Print these Lexia Skill Builders® to use as pencil and paper practice activities that will reinforce and extend skills acquired online.
PowerUp
Level
14
Strand
Comprehension
# of
pages
Description
Theme 3
7
Total
Printed by Brenna McElfresh
This material is a component of Lexia Reading® www.lexialearning.com © 2020 Lexia Learning Systems LLC
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
7
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
Name:
Comprehension
Level 14: Theme
INSTRUCTIONAL VOCABULARY CARDS
Use these cards independently or with a partner to review the instructional terms introduced online.
author’s craft
character
methods used by authors to
make their writing more powerful
a person, animal, or other being in a story
conflict
infer
a character’s struggle or problem
to reach a conclusion by using evidence
from the text and background knowledge
setting
theme
the time and place of events in a text
the central message or big idea
in a story or poem
Lexia Skill Builders®
page 1
Comprehension
Name:
Level 14: Theme
SKILL FOCUS
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
A. Read the terms in the box. Then, write each term next to its definition.
author’s craft
character
conflict
infer
setting
theme
1.
a character’s struggle or problem
2.
the central message or big idea in a story or poem
3.
methods used by authors to make their writing more powerful
4.
the time and place of events in a text
5.
t o reach a conclusion by using evidence from the text and
background knowledge
6.
a person, animal, or other being in a story
B. Review the Elements of Theme. Then, use the words in the box to complete each of the questions.
characters
struggle
written
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
33 Elements of Theme
What is the
Conflict
?
How are the
Characters
described?
Why is the text
Author’s Craft
this way?
Lexia Skill Builders®
page 2
Comprehension
Name:
Level 14: Theme
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
SKILL FOCUS
C. Read the sentences below. Then, circle the term that correctly describes the sentence.
1. M
uch of the community was forced to flee when the hurricane
arrived.
author’s craft / conflict
he water shimmered like broken glass as the wind moved the
2. T
waves closer and closer to the shore.
author’s craft / character
3. L ydia felt pride and stood tall as she received an award for all of
her help during the fundraiser.
conflict / character
4. Treat others as you want to be treated.
author’s craft / theme
D. Read the themes in the box. Then, read the situations below. Match the theme with the situation by writing in
the correct letter. Some themes are used more than once.
a. It’s impossible to make everyone happy.
c. Things are never as bad as they seem.
b. Collect moments, not things.
d. Kindness is rewarded.
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
1. M
ike didn’t know his teacher had seen
him helping a new student who was
lost in the hallway. He sure was happy
when the teacher handed him a “No
Homework” pass for his good deed.
2. K
ai glared at his hand-me-down snow
boots wishing they were new. However, when Sam got on the bus with
sneakers that were soaked through,
Kai quickly changed his mind.
3. C
huck gave the customer a refund,
a coupon, and a freebie, but she was
still not satisfied.
4. Jose danced the night away with his
friends never once thinking of the
money he had lost.
5. N
o matter how hard Ella tried to please
her new classmates, they never seemed
to get over the fact that she was from
the other side of town.
6. G
eorge was angry when someone
rear-ended his car. But when he
realized it was the girl he had a crush
on, he thanked his lucky stars that he
finally had the chance to talk to her.
Lexia Skill Builders®
page 3
Comprehension
Name:
Level 14: Theme
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
SKILL FOCUS
E. First, read the following fable. Next, answer the questions. Last, decide what the theme or central message
would be, and write it on the sign.
An old man had three sons. They had been arguing for many years about who would inherit the
family business. The oldest felt entitled to it, the second felt he was the most experienced, and
the youngest had been to college to study and was educated about it. Their fighting pained the
father greatly. On his deathbed, he summoned his sons to give them parting advice. He ordered
them to bring in a bundle of sticks and said to his eldest son: “Break it.” The son strained and
strained, but with all his efforts was unable to break the sticks. The other sons also tried, but
none of them was successful. “Untie the bundle,” said the father, “and each of you take a stick.”
When they had done so, he called out to them: “Now, break,” and each stick was easily broken.
CONFLICT: What is the struggle?
THEME:
All of the sons feel
What kind of conflict is this? Circle one.
a. person vs. nature
b. person vs. self
c. person vs. person
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
d. person vs. society
CHARACTERS: How are the characters described?
What words does the author use to describe the sons?
Oldest son:
Second son:
Youngest son:
entitled
e
e
AUTHOR’S CRAFT: Why is the text written this way?
The author does not state the ending of the story. What can you
infer about how the story ended? Circle your answer.
The father will sell the business.
The sons will work together in the business.
The father will give the business to a neighbor.
Lexia Skill Builders®
page 4
Comprehension
Name:
Level 14: Theme
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
SKILL FOCUS
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
F. Read the text. Then answer questions on the following pages.
A Hindi Fable
long ago in a forest, there were thousands of tall trees with long, lovely branches.
L ong,
They were happy and quite proud of themselves. In the middle of them was one lonely
tree whose branches were badly twisted. Its roots had uneven curves. All of the tall, graceful
trees made fun of the crooked tree.
The other trees always laughed and made the crooked tree feel sad. But, he never raised a voice
against them. “I wish my branches were as tall and lovely as the other trees,” the crooked tree
thought. “Nobody even sees me with all of these tall trees around. I wish I could provide shade
to the travelers. I wish the birds could make their nests in me. I’m just useless.”
One day, a woodcutter came to the forest. He took a look at the trees and said, “These trees are
lovely. I must cut them.” Chop! Chop! Chop! went the woodcutter’s axe, and one by one the trees
started to fall.
By now, the woodcutter had come near to the crooked tree. He had just raised his axe when
suddenly he noticed how twisted and short the crooked tree’s branches were. “Why this tree is
short enough that my children would have endless hours of climbing on these curved branches!”
And he moved on to the next tree. The crooked tree breathed a sigh of relief. He realized that his
short, twisted branches had saved his life.
From that day, the crooked tree never complained. He was happy with his looks. For now, birds
nested in his branches, and tired travelers found shade under his limbs. And best of all? The
woodcutter’s children spent nearly every day giggling and laughing as they hung from his
curved branches. He never forgot how he was spared from the woodcutter’s axe because of
his looks.
Lexia Skill Builders®
page 5
Comprehension
Name:
Level 14: Theme
CHARACTERS:
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
(1) At the beginning of the text, the author describes two types of trees. Using the word bank below, fill in the chart
with words or phrases that describe each type.
long branches
mean
sad
lonely
proud
thousands of them
Tall Trees
happy
twisted branches
Crooked Tree
(2) Re-read this part of the story to answer the question below.
“I wish I could provide shade to the travelers. I wish the birds could make their nests in me.”
Based on this text, you can infer that the crooked tree
.
a. is unkind to the others
b. longs to travel the world
c. is quick to anger
d. longs to help others
Lexia Skill Builders®
page 6
Comprehension
Name:
Level 14: Theme
AUTHOR’S CRAFT:
Primary Standard: CCSS.ELA-Literacy.RL.8.2 - Determine a theme or central idea of a
text and analyze its development over the course of the text, including its
relationship to the characters, setting, and plot; provide an objective summary of
the ...
Supporting Standards: RL.6.1, RL.6.3, RL.6.4, RL.7.1, RL.7.10, RL.7.3, RL.7.4,
RL.7.6, RL.8.1, RL.8.10, RL.8.4, RL.6.2, RL.6.5, RL.7.2, RL.8.5, RL.6.6, RL.8.3,
RL.8.6, RL.8.9
(3) The author uses the word Chop! more than once in the passage. What is this technique called? Circle one.
taste
dialogue
metaphor
repetition
(4) Why does the author use this technique? Circle one.
a. to help the reader understand vocabulary words
b. to help the reader feel sorry for the woodcutter
c. to emphasize the action the woodcutter is taking
d. to emphasize how proud the tall, lovely trees are
CONFLICT:
(5) T
here are a few problems described in this passage. Clearly, the woodcutter chopping down all of the tall trees
is a big problem. But, for the main character, the main struggle was different. Complete the following sentences
by filling in the blanks.
At the first the crooked tree’s conflict is that he considers himself to be
(useful, useless).
This conflict is resolved when, in the end, the crooked tree realizes how
(useless, useful)
he is.
THEME:
CONFLICT:
In your opinion, what is the main theme or central message based on the characters, the author’s
and the conflict?
Reproduction rights for BENTONVILLE PUBLIC SD 6 for use until September 14, 2021.
Printed by Brenna McElfresh.
This material is a component of Lexia Reading® www.lexialearning.com
© 2020 Lexia Learning Systems LLC
th craft,
★T
hink of stories you have read that have themes that match the ones on page 3 (Part D). Make a simple chart
listing stories and themes on the back of this page.
Lexia Skill Builders®
page 7