Real-Time Resources for the
Secondary ELA Classroom
India R. Smith, M.Ed.
Intended Outcomes
• Explore several standard-based, domainspecific resources.
• Identify possible modifications/scaffolds.
• Determine best ways to incorporate these
resources into instruction.
Inspiration for Today’s Session
Where can I
find more
resources?
HELP!
My previous
materials
don’t really fit
the standard.
With that said, let’s dig in…
DISCLAIMER: As we move forward, please keep in mind that since this is a mixed group (middle and high), the materials we
encounter may require some modifications to satisfy your specific grade-level standard. It is my hope that the materials/activities
we explore can either be used as is or can inspire original ideas.
Key Ideas & Details
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
RL.9-10.1 - RL.9-10.3
Textual Analysis of Key Ideas and Details
• Read the provided text.
• Round 1:
– When the music begins, form a group of 3-4 with
peers who have the same color card.
– With your group, complete column A.
• Round 2:
– When the music begins, form a group with 3-4
peers who have different color cards.
– With your group, complete column B.
• Round 3:
– When the music begins, return to your seat.
– Work independently to complete Column C.
Let’s Talk About It…
• Take a look at the 6-12 standard progressions for
RL.1, RL.2, and RL.3 (handout provided on table).
• Based on the grade level you teach, what are some
modifications you might need to make to for this
resource to align more closely with your grade-level
standard?
• Share.
6-12 Learning Progressions for RL.1
6-12 Learning Progressions for RL.2
6-12 Learning Progressions for RL.3
Craft & Structure
CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and
style of a text.
RI.6.4 - RI.11-12.4
What’s in a Word?
• Complete a first draft read of the provided text.
• During your second draft read of the text,
consider the use and meanings of the identified
words.
• Complete the “What’s in a Word?” organizer.
• Wait for further instructions.
•
•
•
What’s in a Word? Cont’d.
When the music starts, go to the corner that
matches the way you believe each word is
being used.
While in your group, discuss your
responses and rationales.
Share with larger group.
Round 1: Which meaning best
reflects the speaker’s use of the
word solicited?
Round 2: Which meaning best
reflects the speaker’s use of the
word courteously?
Round 3: Which meaning best
reflects the speaker’s use of the
phrase against a blank wall?
Literal
Meaning
Connotative
Meaning
Figurative
Meaning
Let’s Talk About It…
• Take a look at the 6-12 standard progression
for RI.4 (handout provided on table).
• Based on the grade level you teach, what are
some modifications you might need to make to
for this resource to align more closely with
your grade-level standard?
• Share.
6-12 Learning Progressions for RI.4
Integration of Knowledge & Ideas
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
RI.9-10.9 - RI.11-12.9
Declaring Independence
• Complete a first draft read of the provided text.
• As you read, annotate for things related to the
following:
o Speaker
o Main idea
o Purpose
o Diction
o Tone
RI.9-10.9 - RI.11-12.9
Declaring Independence Cont’d.
• With your group, complete the graphic organizer and
transfer that information to your group’s poster.
• When time is called, you will visit the poster of a group
who read the opposite text.
• Record information from the group’s poster onto your
blank organizer.
• When time is called, you will return to your seat and
complete the constructed response question independtly.
Let’s Talk About It…
• Take a look at the 6-12 standard progression
for RI.9(handout provided on table).
• Based on the grade level you teach, what are
some modifications you might need to make to
for this resource to align more closely with
your grade-level standard?
• Share.
6-12 Learning Progressions for RI.9
Questions?
Thank You!
India Smith
smithi@gcsnc.com
Real-Time Resources for the
Secondary ELA Classroom
India R. Smith, M.Ed.
Intended Outcomes
• Explore several standard-based, domainspecific resources.
• Identify possible modifications/scaffolds.
• Determine best ways to incorporate these
resources into instruction.
Inspiration for Today’s Session
Where can I
find more
resources?
HELP!
My previous
materials
don’t really fit
the standard.
With that said, let’s dig in…
DISCLAIMER: As we move forward, please keep in mind that since this is a mixed group (middle and high), the materials we
encounter may require some modifications to satisfy your specific grade-level standard. It is my hope that the materials/activities
we explore can either be used as is or can inspire original ideas.
Key Ideas & Details
CCSS.ELA-Literacy.CCRA.R.1
Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence
when writing or speaking to support conclusions drawn from the
text.
CCSS.ELA-Literacy.CCRA.R.2
Determine central ideas or themes of a text and analyze their
development; summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3
Analyze how and why individuals, events, or ideas develop and
interact over the course of a text.
RL.9-10.1 - RL.9-10.3
Textual Analysis of Key Ideas and Details
• Read the provided text.
• Round 1:
– When the music begins, form a group of 3-4 with
peers who have the same color card.
– With your group, complete column A.
• Round 2:
– When the music begins, form a group with 3-4
peers who have different color cards.
– With your group, complete column B.
• Round 3:
– When the music begins, return to your seat.
– Work independently to complete Column C.
Let’s Talk About It…
• Take a look at the 6-12 standard progressions for
RL.1, RL.2, and RL.3 (handout provided on table).
• Based on the grade level you teach, what are some
modifications you might need to make to for this
resource to align more closely with your grade-level
standard?
• Share.
6-12 Learning Progressions for RL.1
6-12 Learning Progressions for RL.2
6-12 Learning Progressions for RL.3
Craft & Structure
CCSS.ELA-Literacy.CCRA.R.4
Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and
analyze how specific word choices shape meaning or tone.
CCSS.ELA-Literacy.CCRA.R.5
Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section,
chapter, scene, or stanza) relate to each other and the whole.
CCSS.ELA-Literacy.CCRA.R.6
Assess how point of view or purpose shapes the content and
style of a text.
RI.6.4 - RI.11-12.4
What’s in a Word?
• Complete a first draft read of the provided text.
• During your second draft read of the text,
consider the use and meanings of the identified
words.
• Complete the “What’s in a Word?” organizer.
• Wait for further instructions.
•
•
•
What’s in a Word? Cont’d.
When the music starts, go to the corner that
matches the way you believe each word is
being used.
While in your group, discuss your
responses and rationales.
Share with larger group.
Round 1: Which meaning best
reflects the speaker’s use of the
word solicited?
Round 2: Which meaning best
reflects the speaker’s use of the
word courteously?
Round 3: Which meaning best
reflects the speaker’s use of the
phrase against a blank wall?
Literal
Meaning
Connotative
Meaning
Figurative
Meaning
Let’s Talk About It…
• Take a look at the 6-12 standard progression
for RI.4 (handout provided on table).
• Based on the grade level you teach, what are
some modifications you might need to make to
for this resource to align more closely with
your grade-level standard?
• Share.
6-12 Learning Progressions for RI.4
Integration of Knowledge & Ideas
CCSS.ELA-Literacy.CCRA.R.7
Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
CCSS.ELA-Literacy.CCRA.R.8
Delineate and evaluate the argument and specific claims in a text,
including the validity of the reasoning as well as the relevance and
sufficiency of the evidence.
CCSS.ELA-Literacy.CCRA.R.9
Analyze how two or more texts address similar themes or topics
in order to build knowledge or to compare the approaches the
authors take.
RI.9-10.9 - RI.11-12.9
Declaring Independence
• Complete a first draft read of the provided text.
• As you read, annotate for things related to the
following:
o Speaker
o Main idea
o Purpose
o Diction
o Tone
RI.9-10.9 - RI.11-12.9
Declaring Independence Cont’d.
• With your group, complete the graphic organizer and
transfer that information to your group’s poster.
• When time is called, you will visit the poster of a group
who read the opposite text.
• Record information from the group’s poster onto your
blank organizer.
• When time is called, you will return to your seat and
complete the constructed response question independtly.
Let’s Talk About It…
• Take a look at the 6-12 standard progression
for RI.9(handout provided on table).
• Based on the grade level you teach, what are
some modifications you might need to make to
for this resource to align more closely with
your grade-level standard?
• Share.
6-12 Learning Progressions for RI.9
Questions?
Thank You!
India Smith
smithi@gcsnc.com
Textual Analysis of Key Ideas and Details
A
(RL.9-10.1)
Assignment Guide
B
(RL.9-10.2)
Complete ALL
OPTION 1
On a separate sheet of paper:


Identify an idea that the
author states explicitly.
Provide at least one line
from the text that
supports this idea.
Complete ALL
On a separate sheet of paper:
Complete the following using the provided
chart:

Identify a possible theme of the text:
_______________________________
_______________________________
Stage of Development
EMERGED


Identify an idea that the
author implies.
Provide at least one line
from the text that
supports this idea.
SHAPED
What details contribute
to this theme as the story
progresses?
REFINED
What detail(s) helps
clarify the theme you
identified?
Constructed Response:
Using the information you provided in the
chart, write a one paragraph explanation of
how each of these details contribute to the
overall development of the theme.
©India Smith 2015

Name a character from the text who is complex? ____________________
Remember: Complex characters have multiple or conflicting motivations.

Briefly describe the complex character at each of the following times:
o Exposition or Rising Action
o Climax
o Falling action or Resolution

In what ways did the character change as the story developed?
Detail(s) from Text
At what point in the text
do we first see an
indication of this theme
(explicitly or implicitly)?
OPTION 2
On a separate sheet of paper:
C
(RL.9-10.3)
Complete the following using the provided chart:
Describe the character’s interactions with
others? Provide textual support.
Response:
How do this
character’s
interactions with
others help move the
plot forward? What
other events do these
interactions cause?
What outcomes do
they influence?
Response:
How do the
interactions you
described help develop
the theme you
identified?
Response:
Textual Analysis of Key Ideas and Details
Column B Workspace
Restate the theme you identified: _________________________________________________________________________________________
Stage of Development
Detail(s) from Text
EMERGED
At what point in the text do
we first see an indication of
this theme (Explicitly or
implicitly)?
SHAPED
What details contribute to
this theme as the story
progresses?
REFINED
What detail(s) helps confirm
the theme you identified?
Constructed Response:
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
©India Smith 2015
Textual Analysis of Key Ideas and Details
Column C Workspace
Describe the character’s interactions with others? Provide textual support.
Response:
How do this character’s interactions with others help move the plot
forward? What other events do these interactions cause? What
outcomes do they influence?
Response:
©India Smith 2015
How do the interactions you described help develop the theme you
identified?
Response:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Constructed Response
What common idea does each of the
texts address?
Compare and contrast how each author
approaches this idea.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
RI.9-10.9
RI.9-10.9
SPEAKER
MAIN IDEA/PURPOSE
Who is the speaker of this text? Provide textual evidence.
What is the main idea presented in the text? What is the
author’s purpose for composing this text? Provide textual
evidence for each.
TONE
DICTION
How does the author’s diction contribute to the overall tone of the text?
Record at least one quote that demonstrates the overall tone of the text.
Provide at least 3 examples of diction that help shape the
author’s main idea/purpose.
RI.9-10.9
SPEAKER
MAIN IDEA/PURPOSE
Who is the speaker of this text? Provide textual evidence.
What is the main idea presented in the text? What is the
author’s purpose for composing this text? Provide textual
evidence for each.
TONE
DICTION
How does the author’s diction contribute to the overall tone of the text?
Record at least one quote that demonstrates the overall tone of the text.
Provide at least 3 examples of diction that help shape the
author’s main idea/purpose.