely to determine what the text says explicitly and to make logical inferences from it; cite textural evidence when writing or speaking to support conclusions drawn from the text follow the steps of the
Story
Based
Lesson and questions should be leveled based on
SPLASH
Developing
Questions
Easy to
Hard(see
Literacy
Toolkit)
:
Standard
Not assessed
Standard
Not assessed:
Standard
Not assessed:
Standard
Not assessed:
Standard
Not assessed:
NOTE: Use this time to pre-teach Get the gist, and supporting details –have students make ongoing predictions with all texts as part of the questioning process
See graphic organizer R-HS.5
Teacher should share a portion of text and prepare a question that will require an inference. The student will choose the answer from a picture bank and choose evidence from the evidence picture bank.

Anchor
Standard 2
3 rd
How? Instructional Ladder for Anchor Standard 2 (Literary)
4 th 5 th 6 th 7 th 8 th
R-5.3
R-8.2
R-4.5
R-6.2
R-7.2
HS
R-HS.3
2 Determine central ideas or themes of a text and analyze their development; summarize they key supporting details and ideas.
Standard
Not assessed:
Use this year for instruction for Get the
Gist strategy with
Literary text
Determine the theme in a grade level story using
Theme
Graphic
Organizer
R-4.5
(WKSEC Sample using Theme and Table Top Organizers)
-Determine the theme in a grade level story using
Theme
Graphic organizer.
R-5.3
NOTE: How the character responds is answered in the 3 rd column of organizer.
-The end product is a summary in the form of a graphic
organizer.
Determine theme using
Theme
Graphic
Organizer for grade level text.
–use table top organizer to determine relevant supporting details
R-6.2
-The end product is a summary in the form of a graphic organizer.
-Determine main idea periodically from episodes of the story using Get the Gist
Organizer.
-Determine theme using
Theme
Graphic
Organizer for grade level text.
R-7.2
The end product is a summary in the form of a graphic organizer.
-Determine theme using Theme
Organizer.
-Determine how the character, setting, and plot changes throughout the text using R-8.2 graphic organizer.
-The end product is a summary in the form of a graphic organizer.
-Determine theme using
Theme Graphic
Organizer for grade level text
-Determine main ideas periodically from episodes of the story based on relevant details from each episode using
Table top organizer.

Anchor
Standard 2
2 Determine central ideas or themes of a text and analyze their development; summarize they key supporting details and ideas.
How? Instructional Ladder for Anchor Standard 2 (Informative)
3 rd
R-3.3
4 th
R-4.3
-Train main idea
(Central purpose or
Gist of a paragraph or passage) using “Get the Gist”
Determine the main idea using
Get the
Gist
- Train supporting details using table top organizer
-Determine main idea using Get the Gist with 2 different most important person, place, or things
-Determine details for each main idea using table top organizers
(WKSEC Sample using Get the
Gist Strategy and Supporting
Details)
5 th
R-5.4
6 th
R-6.4
7 th
-The end product is a summary in the form of a graphic organizer.
-Determine central idea
(broad idea or message) using Get the Gist for text within a subheading
–use table top organizer to list details under each sub heading.
Standard
Not assessed:
Use this year for continued instruction
8 th
R-8.4
-The end product is a summary in the form of a graphic organizer.
-Determine central idea
(broad idea or message) using
Get the Gist for text within a subheading – use table top organizer to list details under each sub heading.
*The analysis of the relationship will be shown through the choosing of relevant details on the organizer
HS
R-HS.4
-The end product is a summary in the form of a graphic organizer.
-Determine central idea
(broad idea or message) using
Get the Gist at each subheading of a piece of text
(i.e. newspaper article, textbook menu, recipe, cereal box
(nutritional info)
-use table top organizer to list details under each sub heading.
-Determine central idea based on the central ideas and details from each subheading .

Anchor
Standard 3
3 analyze how and why individuals, events, and ideas develop and interact over the course of a text.
3
How? Instructional Ladder for Anchor Standard 3 (Literature) rd
R-3.5
4 th
R-4.4
5 th
R-5.5
6 th 7 th
R-7.4
8 th HS
R-HS.2
The description is in the form of a graphic organizer. See organizer
R-3.5
-Give student main character and at least 3 actions performed by the main character.
Students are to organize these actions according to the story sequence.
The description is in the form of a graphic organizer. See graphic organizer
R-4.4
Teacher chooses an episode in a story.
Student will choose a correct character, character description, a setting, and a picture that describes what happened in the episode from a picture bank.
The description is in the form of a graphic organizer. See graphic organizer
R-5.5 (3 organizers)
1. Teacher chooses 2 characters to be compared.
Students choose from picture bank to complete the organizer.
2. Teacher chooses 2 settings to be compared.
Students choose from picture bank to complete organizer.
3. Teacher chooses 2 events to be compared.
Students choose from picture bank to complete organizer.
Standard
Not assessed:
Use this year for continued instruction
The description is in the form of a graphic organizer. See graphic organizer
R-7.4
Teacher chooses at least 3 episodes from the story. The student will choose from a picture bank, the main characters, and setting for each of the 3 episodes and place them in the episode boxes.
The student will place the episode boxes in the correct location along the plot line.
Standard
Not assessed:
Use this year for continued instruction
The description is in the form of a graphic organizer. See graphic organizer
R-HS-2
1. Teacher chooses main character for at least 3 episodes from grade level text.
The student will order the development of the character on the plot line by choosing from the picture bank.
2. Teacher uses existing main character, and chooses at least 1 supporting character for at least 3 episodes from grade level text.
The student will order the interaction of the characters on the plot line by choosing from the picture banks.

Anchor
Standard 3
3 analyze how and why individuals, events, and ideas develop and interact over the course of a text.
How? Instructional Ladder for Anchor Standard 3 (Informative)
3 rd 4 th 5 th
R-5.6
6 th 7 th
R-7.5
8 th
Standard Not assessed:
Use this year for continued instruction
Standard Not assessed:
Use this year for continued instruction
The description is in the form of a graphic organizer. See graphic organizer
R-5.6 NOTE: we used an H-map but you can use any graphic organizer for compare and contrast
1. Teacher chooses 2 historical, scientific or technical, events or ideas to be compared.
Students choose from picture bank to complete the organizer.
Standard
Not assessed:
Use this year for continued instruction
The description is in the form of a graphic organizer. See graphic organizer
R-7.5
Teacher chooses a historical, scientific or technical, piece of text involving individuals and events. The student will answer the following questions:
“What happened? By whom? and
Why?”on graphic organizer by choosing from a picture bank.
Standard
Not assessed:
Use this year for continued instruction
HS
R-HS.2
Standard Not assessed:
Use this year for continued instruction

Anchor
Standard 4
Craft and
Structure:
4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.
How? Instructional Ladder for Anchor Standard 4 (Literature)
3 rd 4 th 5 th 6 th 7 th 8 th
R-3.4
R-4.1
R-5.2
R-8.1
See graphic organizer
3.4
The teacher will choose literal and non-literal words from grade level text.
The student will utilize a picture bank to distinguish literal from non-literal words on the graphic organizer.
See graphic organizer 4.1
The teacher will choose words and phrases from mythological text.
The student will utilize a picture bank to determine the meaning of words or phrases on graphic organizer.
See graphic organizer
5.2
The teacher will choose figurative words or phrases from grade level text.
The student will utilize a picture bank to determine the meaning of words or phrases on graphic organizer.
R-7.1
R-6.3
See graphic organizer
5.2
The teacher will choose figurative and connotative words or phrases from grade level text.
The student will utilize a picture bank to determine the meaning and impact of words or phrases and on text using graphic organizer.
The analysis is in the form of a graphic organizer.
See graphic organizer
R-7.1
The teacher will choose a poem or story with repetitive rhyme or repeated verse.
The student will utilize a picture bank to determine the meaning of words and how their repeated pattern impacts the poem or story by completing graphic organizer.
The analysis is in the form of a graphic organizer. See graphic organizer
R-8.1
The teacher will choose figurative or connotative words and phrases from text with clear analogies.
to determine the meaning of words or phrases, determine the impact of these words, and analyze the tone on graphic organizer.
HS
R-HS.1
The analysis is in the form of a graphic organizer.
See graphic organizer
R-HS.1
The teacher will choose figurative or connotative words and phrases from text with clear analogies.
The student will utilize a picture bank to determine the meaning of words or phrases, determine the impact of these words, and analyze the cumulative tone on graphic organizer.

Anchor
Standard 4
Craft and
Structure:
4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific work choices shape meaning or tone.
How? Instructional Ladder for Anchor Standard 4 (Informative)
3 rd 4 th
R-4.2
5 th
R-5.1
6 th
R-6.1
7 th
R-7.3
8 th
R-8.3
Standard
Not assessed:
Use this year for continued instruction
See graphic organizer
R-4.2
The teacher will choose specific words from grade level text.
The student will utilize a picture bank to determine the meaning of the words on the graphic organizer
See graphic organizer
R-5.1
The teacher will choose specific words from grade level text.
The student will utilize a picture bank to determine the meaning of the words on the graphic organizer
See graphic organizer
R-6.1
The teacher will choose figurative and connotative words or phrases from grade level text.
The student will utilize a picture bank to determine the meaning of words or phrases on graphic organizer.
See graphic organizer
R-7.3
The teacher will choose figurative, connotative and technical words or phrases from grade level text.
The student will utilize a picture bank to determine the meaning and impact of words or phrases on text using graphic organizer.
The analysis is in the form of a graphic organizer.
See graphic organizer
R-8.1
The teacher will choose figurative, connotative, technical words and phrases from text which can be compared to other texts. The student will utilize a picture bank to determine the meaning, tone and impact of words or phrases in the text and analyze the tone and impact of allusions on graphic organizer.
HS
Standard
Not assessed:
Use this year for continued instruction