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Transcript of ELA_All_Grades_AAS.pdf - Alabama Learning Exchange
At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 1 of 96
Introduction
The At Your Fingertips – Access to Resources for the Alternate Achievement Standards provides an instructional resource for each alternate achievement standard for English Language Arts (ELA) and mathematics for kindergarten through grade 12. The resource may be a lesson plan, activity, worksheet, or game aligned to the skills in the standards and includes a modification or adaption necessary to promote learning in multi-skill, multi grade classrooms of students with the most significant cognitive disabilities. Purpose of the At Your Fingertips Resource
Students with significant cognitive disabilities may need to learn the necessary knowledge and skills differently, including their presentation at lower levels of complexity, in smaller segments, and at a slower pace. While the standards define the concepts, skills, and content that should be taught and learned by all students in each grade, this resource links instructional material to each standard with suggested modifications and adaptations that allows educators to teach standards-based skills on an individual level. The Alabama State Department of Education, Special Education Services, would like to thank the following special education teachers: Christa Frakes – Lawrence County Caroline Hall – Mountain Brook City Tonya Lazzari – Opelika City Abby Moon – Lauderdale County Michele Murray – Shelby County
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 2 of 96
Strand: Reading Standards for Literature Subcategory: Key Ideas and Details
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.1 With prompting and support, identify main idea of a story. • https://www.education.c
om/worksheet/article/color-little-red-riding-hood-1/
• https://www.education.com/worksheet/article/smooth-reading-1/
ELA.AAS.K.2 With prompting and support, retell a story.
• https://www.education.com/worksheet/article/the-three-little-pigs/
ELA.AAS.K.3 With prompting and support, identify characters and setting in a story.
• https://www.education.com/lesson-plan/setting-characters-and-events-in-goldilocks-and-the-three-bears/
ELA.AAS.1.1 Ask and/or answer who, what, when, where, and how questions about a story.
• https://www.education.com/lesson-plan/el-support-lesson-asking-questions-and-finding-answers/
ELA.AAS.1.1a Make predictions about what will happen next in a story.
• https://www.education.com/worksheet/article/birthday-party-predictions/
ELA.AAS.1.2 Retell key details from stories.
• https://www.education.com/lesson-plan/goldilocks-and-the-three-bears-key-details/
ELA.AAS.1.3 Identify characters and setting in a story; identify details of characters and setting in a story. • https://www.education.c
om/lesson-plan/character-detectives/
ELA.AAS.2.1 Ask and answer who, what, and where questions about a story.
• https://www.education.com/worksheet/article/who-what-where%20/?source=related_materials&order=3
ELA.AAS.2.1a Identify the main idea of a story. • https://www.education
.com/worksheet/article/reading-comprehension-main-idea/
ELA.AAS.2.2 Identify the central idea of fables and folk tales to determine the lessons and morals.
• https://www.education.com/lesson-plan/elements-of-traditional-literature/
ELA.AAS.2.3 Answer questions about the characters and events in a story.
• https://www.education.com/lesson-plan/el-support-lesson-fairy-tale-character-traits/
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 3 of 96
Adaptations/Modifications
• Student will use puppets to act out the story as it is read aloud.
• Student will color the correct characters from a sheet of characters from various stories.
• Student will read the story independently or retell the story using puppets.
• Teacher will pick simple short text to read for the interview the character resource and do one together as an example.
• Student will use a familiar text to interview a character.
• Student can point to a character in a text or eye gaze at the main character.
• Student can tell their predictions instead of writing about them.
• Complete a large group Venn diagram with hula hoops.
• Student will show the who, what and where in a book by pointing to the pictures that tell who, what or where.
• Teacher will read text and have student highlight the main idea in the passage.
• Pre-teach and show students examples of a folktale or fairytale story.
• Use examples and non-examples for vocabulary words.
• Make a vocabulary dictionary for each story to reference individually or as a class.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 4 of 96
Strand: Reading Standards for Literature Subcategory: Craft and Structure
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.6 With prompting and support, define the terms author and illustrator; With prompting and support, identify the author and illustrator of a particular story.
• https://www.education.com/worksheet/article/story-scavenger-hunt/
• https://www.education.com/worksheet/article/parts-book/
• https://www.education.com/worksheet/article/parts-of-a-fiction-text/
ELA.AAS.1.6 Identify who is telling the story at various points in a text.
• https://www.education.com/game/fox-top-story/
ELA.AAS.2.6 Identify which character is speaking in a story at different points in the story.
• https://www.education.com/guided-lesson/the-three-little-pigs/
Adaptations/Modifications
• Get some blank books and let the students create their own story where they put themselves as the author and illustrator.
• Watch a read aloud on YouTube where the author introduces and reads the story
• Use picture cards to identify who is talking on each page of the story.
• Make puppets and retell a story using narrator.
• Do a read aloud and have student eye gaze or point to the illustration that identifies the narrator.
• Role play a story and act out the parts with puppets or masks.
• Have a sheet that identifies each character and have them put a marker or pointer on each character as they speak.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 5 of 96
Strand: Reading Standards for Literature Subcategory: Integration of Knowledge and Ideas
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.7 With prompting and support, match words in the story to complementary illustrations.
• https://www.education.com/worksheet/article/match-and-draw-the-story/
ELA.AAS.1.7 Answer questions about illustrations in a story that describe its characters, setting or events.
• https://www.education.com/lesson-plan/el-support-lesson-going-on-a-picture-walk/
ELA.AAS.2.7 Use an illustration to identify a character or setting in a story.
• https://www.education.com/lesson-plan/el-support-lesson-early-literacy-concepts-parts-of-a-book/
Adaptations/Modifications
• Use Wikki Stix to connect words and pictures in a story.
• As you ask questions about a story, have the students use a yes/no paddle to show their answer.
• They can also eye gaze, blink, point or sign the correct answer using illustrations.
• Make copies of several illustrations in a book and laminate. Let students put them in two groups for characters and setting.
• Use pictures of two characters/settings and have students eye gaze, point, blink or sign when you show the correct picture.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 6 of 96
Strand: Reading Standards for Informational Text Subcategory: Key Ideas and Details
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.10 With prompting and support, identify who, what, and/or where of an informational text.
• https://www.education.com/worksheet/article/finish-that-sentence/
ELA.AAS.K.11 With prompting and support, identify the main topic of an informational text.
• https://www.education.com/worksheet/article/missing-the-main-topic-sea-turtles/
ELA.AAS.K.12 Match and/or describe how two individuals, events, ideas are connected in a text.
• https://www.education.com/lesson-plan/a-unique-guest/
ELA.AAS.1.10 Ask and answer questions about an informational text.
• https://www.education.com/worksheet/article/interesting-animals-whales/
ELA.AAS.1.11 Identify the main topic of an informational text.
• https://www.education.com/lesson-plan/el-support-lesson-main-topic/
ELA.AAS.1.12 Identify connections between two individuals, events, and ideas in an informational text.
• https://www.education.com/lesson-plan/a-black-history-month-lesson-on-peace/
ELA.AAS.2.10 Answer who, what, and where questions to demonstrate understanding of an informational text.
• https://www.education.com/worksheet/article/interesting-animals-bats/
ELA.AAS.2.11 Identify the main idea of an informational text; identify important details in an informational text.
• https://www.education.com/worksheet/article/nonfiction-look-and-find/
• https://www.education.com/lesson-plan/details-with-illustrations/
ELA.AAS.2.12 Identify events or steps in a historical, scientific, or technical text.
• https://www.education.com/lesson-plan/life-cycle-of-a-butterfly/
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Adaptations/Modifications
• Use graphic organizers with bubbles for all of the “w” questions. Students can put pictures in the bubbles to answer.
• Use picture cards to answer questions about a text or about the main idea.
• Use a model with your students about connections between each other like this group is all boys, or this group all like to eat pizza, etc.
• Allow answers through eye gaze, pointing, blinking, yes/no paddles or sign about a text.
• Use pictures from the text to answer the “w” questions, main idea, details, and events.
• Use sequencing cards to show the order of events.
• Allow answers through eye gaze, pointing, blinking, yes/no paddles or sign about a text.
Strand: Reading Standards for Informational Text Subcategory: Craft and Structure
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.15 Identify and/or define the author and illustrator of an informational text.
• https://www.education.com/lesson-plan/i-am-an-author/
ELA.AAS.1.15 Answer questions about pictures or illustrations and words in an informational text.
• https://www.education.com/guided-lesson/informational-text/
ELA.AAS.2.15 Identify the main purpose or topic of an informational text.
• https://www.education.com/worksheet/article/missing-the-main-topic-horses/
Adaptations/Modifications
• Use highlighting tape to identify the author and illustrator in different colors on the front cover.
• Use yes/no paddles, eye gaze, sign for yes/no, pointing, or blinking for answers to questions about a picture.
• Use pictures/ illustrations to point, eye gaze, blink, or sign the main purpose of a text.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 8 of 96
Strand: Reading Standards for Informational Text
Subcategory: Integration of Knowledge and Ideas
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.17 With prompting and support, identify a reason an author gives to support a key point in an informational text.
• https://www.education.com/worksheet/article/missing-the-main-topic-dogs/
ELA.AAS.1.17 Identify a reason an author gives to support a key point in an informational text.
• https://www.education.com/worksheet/article/interesting-penguins/
ELA.AAS.2.17 Identify multiple reasons an author gives to support a key point in an informational text.
• https://www.education.com/lesson-plan/interesting-animals-penguins/
Adaptations/Modifications
• Use cover picture of book and/or title to show key point.
• Use pictures on each page as well as headings or highlighted words to show the key point.
• Use a real item like a magnet for a book about magnets.
• Use sensory items when available so students can touch them.
• If reading a book about a lion, use pictures or an actual representation of a few animals for students to eye gaze or pick up to identify a lion.
• Same as kindergarten adaptations.
• Same as kindergarten adaptations.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 9 of 96
Strand: Reading Standards: Foundational Skills Subcategory: Print Concepts
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.20 Demonstrate
understanding of the
organization and basic features
of print.
• https://www.education.com/lesson-plan/parts-of-a-book/
ELA.AAS.K.20a Follow words from left to right, top to bottom, and page to page.
• https://www.education.com/lesson-plan/el-support-lesson-learning-to-read-from-left-to-right/
• https://www.education.com/worksheet/article/rainbow-letters-uppercase/
ELA.AAS.K.20d Recognize and name all uppercase and lowercase letters of the alphabet.
• https://www.education.com/worksheet/article/coloring-learn-letter-a/
• https://www.education.com/worksheet/article/Color_Letter_A/
ELA.AAS.1.20 Demonstrate
understanding of the features
of print.
• https://www.education.com/worksheet/article/alphabet-dot-to-dot-doghouse/
• https://www.education.com/game/outer-space-photoshoot/
• https://www.education.com/worksheet/article/my-reading-checklist/
ELA.AAS.1.20a- Identify the
features of a sentence (i.e.,
first word and ending
punctuation).
• https://www.education.com/worksheet/article/basic-punctuation-1/
• https://www.education.com/worksheet/article/rewrite-sentences-1-first/
None for 2nd grade.
Adaptations/Modifications
• Use chocolate pudding and a white paper plate to draw letters in the plate.
• Use chocolate pudding and a white paper plate to draw letters in the plate.
None for 2nd grade.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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• Use pull-and-peel Twizzlers or Wikki Stix to shape the letters.
• Draw letters in a bowl of sand or salt.
• Use letter stamps to identify upper and lowercase letters.
• Use pull-and-peel Twizzlers or Wikki Stix to shape the letters.
• Draw letters in a bowl of sand or salt.
• Use letter stamps to identify upper and lowercase letters.
Adaptations/Modifications
• Use chocolate pudding and a white paper plate to draw letters in the plate.
• Use pull-and-peel Twizzlers or Wikki Stix to shape the letters.
• Draw letters in a bowl of sand or salt.
• Use letter stamps to identify upper and lowercase letters.
• Use magnetic letters on a cookie sheet to name letters.
• Use highlighter cards to track from left to right and top to bottom.
• Use a green marker (go) to feature the beginning of a sentence and a red marker (stop) to feature the end of a sentence.
None for 2nd grade.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 11 of 96
Strand: Reading Standards: Foundational Skills Subcategory: Fluency
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.23 Read an emergent reader text with purpose and understanding.
• https://www.education.com/worksheet/article/read-it-color-it/
ELA.AAS.1.23 Read and comprehend a text of 50 words with or without pictures.
• https://www.education.com/worksheet/article/finish-the-word-3/
ELA.AAS.1.23a Read on-level text with purpose and understanding.
• https://www.education.com/worksheet/article/ab-word-family/
ELA.AAS.2.21 Read and comprehend 75 words with or without pictures.
• https://www.education.com/worksheet/article/reading-comprehension-main-idea/
ELA.AAS.2.21a Read on-level text with purpose and understanding.
• https://www.education.com/worksheet/article/rhyming-puzzles-11/
Adaptations/Modifications
• Use words that are easy to sign and are used in everyday language like bathroom, yes, no, food/eat, play, more, etc. (signsavvy.com shows sign language on video to help see the signs).
• Highlight the first letter in each word.
• Match pairs of words and pictures and limit them to a few matches at a time. Extend as they become more confident.
• Make words and pictures into puzzle pieces so they can match by shape too.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Strand: Measurement and Data Subcategory: Describe and Compare Measurable Attributes
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.24- Using a combination of drawings, dictation and writing, compose opinion pieces by stating an opinion; providing a reason related to the opinion. • https://www.education.co
m/worksheet/article/cake-or-ice-cream/
• https://www.education.com/worksheet/article/convince-me-sports/
ELA.AAS.1.25 With prompting and support, compose informative or explanatory texts by stating a topic and providing supporting facts or details, including some sense of closure. • https://www.education.
com/worksheet/article/supporting-sentences-1/
ELA.AAS.2.24 Compose narrative texts by introducing characters or a narrator and organizing events in sequence.
• https://www.education.com/lesson-plan/el-support-lesson-fantastic-fiction-retelling-stories/
Adaptations/Modifications
• Use common, everyday things to do a comparison between facts and opinions. (ex. Dogs need food and water to survive. vs. Dogs are the best pets.)
• Use everyday objects so that they can relate to topics and details. (ex. Skittles - topic; rainbow, chewy, sweet, candy - details; have Skittles to eat)
• Use interactive text online for read aloud and touch screen technology to click and drag items in a sequence and identify characters.
• Use sequence cards for everyday things they do to put them in order, then tie it in to a story.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 13 of 96
Strand: Writing Standards Subcategory: Research to Build and Present Knowledge
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.30 With prompting and support, recall a familiar experience or event.
• https://www.education.com/worksheet/article/my-story-reflection/
ELA.AAS.1.29 With prompting and support, participate in shared research and writing projects.
• https://www.education.com/worksheet/article/how-to-make-lemonade-2018/
• https://www.education.com/worksheet/article/dressing-for-snow/
ELA.AAS.2.27 Participate in research projects.
• https://www.education.com/worksheet/article/animal-research-graphic-organizer/
ELA.AAS.2.28 Recall experiences to answer a question.
• https://www.education.com/science-fair/article/static-electricity-sticky-balloons/
Adaptations/Modifications
• Recall a fun experience you have had in the classroom recently. Have your student eye blink once for yes and two for no as you ask questions about the experience.
• Use pictures and number cards to show how-to do something that is common to them.
• Model or act it out so that they can see the steps in a process.
• Use an iPad, Chromebook or other form of tech to research topics that interest your students. Let them navigate the technology using any modifications with the mouse or keypad as needed.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 14 of 96
Strand: Speaking and Listening Standards Subcategory: Comprehension and Collaboration
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.32 Answer questions about a text read aloud.
• https://www.education.com/worksheet/article/fun-rhymes-read-draw/
ELA.AAS.K.33 With prompting and support, ask and answer questions in order to seek help, get information, or clarify something that is not understood.
• https://www.education.com/worksheet/article/getting-ready-for-snow/
• https://www.education.com/worksheet/article/how-to-make-lemonade-2018/
ELA.AAS.1.32 Ask and answer questions about a text read aloud.
• https://www.education.com/workbook/read-aloud-tales-questions-workbook/
ELA.AAS.1.33 Ask or answer questions about information presented orally.
• https://www.education.com/lesson-plan/questions-for-comprehension/
ELA.AAS.2.30 Ask and answer questions about a text read aloud or information presented orally through other media.
• https://www.education.com/lesson-plan/read-and-retell-a-classic/
• https://www.education.com/game/super-pals/
ELA.AAS.2.31- Ask or answer questions about information presented orally.
• https://www.education.com/activity/article/questions_questions_first/
Adaptations/Modifications
• Students can answer with yes/no paddles, eye gaze, blinks, pictures, pointing, sign, or verbally.
• Same as the kindergarten adaptations.
• Same as the kindergarten adaptations.
• Use picture cards to answer questions.
• Use sticky notes in the book on certain pictures to answer questions about that illustration.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
Page 15 of 96
Strand: Speaking and Listening Standards Subcategory: Presentation of Knowledge of Ideas
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.34 With prompting and support, answer questions about familiar people, places, and things.
• https://www.education.com/worksheet/article/the-sleepy-sloth-gets-lost/
ELA.AAS.1.34 Describe familiar people, places, things, and events when communicating.
• https://www.education.com/lesson-plan/el-support-lesson-buzzing-sensory-poems/
ELA.AAS.2.32 Tell a story or
report on a topic or a
personal experience.
• https://www.education.com/game/better-together-level-h/
• https://www.education.com/game/book-who-is-like-me/
Adaptations/Modifications
• Ask parents to send in family pictures or bring in items that are special to them and ask questions about the pictures or items by yes/ no paddle, blinks, eye gaze, sign, etc.
• Ask parents to send in family pictures or bring in items that are special to them and ask questions about the pictures or items by yes/no paddles, blinks, eye gaze, sign, personal descriptions, etc.
• Make a book about your family or a special event like a holiday, birthday, or summer activity. Use real photographs to tell the story.
• If using a general topic, ask questions were students can answer with yes/no paddles, blinks, eye gaze, or sign.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Strand: Language Standards Subcategory: Conventions of Standard English
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.37 With prompting and support, speak and write in complete sentences.
• https://www.education.com/worksheet/article/end-of-year-assessment-write-your-name/
• https://www.education.com/worksheet/article/rewrite-sentences-1-first/
• https://www.education.com/worksheet/article/jump-writing-write-bug-sentence/
ELA.AAS.K.37a With prompting and support, print many uppercase and lowercase letters.
• https://www.education.com/worksheet/article/first-name-art/
• https://www.education.com/lesson-plan/fishing-for-letters/
• https://www.education.com/worksheet/article/rainbow-letters-uppercase/
ELA.AAS.K.37b With prompting and support, use frequently occurring nouns and verbs.
• https://www.education.com/lesson-plan/noun-or-verb/
• https://www.education.com/lesson-plan/action-words-are-amazing/
ELA.AAS.1.37 Demonstrate standard English grammar when writing or speaking.
• https://www.education.com/worksheet/article/read-and-trace-complete-sentences/
• https://www.education.com/worksheet/article/sentence-features-punctuation/
ELA.AAS.1.37a Print all uppercase and lowercase letters when writing or speaking.
• https://www.education.com/worksheet/article/color-the-letters/
ELA.AAS.1.37c Use frequently occurring nouns and verbs when writing or speaking.
• https://www.education.com/worksheet/article/noun-verb-matchup/
ELA.AAS.1.37f Use adjectives when writing or speaking.
• https://www.education.com/worksheet/article/parts-of-speech-word-hunt/
ELA.AAS.1.37g Use the conjunctions and or when writing or speaking.
• https://www.education.com/worksheet/article/conjunction-examples-for-kids/
ELA.AAS.2.35 Demonstrate standard English grammar when writing or speaking.
• https://www.education.com/worksheet/article/formative-assessment-speaking-and-listening/
• https://www.education.com/worksheet/article/pbskids-write-letter-to-martha/
ELA.AAS.2.35a Use nouns and verbs when writing or speaking.
• https://www.education.com/worksheet/article/beginning-grammar-nouns-verbs/
ELA.AAS.2.35b Use plural nouns when writing or speaking.
• https://www.education.com/worksheet/article/plural-or-singular/
ELA.AAS.2.35c Identify and use personal pronouns when writing or speaking.
• https://www.education.com/lesson-plan/pronoun-unit/
ELA.AAS.2.35e Use adjectives when writing or speaking.
• https://www.education.com/game/adjectives-quiz/
• https://www.education.com/lesson-plan/el-support-lesson-compare-with-adjectives/
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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ELA.AAS.K.37e With prompting and support, use frequently occurring preposition words (concrete prepositions) (e.g., to, from, in, out, on, off, by, and with).
• https://www.education.com/game/positional-words-match/
• https://www.education.com/worksheet/article/warm-winter-words/
ELA.AAS.K.37f With prompting and support, produce and expand complete sentences in shared language activities.
• https://www.education.com/worksheet/article/trace-the-sentence/
Adaptations/Modifications
• Write name in yellow highlighter and have students trace letters. Watch for correct letter formation.
• Show 2 pictures or letters and have student eye gaze or point to the correct picture or letter.
• Practice writing letters in sand or salt for additional textures.
• Highlight different parts of speech in different colors.
• Use simple sentences like, “The bird flew.” “The blue bird flew.” “The blue bird flew away.” “The blue bird flew away, but it will come back.”
• Use pictures when available of your sentences. Let students tell what is happening in the sentence and write it in a simple sentence.
• Same as kindergarten and first grade adaptations.
K-2 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Strand: Language Standards Subcategory: Vocabulary Acquisition of Use
AAS and Resources
KINDERGARTEN FIRST GRADE SECOND GRADE
ELA.AAS.K.40- With prompting and support, explore word relationships and nuances in word meanings.
• https://www.education.com/worksheet/article/colorful-word-families/
ELA.AAS.K.40a With prompting and support, sort common objects into familiar categories (e.g., color, shape, size).
• https://www.education.com/lesson-plan/fruit-salad/
ELA.AAS.K.40b Identify frequently occurring, familiar verbs and adjectives with their picture card opposites (e.g., light/dark, sleep/awake, walk/run).
• https://www.education.com/activity/article/storynecklaces_first/
ELA.AAS.K.40c Identify real-life connections between words and their use (e.g., stove/cooking, sink/washing, bathtub/bathing).
• https://www.education.com/game/opposites-level-d/
ELA.AAS.K.40d Distinguish shades of meaning among verbs describing same action (e.g., walk, march, strut).
• https://www.education.com/lesson-plan/action-verb-synonyms/
ELA.AAS.1.39 Identify the meaning of unknown words based on grade 1 reading and content.
• https://www.education.com/worksheet/article/word-meaning-picture-clues/
ELA.AAS.1.39c- Identify frequently occurring root words and their inflectional forms.
• https://www.education.com/worksheet/article/finding-root-words/
ELA.AAS.1.39.d - Apply alphabetical order to the first letter of words to access information.
• https://www.education.com/worksheet/article/sight-words-word-search/
• https://www.education.com/worksheet/article/computer-word-search/
ELA.AAS.1.40- With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
• https://www.education.com/lesson-plan/words-in-the-family/
ELA.AAS.1.40a- Use picture word cards to sort words into categories (e.g., colors, clothing).
• https://www.education.com/worksheet/article/match-mixed-up-pictures/
ELA.AAS.2.28 With prompting and support, determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 2 reading and content, choosing flexibly from an array of strategies.
• https://www.education.com/worksheet/article/glossary-unknown-words/
• https://www.education.com/lesson-plan/el-support-lesson-unknown-words/
• https://www.education.com/lesson-plan/human-dictionary/
ELA.AAS.2.38a With prompting and support, use context clues to determine the meaning of a word or phrase in a sentence.
• https://www.education.com/worksheet/article/vocabulary-backpack/
ELA.AAS.2.38e With prompting and support, use a dictionary, glossary, and/or digital resources to find the meanings of words.
• https://www.education.com/worksheet/article/glossary-learning-new-vocabulary/
• https://www.education.com/worksheet/article/vocabulary-cards-using-a-dictionary-to-clarify-the-meaning-of-unknown-words/
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ELA.AAS.1.40b- Sort familiar words into like groups (e.g., duck, swan, and bluebird are all birds; triangle, square, and circle are all shapes).
• https://www.education.com/lesson-plan/el-support-lesson-wowza-word-sort/
ELA.AAS.1.40c - Identify real life connections between words and their use (e.g., note places at home that are cozy).
• https://www.education.com/worksheet/article/word-awareness/
Adaptations/Modifications
• Sort items in colored bowls or tabletop mats.
• Use large tongs to sort items for OT.
• For visually impaired, use other senses like textured items for rough/smooth, fragrant items as well as things they can taste and hear like loud/soft and sweet/sour.
• Cut letters out of sandpaper and let them place the item on the correct sandpaper letter.
• Replace words in a sentence with a synonym that is more common to student. Highlight vocabulary word in sentence.
• Make a “My Vocabulary Book of Words” for them to add new words and their meaning.
• Use pictures of the words if available.
• Relate them to one of the senses if possible.
• Be as tactile as possible.
• Look for online dictionaries that have a voiced reading of the word and its meaning. These will also give synonyms for the word. They can add them to their own personal dictionary of their words.
• Use sign language or picture cards for additional support.
• Use common synonyms for unfamiliar words.
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Strand: Reading Standards for Literature Subcategory: Key Ideas and Details
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.1 Answer who, what, and where questions to demonstrate understanding of a story.
• https://www.pinterest.com/pin/478718635388327615/
ELA.AAS.3.2 Identify the central message, lesson, or moral of a story; identify key details that support a central theme of a story. • https://www.education.
com/worksheet/article/find-main-idea-shark/?source=related_materials&order=3
ELA.AAS.3.3 Identify traits or feelings of a character in a story.
• https://www.education.com/worksheet/article/mindfulness-feelings-cards/
ELA.AAS.4.1 Answer who, what, when, and where questions to demonstrate understanding of a story.
• https://www.education.com/worksheet/article/reading-comprehension-the-serpent-and-the-eagle/
ELA.AAS.4.2 Identify the main idea of a story and retell the story.
• https://www.pinterest.com/pin/AVvtRx1tOrA1d8Q5qOQxiKf0N6WMONuSo8TjiKdsjtJCtv9z-Z1WfNQ/
ELA.AAS.4.3 Describe and/or identify a character, a setting, or an event in a story.
• https://www.pinterest.com/pin/306385580885521868/
ELA.AAS.5.1 Find in the text and/or answer who, what, why, when, and where questions about a story.
• https://www.education.com/worksheet/article/write-a-simple-summary/
ELA.AAS.5.2 Identify the main idea of a story; identify a problem and its solution in a story; summarize a story.
• https://www.education.com/worksheet/article/story-map-organizer/
ELA.AAS.5.3 Compare and contrast two characters or events in a story.
• https://www.education.com/lesson-plan/el-support-lesson-comparing-character-traits/
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Adaptations/Modifications
• Read paragraph with student. Introduce vocabulary through pictures or objects.
• Give 1-2 choices and ask key questions using yes/no response or using eye gaze/ direct selection.
• Read selected passage. Use 2-4 choices for students to make a choice for what the main idea is about.
• Read a text and have students answer yes/no through eye gaze, direct selection of picture choices of what the text is about.
• Given 2-4 choices of emotions, student will identify how a specific character is feeling from a story.
• Have the student answer comprehension questions as the text is being read using pictures, eye gaze or yes/no response.
• Read a text aloud to students and have them draw the details from the story.
• Have students create a sequenced picture representation of a story using an eye gaze, or touch pictures.
• Have the student answer comprehension questions as the text is being read using pictures, eye gaze or yes/no response.
• Read a text aloud to students and have them draw two different characters or events in the story to make a comparison.
• Use a graphic organizer to help organize evidence from a story in order to compare characters or events from the story using pictures or using a yes/no response.
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Strand: Reading Standards for Literature Subcategory: Craft and Structure
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.6 Identify the narrator’s or character’s point of view in a story.
• https://www.education.com/worksheet/article/point-of-view-being-the-new-kid/
ELA.AAS.4.6 Identify first- and third-person narrations.
• https://www.education.com/worksheet/article/first-vs-third-person-narration/
ELA.AAS.5.6 Describe how the author’s point of view shapes how the events happen.
• https://www.education.com/worksheet/article/glossary-first-and-third-person-point-of-view/
Adaptations/Modifications
• Read similar stories from different characters’ points of view and talk about the differences.
• Identify the different characters in a text and identify their points of view using pictures, eye gaze, or yes/no response.
• Have students do a shared task with assigned roles using assistive technology and then talk about what/how it was different for each member.
• Provide students with images of the same setting and characters but from different characters’ points of view. Discuss how the characters see things differently.
• Create a shared activity for the class or small groups with each student assigned a different task during the experience.
• When the task is completed, have each student answer questions about what they thought of the activity.
• Read aloud a text involving several characters. While reading, ask student their about how a character feels at that point.
• Read a story written with the first-person point of view. As a group, discuss who is talking and how he or she may be feeling.
• Have students read a short story and then retell the story from a different character’s point of view using assistive technology.
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Strand: Reading Standards for Literature Subcategory: Integration of Knowledge and Ideas
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.7 Use illustrations and words to answer questions about the characters, setting, or events of a story.
• https://www.education.com/worksheet/article/ingredients-of-a-story/
ELA.AAS.4.7 Use the text and/or an illustration to identify a character or setting in a story.
• https://www.education.com/worksheet/article/elements-of-a-story-circle-chart/
Adaptations/Modifications
• Read a shared text and have students draw illustrations about the characters, setting, or events in the story.
• Have students use illustrations to describe the different settings of a story.
• Have students choose pictures of the different feelings of the characters during different events in a story.
• Read a story with multiple settings or characters to students. Then provide students with images of different settings and characters and have them determine which settings are in that story using pictures or answering with yes/no response.
• Read a story that has several settings and characters and have students match characters to the settings through pictures or yes/no response.
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Strand: Reading Standards for Informational Text Subcategory: Key Ideas and Details
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.10 Answer who, what, and where questions to demonstrate understanding of an informational text.
• https://www.education.com/worksheet/article/florence-griffith-joyner/
ELA.AAS.3.11 Identify the main idea of an informational text; identify details in an informational text that support the main idea.
• https://www.education.com/worksheet/article/kitchen-safety/
ELA.AAS.3.12 Identify events, ideas, or steps in an informational text pertaining to time, sequence, or cause and effect.
• https://www.education.com/worksheet/article/cause-and-effect-graphic-organizer/
ELA.AAS.4.10 Answer who, what, when, and where questions to demonstrate understanding of an informational text.
• https://www.education.com/lesson-plan/endangered-species-exploration/
ELA.AAS.4.11 Identify the main idea of an informational text and details that support the main idea. • https://www.education.c
om/worksheet/article/find-the-main-idea-native-american-foods/
ELA.AAS.4.12 Identify events, procedures, ideas, or concepts in an informational text.
• https://www.education.com/worksheet/article/cause-and-effect-comic-strips-worksheet/
ELA.AAS.5.10 Find in the text/or answer who, what, why, when, and where questions to demonstrate understanding of an informational text.
• https://www.education.com/worksheet/article/movies-and-main-ideas/
ELA.AAS.5.11 Identify the main idea of an informational text; identify the events or details in an informational text; summarize an informational text. • https://www.education.c
om/worksheet/article/glossary-main-idea-and-details-in-nonfiction/
ELA.AAS.5.12 Identify the relationship/connection between two individuals, events, or ideas in an informational text.
• https://www.education.com/lesson-plan/whose-side-of-the-story/
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Adaptations/Modifications
• When given a process, have students sequence images of the steps in order using pictures, yes/no or assistive technology.
• Give students an informational text. Use a graphic organizer with pictures to state the details of the informational text.
• Give students main ideas/topics and have them sort details that support each of the topics.
• When completing a process task, have students to place individual pictures of each part of the task in the correct sequence or through eye gaze.
• When reading an informational text, ask students to find and highlight the main idea of the text in one color and highlight the details in a different color.
• Provide an informational text such as a short paragraph. Cut the text into individual sentences and then have students sort the sentences by main idea and details using assistive technology, eye gaze or answering yes/no for the sequence.
• Provide students with three or more resources with at least two of them having connections and have students determine which are connected by a main idea and which are not by answering yes/no.
• Read students a text and have students summarize it in one to two sentences using pictures or assistive technology.
• Provide students with a text; use a graphic organizer to share the main idea and key details for the text. Use pictures to place on graphic organizer.
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Strand: Reading Standards for Informational Text Subcategory: Craft and Structure
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.14 Use text features (e.g., title, illustrations, glossary, table of contents, embedded digital tools) to locate information.
• https://www.education.com/worksheet/article/glossary-main-idea-and-details-in-nonfiction/
ELA.AAS.4.14 Identify the structure of an informational text (e.g., problem-solution, sequence of events).
• https://www.education.com/guided-lesson/informational-text-3/
ELA.AAS.5.14 Identify the structure (problem-solution, sequence of events, cause and effect) in an informational text or part of an informational text. • https://www.education.com/les
son-plan/el-support-lesson-cause-and-effect-structure/
ELA.AAS.5.15 Identify the similarities and differences of the same event through various authors’ points of view.
• https://www.education.com/lesson-plan/finding-similarities-and-differences/
Adaptations/Modifications
• Provide students with a table of contents and have them find the page a specific topic is on.
• Show students a nonfiction book and point out to them all the different text features.
• Provide students with a nonfiction book and have them look at the illustrations to find specific information.
• Teach a lesson about text features. Then have students go on a book scavenger hunt to find the text features, such as headings, subheadings, table of contents, and glossary.
• Ask students to find specific information by looking at a book’s table of contents and finding where the information is located.
• In a “how-to” text, have students find a specific step in the process and identify where they found the information.
• Show students examples of different types of text and discuss the different features of each example.
• Provide students with a variety of texts in the different types that were shown to students and have them sort the texts by type, using the examples provided.
• Provide students text about a single topic from several authors. Have students create a Venn diagram with similarities and differences from each author’s point of view.
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Strand: Reading Standards for Informational Text Subcategory: Integration of Knowledge and Ideas
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.17 Identify logical connections in an informational text (e.g., cause and effect; first, second, third in a sequence).
• https://www.education.com/lesson-plan/sequencing-order-in-the-court/
ELA.AAS.4.17 Identify reasons or evidence to support the main idea or points in an informational text.
• https://www.education.com/worksheet/article/main-idea-and-details-icebergs/
ELA.AAS.5.17 Identify the reasons or evidence that support an idea or point in an informational text.
• https://www.education.com/worksheet/article/discovering-details/
Adaptations/Modifications
• Provide students with images of a sequencing task and have them put them in order. As a class, discuss why the steps need to be in order and what would happen if they were not in order.
• For cause and effect, have students perform simple science tasks and talk about the effect of the task on the object.
• Have students perform a step-by-step task and discuss the steps.
• Provide students a copy of text and have them highlight the main idea in one color and the details in another color.
• Provide students with a main idea and information about a topic that includes both supporting details and general information related to the topic; use a graphic organizer with pictures to identify the key information.
• Use newspaper or magazine articles to find main ideas and supporting points in text. Have students highlight the main idea in one color and the details/facts in another color.
• Using text features such as captions or charts, have students find details/facts to support a teacher-provided main idea using pictures to place on the chart or use assistive technology.
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Strand: Reading Standards: Foundational Skills Subcategory: Fluency
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.21 Read and comprehend a text of 100 words with or without pictures.
• https://www.teacherspayteachers.com/Product/File-Folder-Game-Word-Sort-A-B-21606
ELA.AAS.3.21a Read on-level text with purpose and understanding.
• https://www.teacherspayteachers.com/Product/Because-of-Winn-Dixie-Word-Wall-33442
ELA.AAS.4.21 Read/identify 150 words associated with pictures or tangible objects.
• https://www.teacherspayteachers.com/Product/Spring-Word-Wall-Words-FREE-78060
ELA.AAS.5.21 Read/identify 200 words associated with pictures or tangible objects.
• https://www.teacherspayteachers.com/Product/Spring-Word-Wall-Words-FREE-78060
Adaptations/Modifications
• Have students go on an environmental print hunt in the building to find all the words they can identify.
• Create flash cards with sight words for students to use individually, in groups, or on teams in games.
• Provide pictures of items and have students match the pictures to the objects.
• Read a story to students and pause occasionally to ask, “What word is this?” by using assistive technology.
• Ask students to match pictures to picture words in the classroom.
• Take a walk around the school or outside and have students identify environmental print.
• Label the classroom with pictures and words then have students “read” the room using the visuals.
• Create flashcards of common nouns with pictures and words and have students identify the words.
• Create a matching or concentration game where students match the written words to the picture symbols.
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Strand: Writing Standards Subcategory: Text Types and Purposes
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.22 Compose opinion pieces by stating an opinion, providing a reason related to the opinion, and providing an appropriate conclusion related to the stated opinion. • https://www.teacherspaytea
chers.com/Product/Super-Hero-Persuasive-Writing-Mini-Unit-355104
ELA.AAS.3.23 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic. • https://www.teacherspaytea
chers.com/Product/How-to-Make-a-Peanut-Butter-and-Jelly-Sandwich-Explanatory-Writing-Assessment-497875
ELA.AAS.3.24 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
• https://www.teacherspayteachers.com/Product/Celebrate-the-100th-day-of-school-with-writing-and-math-fun-31723
ELA.AAS.4.22 Compose opinion pieces by stating an opinion, providing reasons related to the opinion, and providing an appropriate conclusion related to the stated opinion. • https://www.teacherspaytea
chers.com/Product/Opinion-Writing-Feedback-Form-221374
ELA.AAS.4.23 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic. • https://www.teacherspaytea
chers.com/Product/Informative-Writing-394177
ELA.AAS.4.24 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
• https://www.education.com/lesson-plan/exploring-the-narrative/
ELA.AAS.5.22 Compose opinion pieces by stating an opinion, providing facts or reasons supporting the opinion, and providing an appropriate conclusion related to the stated opinion. • https://www.teacherspaytea
chers.com/Browse/Search:opinion%20writing%20graphic%20organizer/Order:Price-Asc
ELA.AAS.5.23 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic. • https://www.teacherspaytea
chers.com/Product/Common-Core-5th-Grade-Explanatory-Writing-Lesson-Plan-to-use-with-Powerpoint-440810
ELA.AAS.5.24 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
• https://www.teacherspayteachers.com/Product/FREE-Narrative-Graphic-Organisers-129305
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Adaptations/Modifications
• For a narrative, have students roll dice with words on them to create a shared story.
• Provide graphic organizers with pictures to develop a story.
• Give students a topic that is an opinion piece. Have students use assistive technology to write main points for their opinions and then answer questions to explain their opinion.
• Provide students with an informational topic and a graphic organizer to compose a main idea, details, and a conclusion through the use of pictures, eye gaze or assistive technology.
• Give students a topic that is an opinion piece. Have students use assistive technology to write main points for their opinions and then answer questions to explain their opinion.
• Provide students with a topic such as “What is your favorite subject and why?” Have students ask other students for their opinion using assistive technology and then create a graph showing the students’ responses. Students can then compose an opinion piece using the results from the graph and pictures and assistive technology.
• Create a narrative using sentence starters for a beginning, a middle, and an end.
• Have students create videos about a text using assistive technology.
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Strand: Writing Standards Subcategory: Research to Build and Present Knowledge
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.28 Ask and answer questions about a topic for a research project allowing the use of digital tools and/or differing forms of media.
• https://www.teacherspayteachers.com/Product/BACK-TO-SCHOOL-MY-FAVORITES-91193
ELA.AAS.3.29 Distinguish whether information (text, illustrated, and/or digital) is related to a given topic.
• https://www.education.com/lesson-plan/tour-the-world/
ELA.AAS.4.29 Identify information that is relevant to a given topic.
• https://www.teacherspayteachers.com/Product/Presidents-Day-Project-Packet-196622
ELA.AAS.4.30 Identify evidence from literary or informational texts to support a research topic.
• https://www.education.com/lesson-plan/venn-diagram-collage/
ELA.AAS.5.28 Identify evidence from more than one text to support a research topic. • https://www.education.co
m/lesson-plan/valentines-day-differences/
ELA.AAS.5.30 Analyze evidence from literary or informational texts to support a research topic.
• https://www.education.com/lesson-plan/venn-diagram-collage/
Adaptations/Modifications
• Provide students with a topic and give them pictures that are both related and unrelated to the topic. Have students sort the pictures through eye gaze or yes/no response into two groups: relevant or irrelevant to the topic.
• Provide students a topic and have them use answer questions through assistive technology digital tools to find a specific topic to research.
• Provide students with different forms of media and have them choose a topic and find information about it.
• Provide students with a topic and give them pictures that are both related and unrelated to the topic. Have students sort the pictures through eye gaze or yes/no response into two groups: relevant or irrelevant to the topic.
• When doing a shared reading task, ask students questions throughout the task about details from the information given.
• Have students identify a set of images that relate to a selected topic.
• Have students identify types of sources that will provide information on a given topic.
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Strand: Speaking and Listening Standards Subcategory: Comprehension and Collaboration
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.32 Ask and answer questions about a text read aloud and/or information presented orally through media including digital media.
• https://www.teacherspayteachers.com/Product/Smarty-Britches-Nouns-Show-and-Tell-a-Southern-State-1303771
ELA.AAS.3.33 Ask or answer questions about information presented orally.
• https://www.pinterest.com/pin/376965431308649724/
ELA.AAS.4.33 Identify the main idea or details in a text read aloud or presented in other diverse forms of media.
• https://www.teacherspayteachers.com/Product/A-Superwoman-in-Science-Female-Scientist-Marie-Curie-Biography-Rap-Song-3671607
ELA.AAS.4.34 Ask and answer questions about information provided by a speaker.
• https://www.pinterest.com/pin/107664247327447833/
ELA.AAS.5.33 Identify the main ideas and details in a text read aloud or presented in other diverse forms of media.
• https://marcysmayhem.com/index.php/2019/05/29/online-games-to-practice-reading-comprehension/
ELA.AAS.5.34 Ask and answer questions about the information provided by a speaker.
• https://www.teacherspayteachers.com/Product/Common-Core-RL21-Graphic-Organizer-959699
Adaptations/Modifications
• Provide students with assistive technology or picture symbols for question words to use to ask questions.
• While doing a shared reading, stop and ask students questions about the text.
• Allow students the opportunity to use assistive technology to ask questions to other people concerning a topic.
• Have a speaker stop after important parts and ask students to identify the important details of that portion of the information.
• Have students watch a video on an informational topic and identify the main idea of the video along with at least two details by answering yes/no questions or eye gaze with pictures.
• Have students interact with a speaker by asking questions using assistive technology.
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Strand: Speaking and Listening Standards Subcategory: Presentation of Knowledge and Ideas
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.34 Report on a topic or tell a story, that includes a beginning, middle, and end, with relevant facts or details.
• https://www.teacherspayteachers.com/Product/Basketball-Writing-Paper-and-Write-the-Room-FREEBIE-212540
ELA.AAS.4.35 Report on a topic or tell a story, including a beginning, middle, and end and including relevant facts or details.
• https://www.teacherspayteachers.com/Product/Boston-Tea-Party-Experiment-FREE-24750
ELA.AAS.5.35 Report on a topic, using a beginning, middle, and end and relevant facts and details; state an opinion about the topic.
• https://www.teacherspayteachers.com/Product/Write-the-Room-Activity-311830
Adaptations/Modifications
• Provide a graphic organizer for students to fill out with pictures to place in the spaces for the beginning, middle, end, and details needed for each section.
• Provide students with a broad topic such as visiting a new place and have students roll dice with words on them to compose a narrative about the topic.
• Take students on a field trip and have them report on different parts of the experience by creating a class book through answering questions about pictures from the trip.
• Ask students to bring in an object that is relevant to a unit of study. Have each student share about the object through assistive technology, pictures and eye gaze or through yes/no response to questions.
• Take students on a field trip, participate in a science experiment, or cooking activity and have them report on different parts of the experience by creating a class book through answering questions about pictures from the trip.
• Have students create a class survey about an opinion topic and then present why they have the opinion to the class through assistive technology.
• Take a virtual or real field trip and have students create a story based on their experience.
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Strand: Language Standards Subcategory: Conventions of Standard English
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.37 Demonstrate standard English grammar when communicating.
• https://www.education.com/worksheet/article/great-grammar-subject-verb-agreement/
ELA.AAS.3.37a Demonstrate correct use of nouns and verbs. • https://www.teacherspayteach
ers.com/Product/Nouns-and-Verbs-194850
ELA.AAS.3.37b Demonstrate correct use of plural nouns.
• https://www.education.com/worksheet/article/great-grammar-plural-nouns/
ELA.AAS.3.37c Demonstrate correct use of adjectives.
• https://www.education.com/lesson-plan/plural-nouns/
ELA.AAS.3.37f Demonstrate correct use of pronouns.
• https://www.education.com/worksheet/article/pick-a-pronoun/
ELA.AAS.3.37g Demonstrate correct use of adverbs.
• https://www.education.com/worksheet/article/spot-the-adverb/
ELA.AAS.4.38 Demonstrate standard English grammar when communicating.
• https://www.education.com/worksheet/article/great-grammar-subject-verb-agreement/
ELA.AAS.4.38a Demonstrate correct use of nouns and verbs. • https://www.teacherspayte
achers.com/Product/Noun-and-Verb-Review-Worksheet-220206
ELA.AAS.4.38b Demonstrate correct use of plural nouns.
• https://www.education.com/lesson-plan/plural-nouns/
ELA.AAS.4.38d Demonstrate correct use of adjectives.
• https://www.education.com/worksheet/article/adding-adjectives/
ELA.AAS.4.38f Produce complete sentences.
• https://www.education.com/game/floyd-danger-sentences/
ELA.AAS.4.39 Use punctuation at the end of a sentence.
• https://www.education.com/worksheet/article/proper-punctuation/
ELA.AAS.5.38 Demonstrate standard English grammar when communicating.
• https://www.teacherspayteachers.com/Product/Daily-Oral-Language-1-76812
ELA.AAS.5.38a Use conjunctions and prepositions correctly in sentences.
• https://www.education.com/worksheet/article/grammar-review-conjunctions/
ELA.AAS.5.38b Use correct verb tenses when speaking and/or writing. ELA.AAS.5.38e Use conjunctions correctly (i.e., and and or).
• https://www.education.com/worksheet/article/conjunction-practice/
ELA.AAS.5.39 Demonstrate standard English grammar when communicating.
• https://www.teacherspayteachers.com/Product/Daily-Oral-Language-1-76812
ELA.AAS.5.39a Use commas correctly in a sentence that contains a series of items.
• https://www.education.com/worksheet/article/punctuation-using-commas/
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ELA.AAS.3.38 Use a capital letter at the beginning of a first name. • https://www.teacherspayteacher
s.com/Product/Capitalizing-Proper-Nouns-382330
ELA.AAS.3.38a Use a capital letter at the beginning of a sentence. • https://www.teacherspayteacher
s.com/Product/Free-Capitalizing-I-Sentence-Sort-173631
ELA.AAS.3.38b Use punctuation at the end of a sentence. • https://www.teacherspayteacher
s.com/Product/Writing-Sentences-Quiz-50250
ELA.AAS.3.38e Correctly spell high frequency words. • https://www.education.com/ga
me/floyd-danger-syllable-adventure/
ELA.AAS.4.39a Use a capital letter at the beginning of every sentence and at the beginning of every first name.
• https://www.teacherspayteachers.com/Product/Punctuation-Capitalization-DOL-Writing-Worksheets-Dolphins-Giraffes-81601
ELA.AAS.4.39d Spell and/or identify appropriately chosen words correctly; may consult references as needed.
• https://www.education.com/game/floyd-danger-syllable-adventure/
ELA.AAS.5.39d Use quotation marks to identify titles of written works. facts and details; state an opinion about the topic.
• https://www.education.com/worksheet/article/using-quotation-marks/
Adaptations/Modifications
• Provide students with simple sentences and have students make a choice of adjectives to add to the sentences to make them descriptive. They can use assistive technology, eye gaze picture choices or answer yes/no to the choices.
• Explain the difference between nouns and verbs and have students identify which picture is a noun or verb through eye gaze, touch or yes/no response.
• Give students pictures or objects of singular nouns and let them choose how to make them plural. Or let them choose which picture is singular or plural.
• Have students match word cards to pictures or objects in the room.
• Create a word wall or use student personal dictionaries.
• Sing songs with the elements of the correct mechanics of a sentence, such as capitalizing words and ending in correct punctuation.
• Create sentences with errors and have students correct the errors.
• In a text that includes quotation marks, have students find the quotations and identify who said it.
• Provide students with sentences with blanks for nouns, verbs, and adjectives and have students fill in the blanks using pictures or assistive technology, eye gaze or yes/no response.
• Provide students with sentences that are missing capitalization and punctuation and have students complete the sentences through a variety of techniques, such as eye gaze, pictures, yes/no response.
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Strand: Language Standards Subcategory: Vocabulary Acquisition and Use
AAS and Resources
THIRD GRADE FOURTH GRADE FIFTH GRADE
ELA.AAS.3.40a Use context clues to determine the meaning of a word or phrase in a sentence.
• https://www.education.com/lesson-plan/get-clued-in-to-context-clues/
ELA.AAS.3.40d Utilize a dictionary, glossary, and/or digital resources to find the meaning of words. • https://www.education.com/
worksheet/article/dictionary/
ELA.AAS.3.41 Identify common synonyms and antonyms (e.g., happy-glad, hot-cold).
• https://www.teacherspayteachers.com/Product/Vocabulary-Detectives-Task-Cards-2-Synonyms-Homonyms-Antonyms-203537
ELA.AAS.3.41b Identify words that describe how people act (e.g., describe people who are friendly or helpful).
• https://www.education.com/worksheet/article/glossary-describe-character-actions-in-order/
ELA.AAS.4.41a Identify the meaning of a word used in context.
• https://www.education.com/worksheet/article/look-around-using-context-clues/
ELA.AAS.4.41c Demonstrate the ability to use dictionaries, glossaries, thesauruses, etc. to find the pronunciation and meaning of key words and phrases.
• https://www.education.com/lesson-plan/el-support-lesson-using-a-dictionary-to-clarify-the-meaning-of-unknown-words/
ELA.AAS.4.42 Demonstrate understanding of simple and/ or various forms of figurative language.
• https://www.education.com/worksheet/article/writing-workout-figurative-language/
ELA.AAS.4.42c Identify common synonyms and antonyms (e.g., happy-glad, hot-cold).
• https://www.teacherspayteachers.com/Product/Synonym-and-Antonym-Lesson-Freebie-89191
ELA.AAS.5.41 Identify the meaning of a word used in context.
• https://www.education.com/worksheet/article/using-context-clues/
ELA.AAS.5.41c Use a dictionary or a glossary to find the meaning of a word.
• https://www.teacherspayteachers.com/Product/Dictionary-Skills-22834
ELA.AAS.5.42 Demonstrate understanding of simple and/or various forms of figurative language.
• https://www.education.com/lesson-plan/similes-metaphors-and-idioms-of-figurative-language/
ELA.AAS.5.42c Identify common synonyms and antonyms (e.g., happy–glad, hot–cold).
• https://www.education.com/worksheet/article/build-vocabulary-synonyms-antonyms/
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Adaptations/Modifications
• Create a teacher/student dictionary or topic-specific dictionary, where they have words that have been discussed throughout lessons.
• Give student a word and have student use eye gaze or yes/no to choose the correct picture of synonym for that word.
• Give the student a picture of an antonym and have them match it with another picture of an antonym.
• Provide students with pictures of people sharing an emotion and have the student identify the emotion or match the emotion.
• Provide students with a “feeling word” and have them draw a picture of the feeling.
• When reading a text, have students look at the student/teacher created dictionary to determine the meanings of words.
• Provide students with a short passage or sentence with a vocabulary word. Discuss the word with the student using a picture or object.
• Provide figurative language with picture symbols to students; ask them to make predictions about the meaning of the phrase through matching pictures, eye gaze, or answering yes/no to questions.
• Create a class list of words and find synonyms and antonyms for them.
• Create a word wall for students after discussing the meanings.
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Strand: Reading Standards for Literature Objective: Key Ideas and Details
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.1 Answer who, what, when, where, and why questions about a text, using textual evidence for support.
• Short stories with the five “W” questions: https://en.islcollective.com/resources/printables/worksheets_doc_docx/short_stories_wh-questions_-_answers/questions-preintermediate-a2/18388
ELA.AAS.6.2 Identify the theme or main idea of a story; provide a simple summary of a story. • Main idea and details on
Democracy reading passages WS: https://www.teacherspayteachers.com/Product/Main-Idea-and-Details-Democracy-Passages-FREE-3111168
ELA.AAS.6.3 Identify the plot of a story including exposition, conflict, rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout the story (beginning, middle, end). • Plot diagram with
definitions: https://ace.fsu.edu/sites/g/files/upcbnu296/files/Plot%20Graphic%20Organizer.doc
o
ELA.AAS.7.1 Answer who, what, when, where, and why questions of stories, using textual evidence for support. • “Wh-“ question cards with
short stories: https://www.teacherspayteachers.com/Product/WH-Question-Cards-Paragraph-Level-Stories-with-Who-What-Where-When-Questions-4511157
ELA.AAS.7.2 Identify the theme or main idea of a story; provide a simple summary for a story. • Theme: weather Main Idea
color coding WS: https://www.teacherspayteachers.com/Product/Weather-Main-Idea-Practice-FREEBIE-2822187
ELA.AAS.7.3 Identify the plot of a story including exposition, conflicts/rising action, climax, falling action, and resolution; describe how the dynamic character changes throughout a story (beginning, middle, and end).
• Identifying Plot within Pixar Films: https://www.teacherspayteachers.com/Product/Plot-Chart-Diagram-Arc-Pixar-Short-Films-Study-w-Answer-Keys-912822
ELA.AAS.8.1 Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
• Color coding text evidence reading passages: https://www.teacherspayteachers.com/Product/Close-Reading-Comprehension-Color-Coding-Text-Evidence-FREE-2763523
ELA.AAS.8.2 Determine a theme and identify the connection between the theme and characters or setting in a story; create a summary of a story.
• Theme vs main idea WS: https://www.teacherspayteachers.com/Product/Theme-vs-Main-Idea-Worksheet-4438014
ELA.AAS.8.3 Identify how aspects of a character are revealed through events in a story.
• Character description using a passage from Huck Finn: https://www.k12reader.com/worksheet/character-descriptions-huck-finn-from-the-adventures-of-tom-sawyer/view/
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o Who was involved? o What happened? o When did it happen? o Where did it happen? o Why did it happen? o How did it happen?
o Who was involved? o What happened? o When did it happen? o Where did it happen? o Why did it happen? o How did it happen?
o Who was involved? o What happened? o When did it happen? o Where did it happen? o Why did it happen? o How did it happen?
Adaptations and Modifications
● Using a plot diagram/ graphic organizer, have students identify conflict, rising action, climax, falling action, and resolution.
● While reading a narrative, identify one character’s feelings/actions during key events. Discuss how the character’s feelings/ actions change throughout the story.
● After reading a text, have students state a 1-2 sentence summary of a text.
Upper Level Main Idea Graphic Organizer: https://www.teacherspayteachers.com/Product/Three-Level-Main-Idea-Graphic-Organizer-1150341
Plot Definitions with Examples: http://www.softschools.com/literature/worksheets/plot_worksheets/plot_3rd_or_4th_grade.html
Plot Graphic Organizer: https://www.teacherspayteachers.com/Product/Graphic-Organizer-Bundle-Plot-Main-IdeaDetails-443409
● Using a plot diagram graphic organizer, have students identify each of the story elements.
● Provide students with cards that have the main idea and key details of the story. Have students identify which is the main idea.
● Provide students with a summary statement sentence starter to summarize a story.
● Have students draw images of the characters’ feelings as a story is read to them.
Upper Level Main Idea Graphic Organizer: https://www.teacherspayteachers.com/Product/Three-Level-Main-Idea-Graphic-Organizer-1150341 Plot Definitions with Examples: http://www.softschools.com/literature/worksheets/plot_worksheets/plot_3rd_or_4th_grade.html Plot Graphic Organizer: https://www.teacherspayteachers.com/Product/Graphic-Organizer-Bundle-Plot-Main-IdeaDetails-443409
● As a text is read, have students identify character changes at key events in the text.
● Ask students to create a flowchart of events in a text and then summarize those events into a summary.
● While reading a story, ask students to identify the theme, setting, and characters and describe how the theme connects to the setting and characters.
Upper Level Main Idea Graphic Organizer: https://www.teacherspayteachers.com/Product/Three-Level-Main-Idea-Graphic-Organizer-1150341 Plot Definition with Examples: http://www.softschools.com/literature/worksheets/plot_worksheets/plot_3rd_or_4th_grade.html Plot Graphic Organizer: https://www.teacherspayteachers.com/Product/Graphic-Organizer-Bundle-Plot-Main-IdeaDetails-443409
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Strand: Reading Standards for Literature Objective: Craft and Structure
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.6 Identify one or more influences that shape an author’s point of view.
• “A Dream Schedule” reading passage: Ask the students about the author’s viewpoint on dreams. https://www.readworks.org/article/A-Dream-Schedule/62a8e00e-0534-4a79-9ee7-881a30a0d8b2#!articleTab:content/
ELA.AAS.7.6 Identify the point of view of the narrator and other characters within a text.
• “Happy Trails” reading passage: Ask the students about the character’s point of view. https://www.readworks.org/article/Happy-Trails/fe7e9150-8d50-4337-869b-1b30f508b230#!questionsetsSection:908/stepreadsSection:e4d5b31e-9fdf-48ff-b823-ac87e4faa1be/articleTab:content/
ELA.AAS.8.6 Describe the different points of view of different characters in a story; analyze how they create suspense or humor.
• “At the Park” compare and contrast two kids’ experience at the park https://www.englishworksheetsland.com/grade1/readingliterature/9/2atpark.pdf
• “The Sweet Spell of Success” comparing different characters point of view during a spelling bee: https://www.englishworksheetsland.com/grade4/readingliterature/6/1spellofsuc.pdf
Adaptations and Modifications
• After reading a narrative text, have students choose one character and identify the character’s feelings at key points in the story.
• After reading a narrative text, have students look at the setting and identify how it influenced the character’s thoughts and feelings.
• Have students do a shared experience and talk about how it was different for each of them. Then discuss their different experiences as different narrators’ points of view.
• Read books with the same story line but from different narrators’ points of view. Have a discussion on the differences.
• Act out the story with each student taking one character and then discuss how each character’s point of view is different.
• Have students compose a story and then retell the same story from another character’s point of view.
• Read a play and discuss each of the different characters from one of the scenes.
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• In a shared text, have students choose a character that is not the narrator and tell the story from that character’s point of view.
• Point of View Definitions/Poster: https://www.teacherspayteachers.com/Product/Authors-Point-of-View-Cheat-Sheet-Freebie-First-Second-Third-Person-3014829
• While reading a story, have students identify who the narrator is.
• Point of View Definitions/Poster: https://www.teacherspayteachers.com/Product/Authors-Point-of-View-Cheat-Sheet-Freebie-First-Second-Third-Person-3014829
• Point of View Definitions/ Poster: https://www.teacherspayteachers.com/Product/Authors-Point-of-View-Cheat-Sheet-Freebie-First-Second-Third-Person-3014829
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Strand: Reading Standards for Informational Text Objective: Key Idea and Details
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.11 Answer who, what, when, where, why questions about an informational text, using textual evidence for support.
• Reading Comp Passage using Informational Text: https://www.k12reader.com/worksheet/color-shows-mood/view/
ELA.AAS.6.12 Identify the central idea of an informational text; summarize an informational text
• Main Idea of an Informational Text WS: https://www.k12reader.com/worksheet/find-the-main-idea-dolphins/view/
ELA.AAS.6.13 Identify how individuals, events, or ideas in an informational text are presented (e.g. through examples, sequential order, fact and opinion, fact and details).
• Sequence the events within a reading passage: http://www.teach-nology.com/worksheets/language_arts/sequence/ver2/
ELA.AAS.7.10 Answer who, what, when, where, and why questions of informational text, using textual evidence as support.
• Reading Comp Passage using Informational Text: https://www.k12reader.com/worksheet/fractions-as-parts-of-a-whole/view/
ELA.AAS.7.11 Determine two or more central ideas; provide a summary of the text.
• Finding the main idea of the reading passage “The Storm”: https://www.k12reader.com/worksheet/find-the-main-idea-storms/
ELA.AAS.7.12 Identify how individuals, events, or ideas interact in an informational text.
• Sequence the events within a reading passage: https://www.education.com/worksheet/article/sequence-events/
ELA.AAS.8.10 Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.
• Reading Comp Passage using Informational Text: https://www.k12reader.com/worksheet/food-is-our-fuel/view/
ELA.AAS.8.11 Identify the central idea of an informational text citing supporting ideas; create a summary to an informational text.
• Finding the main idea of the reading passage “Planets in our Solar System”: https://www.k12reader.com/worksheet/find-the-main-idea-planets/
ELA.AAS.8.12 Identify similarities or differences between individuals, ideas, or events in an informational text.
• Compare and Contrast two informational passages: https://www.teacherspayteachers.com/Product/Close-Reading-Compare-and-Contrast-Two-Texts-FREEBIE-RI29-RI39-1079279
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Adaptations and Modifications
● When reading an informational text, have students create a timeline of events.
● When reading a “how-to” (ex: recipe, instructions to a game) text, have students create a picture guide of the steps.
● Have students identify key information in an informational text by identifying information in captions, graphs, and images.
● After reading a text, have the students identify the main idea and summarize the key details.
Informational Text Comprehension Worksheets: https://www.k12reader.com/worksheet/find-the-main-idea-dolphins/view/
● Ask student to create a timeline of events.
● Ask student to compose a one-sentence summary of each section of an informational text.
● Ask student to compose a one- to two-sentence summary of an informational text using sentence starters.
Informational Text Comprehension Worksheets: https://www.k12reader.com/worksheet/find-the-main-idea-dolphins/view/
● Ask students to create a Venn diagram with similarities and differences between individuals, ideas, or events in a text.
● Ask students to create a timeline of events for a text and discuss how each event influenced another event in the text.
● After reading a text, have students identify the central idea and key details and then create a one-to-two-sentence summary that includes those details.
Informational Text Comprehension Worksheets: https://www.k12reader.com/worksheet/find-the-main-idea-dolphins/view/
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Strand: Reading Standards for Informational Text Objective: Craft and Structure
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.16 Identify the author’s purpose in an informational text (i.e., to inform, persuade, entertain).
• Author’s Purpose PIE (WS and Posters/Definitions): https://www.teacherspayteachers.com/Product/Authors-Purpose-and-Point-of-View-242565
• Identifying Author’s Purpose from Headings/Titles: http://www.teach-nology.com/worksheets/language_arts/authors/ap4.html
• Author’s Purpose Color Coding: https://www.teacherspayteachers.com/Product/Authors-Purpose-Color-Coding-4624070
• Author’s Purpose Cut and Paste: https://www.teacherspayteachers.com/Product/Authors-Purpose-Cut-and-Paste-4624076
ELA.AAS.7.14 Identify the structure (chronology, comparison, problem and solution) of a text or part of an informational text. • Identifying the problem and
solution within a passage: https://www.readworks.org/article/Tough-Talkin!-Discussing-Bullies-and-Other-Problems/5f1634ef-6585-409a-a491-b864e1020e81#!questionsetsSection:1862/articleTab:content/
ELA.AAS.7.15 Identify the author’s purpose in an informational text (i.e., to inform, persuade, entertain). • Identifying Author’s Purpose
WS-1: http://www.teach-nology.com/worksheets/language_arts/authors/ver1/index.html
• Identifying Author’s Purpose WS-2: http://www.teach-nology.com/worksheets/language_arts/authors/ver2/
• Identifying Author’s Purpose WS-3: http://www.teach-nology.com/worksheets/language_arts/authors/ver3/
• Identifying Author’s Purpose WS-4: http://www.teach-nology.com/worksheets/language_arts/authors/ver4/
ELA.AAS.8.14 Identify the structure (chronology, comparison, problem and solution) of a text or part of an informational text.
• Identifying the problem and solution within a passage: https://www.readworks.org/article/Finding-Solutions-to-Problems/c87b408b-def7-403c-a951-9c6c662c2217#!contentSection:8dd31f54-718a-4e71-a08b-d0919339e529/questionsetsSection:2466/articleTab:content/
ELA.AAS.8.15 Identify the author’s purpose (i.e., to inform, entertain, persuade) in an informational text.
• Identifying the Author’s Purpose from a Summary: http://www.teach-nology.com/worksheets/language_arts/authors/ap6.html
• Identifying the Author’s Purpose of a Long Passage: http://www.teach-nology.com/worksheets/language_arts/authors/ap7.html
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Adaptations and Modifications
● Create text with different purposes (inform, persuade, or entertain) with the same topic and have students identify the differences.
● Provide students with a product and have them create an advertisement designed to persuade an audience to buy the product.
● Provide students with a task and ask them to create a process for doing the task.
● Do a text structure scavenger hunt looking for word or image cues to determine the structure (chronology, comparison, problem and solution).
● Have students look for keywords in a text to identify the purpose of the text (i.e., to inform, persuade, or entertain).
● Provide the class with a topic and, as a class, have students compose a text for each text purpose being studied (i.e., to inform, persuade, or entertain).
● Create a scavenger hunt for text features to identify the structure of a text (e.g., chronology, comparison, problem and solution).
● Create a list of observable structures to determine an author’s purpose. Have students observe the words and images in a text to determine the author’s purpose.
● Provide several texts on the same topic but where the authors have different purposes and have students identify each author’s purpose.
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Strand: Reading Standards for Informational Text Objective: Integration of Knowledge and Ideas
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.17 Use information presented in different formats (e.g., video, print) to demonstrate an understanding of a topic or issue.
• Drawing Conclusions from a Picture WS-1: https://www.k12reader.com/worksheet/drawing-conclusions-from-pictures/view/
• Drawing Conclusions from a Picture WS-2: https://www.k12reader.com/worksheet/find-the-main-idea-dolphins/view/
ELA.AAS.6.18 Identify the argument and claim in a text.
• Parts of an Argument/ Claim Flash Cards: https://www.teacherspayteachers.com/FreeDownload/Analyzing-an-Argument-Free-Task-Cards-1531166
• Arguments and Claims Identification Practice: https://www.teacherspayteachers.com/Product/Claim-and-Evidence-Identification-Practice-3657952
ELA.AAS.8.17 Identify the argument and claims in an informational text.
• Parts of an Argument/ Claim Flash Cards: https://www.teacherspayteachers.com/FreeDownload/Analyzing-an-Argument-Free-Task-Cards-1531166
• Arguments and Claims: https://macmillanmh.com/ccssreading/imagineit/grade6/ccslh_g6_ri_2_3b.html
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Adaptations and Modifications
● Provide students with an informational text and together highlight the argument in one color and the claims or evidence in another color.
● Provide students a short informational text. Cut the text into individual sentences. Have students identify the central ideas and then sort the claims or details under each central idea.
● Provide students with an informational text and have them highlight the argument in one color and the claims or evidence in another color.
● Provide students a short informational text. Cut the text into individual sentences. Have students identify the central ideas and then sort the claims or details under each central idea.
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Strand: Writing Standards Objective: Text Types and Purposes
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.21 Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.
• Argumentative Writing Graphic Organizer: https://www.education.com/download/worksheet/170111/support-a-claim.pdf
• Writing Claims to Support an Argument Practice: https://www.education.com/download/worksheet/170108/spend-or-save.pdf
ELA.AAS.6.22 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.
• Informative Writing Template: https://www.teacherspayteachers.com/Product/Informational-Writing-FREEBIE-1725985
ELA.AAS.6.22a Introduce a topic.
• Introducing a Topic Practice: https://www.k12reader.com/worksheet/introducing-a-topic-giving-information/
ELA.AAS.7.20 Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.
• Argumentative Writing Graphic Organizer: https://www.education.com/download/worksheet/170111/support-a-claim.pdf
• Argument Writing: Making a Claim Template: https://www.education.com/download/worksheet/171473/argument-writing-make-a-claim.pdf
ELA.AAS.7.21 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.
• Informative Writing Template: https://www.teacherspayteachers.com/Product/Informational-Writing-FREEBIE-1725985
ELA.AAS.7.22 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
ELA.AAS.8.20 Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument.
• Argumentative Writing Graphic Organizer: https://www.education.com/download/worksheet/170111/support-a-claim.pdf
• Product Evaluation: Argument and Claim Writing Practice: https://www.education.com/download/worksheet/170109/product-evaluation.pdf
ELA.AAS.8.21 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.
• Informative Writing Template: https://www.teacherspayteachers.com/Product/Informational-Writing-FREEBIE-1725985
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ELA.AAS.6.22b Develop a topic with facts, details, or other information and examples.
• Developing a Topic: Telling a Story Practice: https://www.k12reader.com/worksheet/introducing-a-topic-telling-a-story/view/ ELA.AAS.6.22f Provide a concluding statement.
• Writing a Closing Sentence Anchor Chart: https://i.pinimg.com/originals/3d/0e/9b/3d0e9bde006fda46cceb644eeb839acc.jpg
ELA.AAS.6.23 Compose narrative texts by introducing characters and/or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
• Narrative Writing Graphic Organizer: https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/personal_narrative_graphic_organizer_1.pdf
• Narrative Writing Prompts and Examples: https://www.teacherspayteachers.com/Product/Narrative-Writing-941806
• Narrative Writing Graphic Organizer: https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/personal_narrative_graphic_organizer_1.pdf
• Narrative Writing Prompts and Examples: https://www.teacherspayteachers.com/Product/Narrative-Writing-941806
• Expository Essay Format Poster: https://www.lauracandler.com/wp-content/uploads/2018/06/EssayFormat.pdf
ELA.AAS.8.22 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence.
• Narrative Writing Graphic Organizer: https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/personal_narrative_graphic_organizer_1.pdf
• Narrative Writing Prompts and Examples: https://www.teacherspayteachers.com/Product/Narrative-Writing-941806
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Adaptations and Modifications
● Using a graphic organizer, have students choose a topic and find supporting facts about the topic.
● Using a plot diagram graphic organizer, have students compose a narrative with the key components of beginning, middle, and end.
● Using a magazine, have students find an opinion piece, choose a side of the argument, and find details to support the argument in the article.
● Provide graphic organizers to help students organize and compose a narrative or an informative piece.
● Have students create videos to persuade the audience with an argument that is supported by facts.
● Have students compose a narrative about an event in their lives and present it as an illustrated text in a book format.
● For a narrative writing, have students compose a timeline of events with a beginning, a middle, and an end.
● Using an outline form graphic organizer, have students state a claim, find details or facts to support the claim, and compose a summary conclusion statement.
● For a narrative writing, have students create a comic strip of the story line with a beginning, a middle, and an end.
Strand: Writing Standards Objective: Research to Build and Present Knowledge
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.27 Conduct a short research project and construct a product.
• Ocean animal research project: https://www.teacherspayteachers.com/Product/Ocean-Animal-Research-Project-Everything-you-Need-298277
ELA.AAS.6.29 Draw evidence from a literary or informational text to support a research topic.
ELA.AAS.7.27 Gather and classify information that is relevant to a topic and subtopics; paraphrase data and conclusions.
• Ecosystems research project: https://www.teacherspayteachers.com/Product/Informative-Writing-Ecosystems-Research-Project-Common-Core-619534
ELA.AAS.7.28 Draw evidence from a literary or informational text to support a research topic.
ELA.AAS.8.26 Ask and answer questions to conduct research on a topic and produce a product.
• State research project: https://www.teacherspayteachers.com/Product/State-Report-Research-Project-Opinion-Writing-519502
ELA.AAS.8.28 Draw evidence from a literary or informational text to support an analysis or research topic.
https://www.teacherspayteachers.com/Product/Ocean-Animal-Research-Project-Everything-you-Need-298277
https://www.teacherspayteachers.com/Product/Ocean-Animal-Research-Project-Everything-you-Need-298277
https://www.teacherspayteachers.com/Product/Ocean-Animal-Research-Project-Everything-you-Need-298277
https://www.teacherspayteachers.com/Product/Ocean-Animal-Research-Project-Everything-you-Need-298277
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• Lower level: text evidence color coding: https://www.teacherspayteachers.com/Product/Reading-Comprehension-and-Text-Evidence-for-Beginners-FREE-1952722
• Text evidence color coding: https://www.teacherspayteachers.com/Product/Guided-Reading-Text-Evidence-Passages-Free-3350622
• Text evidence color coding: https://www.teacherspayteachers.com/Product/Text-Evidence-Color-Coding-Freebie-Text-Evidence-Freebie-for-3rd-5th-Grades-4416138
Adaptations and Modifications
● Create a model of an object or location after researching the key features of the object.
● Create a digital presentation of a topic to inform the audience of the topic.
● Create a video of a literary text representing a story.
● Provide students with resources such as books and magazines and have them sort the resources by topic.
● Provide students with a resource and have them look for the main idea and details and then summarize the information.
● Provide students with resources and have them determine the type of resource (e.g., informational, opinion, narrative).
● Create a survey and have students ask others the questions on the survey then create a graph or other product to demonstrate their findings.
● Have students interview an expert on a topic with a predetermined list of questions and create a poster to demonstrate their findings.
● Have students choose a topic and conduct research on the topic.
● Have students create a video or digital presentation of a research project.
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Strand: Speaking and Listening Standards Objective: Comprehension and Collaboration
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.32 Ask a question or make an on-topic comment regarding a text read aloud or from other diverse forms of media.
• Read the Passage Aloud and Answer the Questions: https://www.k12reader.com/worksheet/limited-resources-2/view/
ELA.AAS.6.33 Identify an argument or claim presented by a speaker.
• Recycling Facts for Kids: watch the video and identify claims to support the argument that recycling is important: https://www.youtube.com/watch?v=7UuUeoyYmxI
ELA.AAS.7.31 Ask a question or make an on-topic comment regarding a text read aloud or from any other diverse form of media.
• Read the Passage Aloud and Answer the Questions: https://www.k12reader.com/worksheet/microscopes-magnify-things/view/
ELA.AAS.7.32 Ask and answer questions about information provided by a speaker.
• TedTalk: Secrets of Success: watch video as a class and ask questions: *ex: What eight words lead to success? https://www.youtube.com/watch?v=Y6bbMQXQ180
ELA.AAS.8.31 Compare and/or contrast different types of diverse media (e.g., video, news, commercial, etc.); evaluate the motive of diverse media or information.
• Compare and Contrast Practice: https://www.easyteacherworksheets.com/pages/pdf/languagearts/compare/2.html
• Cell Phones vs. Personal Computers *use information to fill out a Venn diagram*: https://itstillworks.com/12356981/difference-similarities-between-cell-phones-personal-computers
• Venn Diagram Printable: https://www.eduplace.com/graphicorganizer/pdf/venn.pdf
ELA.AAS.8.32 Ask and answer questions about information provided by a speaker.
• TedTalk: A 10-year old’s vision for healing the planet: watch video as a class and ask questions: *ex: What did the speaker stop eating? https://www.youtube.com/watch?v=E4ptaIDAIlY
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Adaptations and Modifications
● Demonstrate how to ask on-topic questions in a discussion and have students ask similar questions.
● While reading a text, have students ask questions about the text, using visual cues to guide their questions. Before an oral presentation, preview the speaker’s topic so students know what kinds of questions to ask.
● Provide students with the topic of a guest speaker’s presentation and have them create a list of possible questions about the topic before the presentation.
● During a presentation, have the speaker stop occasionally and ask whether anyone has any questions about a specific subtopic that was just presented to provide structure for the questioning.
● Have a speaker ask the audience relevant questions during a presentation.
● Provide students with several types of media on a single topic and have them create a Venn diagram to compare/contrast the different types.
● Before a speaker’s presentation, provide students with the topic and have students generate a list of possible questions to ask during the presentation.
● During a presentation, have the presenter ask the students questions.
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Strand: Speaking and Listening Standards Objective: Presentation of Knowledge and Ideas
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.34 Present a claim, using a beginning, middle, and end and including relevant facts and details.
• Beginning, Middle and End Writing Template: https://www.teacherspayteachers.com/Product/Beginning-Middle-End-Writing-Graphic-OrganizerPaper-1597287
• Would You Rather: Writing Prompts for Kids: https://writeshop.com/would-you-rather-journal-prompts-kids/
ELA.AAS.7.33 Present a claim that includes a beginning, middle, and end, and using relevant facts and details.
• Beginning, Middle and End Writing Template: https://www.teacherspayteachers.com/Product/Beginning-Middle-End-Writing-Graphic-OrganizerPaper-1597287
• Would You Rather: Writing Prompts for Kids: https://writeshop.com/would-you-rather-journal-prompts-kids/
ELA.AAS.8.33 Present a claim, which includes a beginning, middle, and end, and using relevant facts and details.
• Beginning, Middle and End Writing Template: https://www.teacherspayteachers.com/Product/Beginning-Middle-End-Writing-Graphic-OrganizerPaper-1597287
• Would You Rather: Writing Prompts for Kids: https://writeshop.com/would-you-rather-journal-prompts-kids/
Adaptations and Modifications
● Have students choose a topic to present to the class. It should include details and facts about the topic.
● Create a digital presentation of a claim to include a beginning, a middle, and an end.
● Create a poster presentation, using images and text to present a claim.
● Provide students with a general topic and have them compose notes or draw illustrations to help them present the information to an audience.
● Have students present an opinion about a topic to the class, using relevant facts.
● Place students in small groups and have the groups discuss a topic focusing on listening to others’ points of view and adding new information as needed.
● Have students create an outline with a claim and the facts and details about a topic.
● Have students create a timeline of events to support a claim.
● Have students create a visual representation with several images to present a claim and its supporting details, including a beginning, a middle, and an end.
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Strand: Language Standards Objective: Conventions of Standard English
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.37 Demonstrate standard English grammar when communicating.
• Noun WS: https://www.k5learning.com/free-grammar-worksheets/nouns
• Verb WS: https://www.k5learning.com/free-grammar-worksheets/verbs
ELA.AAS.6.37a Use a complete sentence when asking and answering questions.
• Identifying Complete Sentences WS: http://www.2ndgradeworksheets.net/sentences/completesentences.jpg
ELA.AAS.6.37b Use correct nouns and verbs.
• Multiple Meaning Words: Nouns vs. Verbs WS: https://www.teacherspayteachers.com/Product/Nouns-Verbs-Worksheet-FREEBIE-Multiple-Meaning-Words-1318288
ELA.AAS.6.37c Use correct pronouns.
• Using Common Pronouns WS: https://www.superteacherworksheets.com/grammar/pronouns_WDDRM.pdf?up=1466611200
ELA.AAS.7.36 Demonstrate standard English grammar when communicating.
• Adjective WS: https://www.k5learning.com/free-grammar-worksheets/adjectives
ELA.AAS.7.36a Use a complete sentence when asking and answering questions.
• Identifying Complete Sentences WS: http://www.2ndgradeworksheets.net/sentences/completesentences2.jpg
ELA.AAS.7.36b Use conjunctions correctly in sentences.
• Using Conjunctions Practice: AND https://www.k12reader.com/worksheet/conjunctions-and/
• Using Conjunctions Practice: OR https://www.k12reader.com/worksheet/conjunctions-or/
ELA.AAS.7.37 Demonstrate understanding of capitalization, punctuation, and spelling when writing.
• Ending Punctuation Practice WS: https://www.k12reader.com/worksheet/ending-punctuation/view/
ELA.AAS.8.36 Demonstrate standard English grammar when communicating.
• Adverb WS: https://www.k5learning.com/free-grammar-worksheets/adverbs
ELA.AAS.8.36a Use a complete sentence with appropriate subject-verb agreement when asking and answering questions.
• Choosing the Correct Subject Verb Agreement WS: http://englishlinx.com/cgi-bin/pdf_viewer.cgi?script_name=%2Fpdf%2FSubject-Verb-Part-1-Beginner.pdf&x=146&y=15
ELA.AAS.8.37 Demonstrate understanding of capitalization, punctuation, and spelling when writing.
• Capitalization Rules: Practice WS: https://www.k12reader.com/worksheet/capitalization/view/
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ELA.AAS.6.38 Demonstrate understanding of capitalization, punctuation, and spelling when writing.
• Capitalize the First Word of a Sentence WS: https://www.k12reader.com/worksheet/capitalize-it-first-letter-of-a-sentence/
ELA.AAS.6.38a Use a period, a question mark, or an exclamation point correctly.
• Match the Correct Ending Punctuation: https://www.k12reader.com/worksheet/match-the-sentence-and-the-punctuation/
ELA.AAS.7.37a Use commas to separate items in a list.
• Using Commas in a Series WS: https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Worksheet-2308531
ELA.AAS.8.37a Use a period, a question mark, an exclamation point, and commas in a series correctly.
• Correct the Punctuation/ Capitalization in the Paragraph: https://www.k12reader.com/worksheet/periods-and-capitalization/
Adaptations and Modifications
● Create a writer’s checklist with basic mechanics for students to reference when writing sentences.
● Create text with nouns and have students change the nouns to pronouns.
● Create a writer’s checklist with basic sentence structure, definitions, and examples of each part of speech required.
● Provide students with a list of items and have them create a sentence using commas between the items.
● Provide students with two related sentences and have students use a conjunction to combine them into one sentence.
● Provide a simple sentence structure (e.g., subject [noun], verb) to students and have them create sentences.
● Provide students with sentences to be corrected for capitalization and punctuation.
● Provide a lesson about complete sentences and create a checklist of the elements of a complete sentence. Have students use the checklist to create sentences that have correct structure.
● Read a text with mistakes in grammar and have students identify the mistakes using paddle board-style cards that say “correct” grammar or “not correct.”
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Strand: Language Standards Objective: Vocabulary Acquisition and Use
AAS and Resources
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
ELA.AAS.6.40 Determine the meanings of words.
• Context clues WS: https://www.k12reader.com/worksheet/look-for-the-meaning/
ELA.AAS.6.40a Use phrases and context clues to determine the meaning of a word or phrase.
• Identify the meaning of unknown words within a sentence. WS: https://www.k12reader.com/worksheet/pick-the-meaning/
ELA.AAS.6.40c Use reference materials to find the pronunciation of a word or determine its meaning.
• Dictionary Skills WS: https://www.englishworksheetsland.com/grade2/language/17dictionary/2using.pdf
ELA.AAS.6.40d Verify the meaning of a word or phrase by using a dictionary.
• Dictionary Skills WS: https://www.teacherspayteachers.com/Product/BATS-Dictionary-Skills-Practice-freebie-2156633
ELA.AAS.7.39 Determine the meaning of a word or phrase.
• Determining word meaning WS: https://www.k12reader.com/worksheet/word-meaning-game/
ELA.AAS.7.39a Use context clues to determine the meaning of a word or phrase.
• Word Detective: Context Clues WS: https://www.k12reader.com/worksheet/word-detective-the-ugly-duckling/view/
ELA.AAS.7.39b Identify common affixes and roots as clues to the meaning of a word.
• Prefixes and their Meaning WS-1: http://www.theteachersguide.com/prefixessuffixes/prefixes.jpg
• Prefixes and their Meaning WS-2: http://www.theteachersguide.com/prefixessuffixes/prefixeswritemeaningsfromchoices.jpg
ELA.AAS.7.39c Demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.8.39 Identify reference materials (print/digital) and their purposes.
• Reference Materials Flip Book: https://www.teacherspayteachers.com/Product/Reference-Materials-Mini-Lesson-575173
ELA.AAS.8.39a Use context clues to determine the meaning of a word or phrase.
• Identify the meaning of an unknown word within a passage. Multiple Choice: https://www.teacherspayteachers.com/Product/Context-Clues-Worksheets-Anchor-Charts-and-Printables-FREE-2173882
ELA.AAS.8.39c Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
• Dictionary Skills WS: https://www.teacherspayteachers.com/Product/FREEBIE-Dictionary-Detectives-1678618
ELA.AAS.8.39d Verify the meaning of a word using a dictionary.
• Dictionary Search Graphic Organizer: https://www.teacherspayteachers.com/Product/Dictionary-Skills-Search-FREEBIE-805322
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• Dictionary Search Graphic Organizer: https://www.teacherspayteachers.com/Product/Dictionary-Skills-Search-FREEBIE-805322
• Dictionary Skills WS: https://www.englishworksheetsland.com/grade2/language/17dictionary/5dive.pdf
ELA.AAS.7.39d Verify the meaning of a word or phrase using a dictionary.
• Dictionary Search Graphic Organizer: https://www.teacherspayteachers.com/Product/Dictionary-Skills-Search-FREEBIE-805322
ELA.AAS.8.40 Determine the meaning of figurative language in context.
• Discussing Verbal Irony WS: https://www.k12reader.com/worksheet/discuss-the-verbal-irony/view/
ELA.AAS.8.40a Identify the meaning of a simile or metaphor.
• Simile and Metaphor Video: https://www.youtube.com/watch?v=uoSBVNUO2LU
• Simile vs. Metaphor WS: https://www.k12reader.com/worksheet/which-is-it-metaphor-or-simile/view/
• Identifying Similes and Metaphors within Sentences: http://www.softschools.com/literature/worksheets/simile_worksheets/similes_and_metaphors.html
ELA.AAS.8.40b Identify the relationship between particular words (e.g., part/whole, item/category).
• Feed the Trash: Part vs. Whole Game: https://www.teacherspayteachers.com/Product/FREEBIE-Feed-the-Trash-Part-to-Whole-Word-Relationships-3113904
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Adaptations and Modifications
● Read text with figurative language and have students use context clues to determine the meaning of the figurative language.
● Read figurative language statements and have students create images to represent the meaning.
● State figurative language and images with both the literal meaning and the figurative language meaning and have students identify which definition is correct for the context.
Parts of a Dictionary WS: https://www.englishworksheetsland.com/grade2/language/17dictionary/1dictionary.pdf Dictionary Parts Poster: *recommend whiting out the parts that may be too much for your students or overwhelming* https://www.superteacherworksheets.com/dictionary-skills/dictionary-parts_PARTS.pdf?up=1466611200 Using Guide Words in a Dictionary: https://www.superteacherworksheets.com/dictionary-skills/dictionary-skills-guide-words_WORDS.pdf?up=1466611200
● Do a book scavenger hunt to find reference materials in a text (e.g., table of contents, glossary, headings).
● When reading a text, find vocabulary words and have students determine the meanings of the words based on text and image clues.
● Create a list of text-related vocabulary words and have students use the glossary or a dictionary to find the meanings of the words before reading the text.
Parts of a Dictionary WS: https://www.englishworksheetsland.com/grade2/language/17dictionary/1dictionary.pdf Dictionary Parts Poster: *recommend whiting out the parts that may be too much for your students or overwhelming* https://www.superteacherworksheets.com/dictionary-skills/dictionary-parts_PARTS.pdf?up=1466611200 Using Guide Words in a Dictionary: https://www.superteacherworksheets.com/dictionary-skills/dictionary-skills-guide-words_WORDS.pdf?up=1466611200
● Provide a text with figurative language and have students identify the figurative language statement and use context clues to determine its meaning.
● Provide students with sentences that include similes or metaphors and have students identify the figurative language as a simile or metaphor.
● Provide students with word cards with different whole and part concepts written on the cards (e.g., school [as whole] and the different classes or supplies used in school [as parts]). Have students sort the cards/ concepts by categories.
Parts of a Dictionary WS: https://www.englishworksheetsland.com/grade2/language/17dictionary/1dictionary.pdf Dictionary Parts Poster: *recommend whiting out the parts that may be too much for your students or overwhelming* https://www.superteacherworksheets.com/dictionary-skills/dictionary-parts_PARTS.pdf?up=1466611200 Using Guide Words in a Dictionary: https://www.superteacherworksheets.com/dictionary-skills/dictionary-skills-guide-words_WORDS.pdf?up=1466611200 Upper Level: Identifying the meaning of an unknown word using context clues. https://www.k12reader.com/worksheet/context-clues-the-secret-garden/
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Strand: Reading Standards for Literature Objective: Key Ideas and Details
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.1 Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
• https://en.islcollective.com/resources/printables/worksheets_doc_docx/short_stories_wh-questions_-_answers/questions-preintermediate-a2/18388
• https://www.teacherspayteachers.com/Product/WH-Question-Cards-Paragraph-Level-Stories-with-Who-What-Where-When-Questions-4511157
• https://www.teacherspayteachers.com/Product/Close-Reading-Comprehension-Color-Coding-Text-Evidence-FREE-2763523
ELA.AAS.9.2 Determine the theme or central idea. Identify how the theme develops throughout a text citing specific details. Create an objective summary of a story.
• https://www.teacherspayteachers.com/Product/Main-Idea-and-Details-Democracy-Passages-FREE-3111168
• https://www.teacherspayteachers.com/Product/Weather-Main-Idea-Practice-FREEBIE-2822187
• https://www.teacherspayteachers.com/Product/Theme-vs-Main-Idea-Worksheet-4438014
ELA.AAs.10.1 Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
• https://en.islcollective.com/resources/printables/worksheets_doc_docx/short_stories_wh-questions_-_answers/questions-preintermediate-a2/18388
• https://www.teacherspayteachers.com/Product/WH-Question-Cards-Paragraph-Level-Stories-with-Who-What-Where-When-Questions-4511157
• https://www.teacherspayteachers.com/Product/Close-Reading-Comprehension-Color-Coding-Text-Evidence-FREE-2763523
ELA.AAS.10.2 Determine a theme and identify how the theme develops throughout a text, citing specific details; create an objective summary of a story.
• https://www.teacherspayteachers.com/Product/Main-Idea-and-Details-Democracy-Passages-FREE-3111168
• https://www.teacherspayteachers.com/Product/Weather-Main-Idea-Practice-FREEBIE-2822187
• https://www.teacherspayteachers.com/Product/Theme-vs-Main-Idea-Worksheet-4438014
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ELA.ASS.9.3 Describe how characters interact and develop in a story.
• https://www.k12reader.com/worksheet/character-descriptions-huck-finn-from-the-adventures-of-tom-sawyer/view/
• https://www.teacherspayteachers.com/Product/CHARACTER-DEVELOPMENT-STORY-ELEMENTS-COMMON-CORE-ALIGNED-2075798
• https://www.teacherspayteachers.com/Product/Character-Development-1464523
ELA.AAS.10.3 Describe how characters interact and develop in a story.
• https://www.k12reader.com/worksheet/character-descriptions-huck-finn-from-the-adventures-of-tom-sawyer/view/
• https://www.teacherspayteachers.com/Product/CHARACTER-DEVELOPMENT-STORY-ELEMENTS-COMMON-CORE-ALIGNED-2075798
• https://www.teacherspayteachers.com/Product/Character-Development-1464523
Adaptations and Modifications
• While reading a story, identify one character’s feelings/actions during an event in the story. Discuss the character’s feelings and actions throughout the story.
• While reading the text aloud (or individuals read as ability allows) ask W questions.
• After reading a story or short passage, have students state or write (depending on ability) 1-2 sentence summary of the text.
• Who was involved? What Happened? Where did it happen? Why did it happen? How did it happen?
• Students will answer questions either orally or written about the story.
• While reading, have students identify the theme, setting, and characters and describe how the theme connects to the setting and characters.
• Have students discuss each character and how they interact throughout the story. Have them list characteristics of each character.
• Use a graphic organizer to aid students in identifying the story elements.
• Have students identify the main idea and key details of the story. Task cards and worksheets can be used.
• As the story is read, have students discuss what is happening and how the main character may be changing.
• Have students draw images of the main characters as well as the setting.
• Students can discuss or list characteristics of the main characters.
• Have students complete a flow chart of events in the story and then use the flow chart to summarize the story.
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Strand: Reading Standards for Literature Objective: Craft and Structure
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.6 Determine the point of view or cultural experience in a story from world literature. • https://www.teacherspayteachers.com/P
roduct/Cultural-Diversity-Life-in-Antarctica-2732399
• https://www.teacherspayteachers.com/Product/Teaching-Cultural-Diversity-Mamas-Sari-2077696
• https://www.teacherspayteachers.com/Product/Cinderella-Around-the-World-Literature-Study-748619
ELA.AAS.10.6 Determine the point of view or cultural experience reflected in a work of early American literature to 1900. • https://www.teacherspayteachers.com/
Product/American-Literature-Reading-Packet-3259816
• https://www.teacherspayteachers.com/Product/The-Adventures-of-Huckleberry-Finn-Point-of-View-Handout-77149
• https://www.teacherspayteachers.com/Product/The-Adventures-of-Huckleberry-Finn-Literature-Kit-Gr-9-12-BONUS-WORKSHEETS-3887208
Adaptations and Modifications
• Have students read and/or listen to various short stories, speeches, etc. with a multicultural theme or from the viewpoint of a person in a different culture (9) or from a work of early American literature (The Adventures of Huck Finn). Have the students identify the speaker’s point of view as well as evidence to support the speaker’s point of view.
• Have the students in the class role play social situations. Discuss various points of view before beginning and have the students take the view of their classmate and use evidence to support their view.
• After reading an informative text, have students choose one character and identify the character’s feelings at key points in the story.
• Have students choose characters and role play the story from their character’s point of view. Discuss how each character has their own point of view as does the narrator or author.
• Divide the class into groups. Have each group compose a story and then retell the same story from another character’s pint of view.
• Have student break into groups and read short passages (differentiated for their individual abilities) and identify the author’s point of view.
• Use various worksheets to practice this skill. Differentiate the text based upon ability levels.
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• After reading an informative text, have students look at the setting to identify how it may have influenced the character’s thoughts, feelings and actions.
• Have the students choose a character from the story and retell the story from their point of view. Discuss how the views are similar and different.
• Read books or passages with the same story line but different narrators. Discuss the different narrator’s points of view.
9-10 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Strand: Reading Standards for Informational Text Objective: Key Ideas and Details
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.10 Answer who, what, when, and why questions to analyze informational text, using textual evidence and inferences as support.
• https://www.teacherspayteachers.com/Product/ANY-SUBJECT-ANY-TIME-ANY-TOPIC-FREE-Who-What-When-Where-Why-How-Question-Cards-3762131
• https://www.teacherspayteachers.com/Product/Free-Write-About-It-using-Who-What-When-Where-and-Why-2777344
• https://www.teacherspayteachers.com/FreeDownload/Sponge-Bob-Wh-Questions-553973
• https://www.teacherspayteachers.com/Product/ANY-SUBJECT-ANY-TIME-ANY-TOPIC-FREE-Who-What-When-Where-Why-How-Question-Cards-3762131
• https://www.teacherspayteachers.com/Product/Reading-Comprehension-Passages-Questions-WH-Questions-1st-Edition-FREE-2145960
• https://www.teacherspayteachers.com/FreeDownload/Who-What-When-Where-and-Why-FREEBIE-915729
ELA.AAS.9.11 Identify how the main idea develops throughout a text; create an objective summary of an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
ELA.AAS.10.1 Answer who, what, where, and why questions to analyze stories, using textual evidence and inferences as support. • https://www.teacherspayteachers.com/
Product/ANY-SUBJECT-ANY-TIME-ANY-TOPIC-FREE-Who-What-When-Where-Why-How-Question-Cards-3762131
• https://www.teacherspayteachers.com/Product/Free-Write-About-It-using-Who-What-When-Where-and-Why-2777344
• https://www.teacherspayteachers.com/FreeDownload/Sponge-Bob-Wh-Questions-553973
• https://www.teacherspayteachers.com/Product/ANY-SUBJECT-ANY-TIME-ANY-TOPIC-FREE-Who-What-When-Where-Why-How-Question-Cards-3762131
• https://www.teacherspayteachers.com/Product/Reading-Comprehension-Passages-Questions-WH-Questions-1st-Edition-FREE-2145960
• https://www.teacherspayteachers.com/FreeDownload/Who-What-When-Where-and-Why-FREEBIE-915729
ELA.AAS.10.11 Identify how the main idea develops throughout a text; create an objective summary of an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
• https://www.teacherspayteachers.com/Product/Summarizing-Cards-and-Writing-625567
9-10 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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• https://www.teacherspayteachers.com/Product/Summarizing-Cards-and-Writing-625567
• https://www.teacherspayteachers.com/Product/The-History-of-Halloween-Summarizing-Activity-320357
• https://www.teacherspayteachers.com/FreeDownload/Valenswine-Close-reading-Summarizing-and-Story-Elements-3012832
• https://www.teacherspayteachers.com/FreeDownload/The-Girl-Who-Thought-In-Pictures-Summarizing-Activity-3380531
• https://www.teacherspayteachers.com/Product/Determining-the-Main-Idea-Task-Cards-and-Assessment-Option-376005
• https://www.teacherspayteachers.com/FreeDownload/Main-Idea-Task-Cards-Freebie-1276233
• https://www.teacherspayteachers.com/Product/Main-Idea-Worksheets-3094202
• https://www.teacherspayteachers.com/Product/Finding-the-Main-Idea-with-Supporting-Details-FREE-SAMPLE-1223086
ELA.AAS.9.12 Identify how the author develops a series of ideas or events and/or the connections between the ideas or events in an informational text. • https://www.teacherspayteachers.com/
Product/Authors-Purpose-PIEED-Test-Prep-Passages-FREE-2088142
• https://www.teacherspayteachers.com/Product/Authors-Purpose-Persuasive-Text-Freebie-214683
• https://www.teacherspayteachers.com/FreeDownload/Authors-Purpose-and-Point-of-View-242565
• https://www.teacherspayteachers.com/Product/Authors-Purpose-1564759
• https://www.teacherspayteachers.com/Product/The-History-of-Halloween-Summarizing-Activity-320357
• https://www.teacherspayteachers.com/FreeDownload/Valenswine-Close-reading-Summarizing-and-Story-Elements-3012832
• https://www.teacherspayteachers.com/FreeDownload/The-Girl-Who-Thought-In-Pictures-Summarizing-Activity-3380531
• https://www.teacherspayteachers.com/Product/Determining-the-Main-Idea-Task-Cards-and-Assessment-Option-376005
• https://www.teacherspayteachers.com/FreeDownload/Main-Idea-Task-Cards-Freebie-1276233
• https://www.teacherspayteachers.com/Product/Main-Idea-Worksheets-3094202
• https://www.teacherspayteachers.com/Product/Finding-the-Main-Idea-with-Supporting-Details-FREE-SAMPLE-1223086
ELA.AAS.9.12 Identify how the author develops a series of ideas or events and/or the connections between the ideas or events in an informational text. • https://www.teacherspayteachers.com/
Product/Authors-Purpose-PIEED-Test-Prep-Passages-FREE-2088142
• https://www.teacherspayteachers.com/Product/Authors-Purpose-Persuasive-Text-Freebie-214683
• https://www.teacherspayteachers.com/FreeDownload/Authors-Purpose-and-Point-of-View-242565
• https://www.teacherspayteachers.com/Product/Authors-Purpose-1564759
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Adaptations and Modifications
• While reading a story, identify one character’s feelings/actions during an event in the story. Discuss the character’s feelings and actions throughout the story.
• While reading the text aloud (or individuals read as ability allows) ask W questions.
• After reading a story or short passage, have students state or write (depending on ability) 1-2 sentence summary of the text.
• Who was involved? What Happened? Where did it happen? Why did it happen? How did it happen?
• Students will answer questions either orally or written about the story.
• While reading, have students identify the theme, setting, and characters and describe how the theme connects to the setting and characters.
• Have students discuss each character and how they interact throughout the story. Have them list characteristics of each character.
• Use a graphic organizer to aid students in identifying the story elements.
• Have students identify the main idea and key details of the story. Task cards and worksheets can be used.
• As the story is read, have students discuss what is happening and how the main character may be changing.
• Have students draw images of the main characters as well as the setting.
• Students can discuss or list characteristics of the main characters.
• Have students complete a flow chart of events in the story and then use the flow chart to summarize the story.
• Create a list of observable structures to determine the author’s purpose. Have students listen to the story and picture the events in their head as they are occurring.
• Provide several texts on the same topic but where the authors have different purposes and points of view and have the students identify each author’s purpose.
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Strand: Reading Standards for Informational Text Objective: Craft and Structure
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.14 Analyze how the author’s ideas or claims are developed in an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
ELA.AAS.9.15 Identify the author’s point of view and purpose in an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
• https://www.teacherspayteachers.com/Product/Authors-Purpose-1564759
• https://www.teacherspayteachers.com/Product/FREEBIE-Authors-Point-of-View-Perspective-TrueFalse-Sorting-Activity-3122495
• https://www.teacherspayteachers.com/Product/Authors-Purpose-Practice-Paragraphs-Martin-Luther-King-Day-462896
ELA.AAS.10.14 Analyze how the author’s ideas or claims are developed in an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
ELA.AAS.10.15 Identify the author’s point of view and purpose in an informational text. • https://www.teacherspayteachers.com/
Product/Reading-Strategies-Task-Cards-FREE-Inference-Summarizing-Authors-Purpose--391934
• https://www.teacherspayteachers.com/Product/Authors-Purpose-Practice-Paragraphs-Martin-Luther-King-Day-462896
• https://www.teacherspayteachers.com/Product/Authors-Purpose-1564759
• https://www.teacherspayteachers.com/Product/FREEBIE-Authors-Point-of-View-Perspective-TrueFalse-Sorting-Activity-3122495
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Adaptations and Modifications
• After reading an informative text, have students choose one character and identify the character’s feelings at key points in the story.
• After reading an informative text, have students look at the setting to identify how it may have influenced the character’s thoughts, feelings and actions.
• Have the students choose a character from the story and retell the story from their point of view. Discuss how the views are similar and different.
• Read books or passages with the same story line but different narrators. Discuss the different narrator’s points of view.
• Have students choose characters and role play the story from their character’s point of view. Discuss how each character has their own point of view as does the narrator or author.
• Divide the class into groups. Have each group compose a story and then retell the same story from another character’s pint of view.
• Have student break into groups and read short passages (differentiated for their individual abilities) and identify the author’s point of view.
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Strand: Reading Standards for Informational Text Objective: Integration of Knowledge and Ideas
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.17 Identify the argument and/or claim in an informational text; evaluate whether information is true and necessary. • https://www.teacherspayteachers.com/
Product/Fact-and-Opinion-using-The-True-Story-of-the-Three-Little-Pigs-206208
• https://www.teacherspayteachers.com/FreeDownload/October-FREEBIE-Bats-Close-Reading-passage-with-Common-Core-Aligned-Questions-898817
• https://www.teacherspayteachers.com/Product/FREEBIE-Read-Its-Paired-Passages-2701323
ELA.AAS.9.18 Identify themes and concepts in a modified or partial European document of historical significance. • https://www.teacherspayteachers.com/
Product/MEDIEVAL-PAGES-AND-SQUIRES-Reading-Passages-and-Classroom-Activities-477123
• https://www.teacherspayteachers.com/Product/Fluency-SAMPLE-FREE-3rd-grade-GSE-Social-Studies-NEW-European-Exploration-3561433
ELA.AAS.10.17 Identify the argument and/or claim in an informational text; evaluate whether information is true and necessary. • https://www.teacherspayteachers.com/P
roduct/Fact-and-Opinion-using-The-True-Story-of-the-Three-Little-Pigs-206208
• https://www.teacherspayteachers.com/FreeDownload/October-FREEBIE-Bats-Close-Reading-passage-with-Common-Core-Aligned-Questions-898817
• https://www.teacherspayteachers.com/Product/FREEBIE-Read-Its-Paired-Passages-2701323
ELA.AAS.10.18 Identify themes and concepts in a modified or partial United States document of historical significance. • https://www.teacherspayteachers.com/P
roduct/FRONTIERSMEN-DAVY-CROCKETT-THE-ALAMO-Reading-Passages-Activities-794999
• https://www.teacherspayteachers.com/Product/The-United-States-Reading-Passages-2166287
• https://www.teacherspayteachers.com/Product/US-Constitution-Passage-Questions-and-Word-Search-2638802
• https://www.teacherspayteachers.com/Product/US-Constitution-Reading-Passage-Constitution-Day-Activities-4019383
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Adaptations and Modifications
• Provide students with an informational text on a European document or a United States document. Highlight the argument in one color and the claims or evidence in another color.
• Provide students a short informational text. Cut the text into individual sentences. Have the students identify the central ideas and then sort the claims or details under each central idea.
• Have students divide into groups and read passages on their reading level. Have students identify the main idea or central idea of the passage and identify details that support their answer choice.
• Using graphic organizers, have students choose a topic and find supporting facts about the topic.
• Using a graphic organizer, have student write or narrate a narrative with the key components of beginning, middle, and end.
• Using a magazine or newspaper article (a news article on the computer is great as well), have the students work in ability groups to find an opinion piece. The students will choose a side of the argument and find details to support the argument in the article.
• Have students work in groups to create a short video to persuade the4 audience to their side of the argument using facts.
• Have the students compose or dictate a narrative about an event in their life and give details to both sides of the argument. Have them role play the opinion of the person they disagree with.
• Using a graphic organizer, have students state a claim, find details or facts to support the claim, and compose or dictate a summary conclusion statement.
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Strand: Writing Standards Objective: Text Types and Purposes
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.20 Compose an argument to support a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument. • https://www.teacherspayteachers.com/
Product/Analyzing-an-Argument-Free-Task-Cards-1531166
• https://www.teacherspayteachers.com/FreeDownload/For-Against-Organizing-or-Analyzing-an-Argument-2347520
• https://www.teacherspayteachers.com/Product/Claim-and-Evidence-Identification-Practice-3657952
• https://www.education.com/download/worksheet/170111/support-a-claim.pdf
• https://www.education.com/download/worksheet/170108/spend-or-save.pdf
• https://www.education.com/download/worksheet/170109/product-evaluation.pdf
ELA.AAS.9.21 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to a topic. • https://www.teacherspayteachers.com/
Product/Informational-Writing-FREEBIE-1725985
• https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/personal_narrative_graphic_organizer_1.pdf
ELA.AAS.10.21 Compose an argument to support a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument. • https://www.teacherspayteachers.com/
Product/Analyzing-an-Argument-Free-Task-Cards-1531166
• https://www.teacherspayteachers.com/FreeDownload/For-Against-Organizing-or-Analyzing-an-Argument-2347520
• https://www.teacherspayteachers.com/Product/Claim-and-Evidence-Identification-Practice-3657952
• https://www.education.com/download/worksheet/170111/support-a-claim.pdf
• https://www.education.com/download/worksheet/170108/spend-or-save.pdf
• https://www.education.com/download/worksheet/170109/product-evaluation.pdf
ELA.AAS.10.22 Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to a topic. • https://www.teacherspayteachers.com/
Product/Informational-Writing-FREEBIE-1725985
• https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/migrated-files/personal_narrative_graphic_organizer_1.pdf
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• https://www.teacherspayteachers.com/Product/Narrative-Writing-941806
• https://www.teacherspayteachers.com/Product/Informational-Writing-FREEBIE-1725985
• https://www.lauracandler.com/wp-content/uploads/2018/06/EssayFormat.pdf
ELA.AAS.9.22 Compose a narrative text by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence. • https://www.teacherspayteachers.com/
Product/Informational-Writing-FREEBIE-1725985
• https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
• https://www.teacherspayteachers.com/Product/STORY-CRAZE-3548947
• https://www.teacherspayteachers.com/Product/Narrative-Writing-941806
• https://www.teacherspayteachers.com/Product/Informational-Writing-FREEBIE-1725985
• https://www.lauracandler.com/wp-content/uploads/2018/06/EssayFormat.pdf
ELA.AAS.10.23 Compose a narrative text by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence. • https://www.teacherspayteachers.com/
Product/Informational-Writing-FREEBIE-1725985
• https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
• https://www.teacherspayteachers.com/Product/STORY-CRAZE-3548947
Adaptations and Modifications
• Provide students with an informational text on a European document or a United States document. Highlight the argument in one color and the claims or evidence in another color.
• Provide students a short informational text. Cut the text into individual sentences. Have the students identify the central ideas and then sort the claims or details under each central idea.
• Have students divide into groups and read passages on their reading level. Have students identify the main idea or central idea of the passage and identify details that support their answer choice.
• Using graphic organizers, have students choose a topic and find supporting facts about the topic.
• Have students work in a large group with the teacher to discuss writing a narrative that includes an introduction, details and a conclusion.
• Write a narrative as a group with students adding details as the story is wrote.
• After the group writing, discuss the process that was used by the group to write the narrative.
• Divide the students into groups and give a topic. Have the group write/dictate a narrative with a beginning, middle and conclusion.
• Students will develop characters and sequence events in the story.
• Have students practice sequencing events in stories.
https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
https://www.teacherspayteachers.com/Product/Roll-a-story-My-Crazy-1st-day-Writing-Assignment-1518569
9-10 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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• Using a graphic organizer, have student write or narrate a narrative with the key components of beginning, middle, and end.
• Using a magazine or newspaper article (a news article on the computer is great as well), have the students work in ability groups to find an opinion piece. The students will choose a side of the argument and find details to support the argument in the article.
• Have students work in groups to create a short video to persuade the4 audience to their side of the argument using facts.
• Have the students compose or dictate a narrative about an event in their life and give details to both sides of the argument. Have them role play the opinion of the person they disagree with.
• Using a graphic organizer, have students state a claim, find details or facts to support the claim, and compose or dictate a summary conclusion statement.
• Have students develop a recipe of something they would like to make. Put the steps in order to make the food item.
9-10 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Strand: Writing Standards Objective: Research to Build and Present Knowledge
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.26 Ask and answer questions about a research topic, including the use of two resources. • https://www.teacherspayteachers.com/
Product/State-Report-Research-Project-Opinion-Writing-519502
• https://www.teacherspayteachers.com/Product/Learning-How-to-Research-for-Expository-Text-Writing-586276
• https://www.teacherspayteachers.com/Product/Animal-Research-Book-Templates-1814312
ELA.AAS.9.28 Draw evidence from a literary or informational text to support an analysis or research topic. • https://www.teacherspayteachers.com/
Product/Reading-Comprehension-and-Text-Evidence-for-Beginners-FREE-1952722
• https://www.teacherspayteachers.com/Product/Guided-Reading-Text-Evidence-Passages-Free-3350622
• https://www.teacherspayteachers.com/Product/Text-Evidence-Color-Coding-Freebie-Text-Evidence-Freebie-for-3rd-5th-Grades-4416138
ELA.AAS.10.27 Ask and answer questions about a research topic, including the use of two resources. • https://www.teacherspayteachers.com/
Product/State-Report-Research-Project-Opinion-Writing-519502
• https://www.teacherspayteachers.com/Product/Learning-How-to-Research-for-Expository-Text-Writing-586276
• https://www.teacherspayteachers.com/Product/Animal-Research-Book-Templates-1814312
ELA.AAS.10.29 Draw evidence from a literary or informational text to support an analysis or research topic. • https://www.teacherspayteachers.com/
Product/Reading-Comprehension-and-Text-Evidence-for-Beginners-FREE-1952722
• https://www.teacherspayteachers.com/Product/Guided-Reading-Text-Evidence-Passages-Free-3350622
• https://www.teacherspayteachers.com/Product/Text-Evidence-Color-Coding-Freebie-Text-Evidence-Freebie-for-3rd-5th-Grades-4416138
9-10 ELA At Your Fingertips – Access to Resources for the Alabama Alternate Achievement Standards
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Adaptations and Modifications
• Create a digital presentation of a topic to inform the audience of the topic.
• Create a video of a literary text representing a story.
• Provide students with resources such as books and magazines and have them sort the resources by topic.
• Provide students with a resource and have them look for the maid idea and details and then summarize the information.
• Provide various forms of reference materials. Have students identify the reference materials and how they are used. Have students become familiar with each reference material and become comfortable using them.
• Give students topics and have them choose what reference item would be used.
• Have students practice using the reference materials.
• Divide class into groups. Give each group a topic to work on using two forms of reference materials and then present their choices along with reasons why those were chosen to the class.
• Students can select their own topic to learn about.
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Strand: Speaking and Listening Standards Objective: Comprehension and Collaboration
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.32 Identify a speaker’s point of view; identify evidence used to support the point of view of the speaker. • https://www.teacherspayteachers.com/
FreeDownload/Character-Selfies-Character-Analysis-Summary-Point-of-View-and-Visualization-1199862
• https://www.teacherspayteachers.com/FreeDownload/Point-of-View-PowerPoint-490202
• https://www.teacherspayteachers.com/Product/FREE-Thanksgiving-Point-of-View-and-Editing-Task-Cards-for-Upper-Elementary-981269
• https://www.teacherspayteachers.com/Product/Point-of-View-Food-Fight-Stories-4350366
ELA.AAS.10.33 Identify a speaker’s point of view; identify evidence used to support the point of view of the speaker; identify what is not true or exaggerated. • https://www.teacherspayteachers.com/
FreeDownload/Character-Selfies-Character-Analysis-Summary-Point-of-View-and-Visualization-1199862
• https://www.teacherspayteachers.com/FreeDownload/Point-of-View-PowerPoint-490202
• https://www.teacherspayteachers.com/Product/FREE-Thanksgiving-Point-of-View-and-Editing-Task-Cards-for-Upper-Elementary-981269
• https://www.teacherspayteachers.com/Product/Point-of-View-Food-Fight-Stories-4350366
Adaptations and Modifications
• Have students read and/or listen to various short stories, speeches, etc. Have the students identify the speaker’s point of view as well as evidence to support the speaker’s point of view.
• Have the students in the class role play social situations. Discuss various points of view before beginning and have the students take the view of their classmate and use evidence to support their view.
• After reading an informative text, have students choose one character and identify the character’s feelings at key points in the story.
• Have students choose characters and role play the story from their character’s point of view. Discuss how each character has their own point of view as does the narrator or author.
• Divide the class into groups. Have each group compose a story and then retell the same story from another character’s pint of view.
• Have student break into groups and read short passages (differentiated for their individual abilities) and identify the author’s point of view.
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• After reading an informative text, have students look at the setting to identify how it may have influenced the character’s thoughts, feelings and actions.
• Have the students choose a character from the story and retell the story from their point of view. Discuss how the views are similar and different.
• Read books or passages with the same story line but different narrators. Discuss the different narrator’s points of view.
• Use various worksheets to practice this skill. Differentiate the text based upon ability levels.
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Strand: Language Standards Objective: Conventions of Standard English
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.36 Demonstrate standard English grammar when communicating.
• https://www.k5learning.com/free-grammar-worksheets/nouns
• https://www.k5learning.com/free-grammar-worksheets/verbs
• https://www.k5learning.com/free-grammar-worksheets/adjectives
• https://www.k5learning.com/free-grammar-worksheets/adverbs
• https://www.teacherspayteachers.com/Product/Text-to-English-Grammar-Interactive-Notebook-Sample-163179
• https://www.teacherspayteachers.com/Product/Oral-and-Written-Communication-Skills-Task-Cards-Halloween-Freebie-2832704
• https://www.teacherspayteachers.com/Product/Increase-communication-skills-in-everyday-activities-1772460
ELA.AAS.9.36a Use a complete sentence with appropriate grammar and usage when asking and answering questions.
• http://www.2ndgradeworksheets.net/sentences/completesentences.jpg
• http://www.2ndgradeworksheets.net/sentences/completesentences2.jpg
• https://www.teacherspayteachers.com/Product/FREE-Asking-and-Answering-Questions-in-Complete-Sentences-TASK-CARDS-3450738
ELA.AAS.10.37 Demonstrate standard English grammar and usage when communicating.
• https://www.k5learning.com/free-grammar-worksheets/nouns
• https://www.k5learning.com/free-grammar-worksheets/verbs
• https://www.k5learning.com/free-grammar-worksheets/adjectives
• https://www.k5learning.com/free-grammar-worksheets/adverbs
• https://www.teacherspayteachers.com/Product/Text-to-English-Grammar-Interactive-Notebook-Sample-163179
• https://www.teacherspayteachers.com/Product/Oral-and-Written-Communication-Skills-Task-Cards-Halloween-Freebie-2832704
• https://www.teacherspayteachers.com/Product/Increase-communication-skills-in-everyday-activities-1772460
ELA.AAS.10.37c Use a complete sentence with appropriate grammar and usage when asking and answering questions.
• http://www.2ndgradeworksheets.net/sentences/completesentences.jpg
• http://www.2ndgradeworksheets.net/sentences/completesentences2.jpg
• https://www.teacherspayteachers.com/Product/FREE-Asking-and-Answering-Questions-in-Complete-Sentences-TASK-CARDS-3450738
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• https://www.teacherspayteachers.com/FreeDownload/Answering-Questions-in-Complete-Sentences-Packet-4421650
ELA.AAS.9.36b Use correct subject-verb agreement.
• http://englishlinx.com/cgibin/pdf_viewer.cgi?script_name=%2Fpdf%2FSubject-Verb-Part-1-Beginner.pdf&x=146&y=15
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Sentence-Sort-371266
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Where-Subject-and-Verb-Agree-to-be-Friends-207922
• https://www.teacherspayteachers.com/Product/Subject-and-Verb-Agreement-Game-208110
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Worksheets-1066457
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Worksheet-FREE-1832218
ELA.AAS.9.37 Demonstrate understanding of capitalization, punctuation, and spelling when writing.
• https://www.k12reader.com/worksheet/capitalize-it-first-letter-of-a-sentence/
• https://www.teacherspayteachers.com/Product/Capitalization-and-Punctuation-Practice-1476896
• https://www.teacherspayteachers.com/Product/Capitalization-Punctuation-Practice-3077898
• https://www.teacherspayteachers.com/Product/Capitalization-and-Punctuation-Mini-Bundle-793392
• https://www.teacherspayteachers.com/Product/Pit-Stop-Punctuation-Practice-
• https://www.teacherspayteachers.com/FreeDownload/Answering-Questions-in-Complete-Sentences-Packet-4421650
ELA.AAS.10.37c Use correct subject-verb agreement.
• http://englishlinx.com/cgibin/pdf_viewer.cgi?script_name=%2Fpdf%2FSubject-Verb-Part-1-Beginner.pdf&x=146&y=15
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Sentence-Sort-371266
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Where-Subject-and-Verb-Agree-to-be-Friends-207922
• https://www.teacherspayteachers.com/Product/Subject-and-Verb-Agreement-Game-208110
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Worksheets-1066457
• https://www.teacherspayteachers.com/Product/Subject-Verb-Agreement-Worksheet-FREE-1832218
ELA.AAS.10.38 Demonstrate understanding of capitalization, punctuation, and spelling when writing.
• https://www.k12reader.com/worksheet/capitalize-it-first-letter-of-a-sentence/
• https://www.teacherspayteachers.com/Product/Capitalization-and-Punctuation-Practice-1476896
• https://www.teacherspayteachers.com/Product/Capitalization-Punctuation-Practice-3077898
• https://www.teacherspayteachers.com/Product/Capitalization-and-Punctuation-Mini-Bundle-793392
• https://www.teacherspayteachers.com/Product/Pit-Stop-Punctuation-Practice-
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Fix-the-Sentences-L12A-L12B-L12C-Free-1913758
• https://www.teacherspayteachers.com/Product/Pit-Stop-Punctuation-Practice-Fix-the-Sentences-LK2A-and-LK2B-Free-1856282
• https://www.teacherspayteachers.com/Product/5-Free-PUNCTUATION-Worksheets-1745032
ELA.AAS.9.37a Use commas in a series correctly.
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Worksheet-2308531
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Anchor-Chart-FREEBIE-1492505
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-FREE-Literacy-Center-2302023
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Grocery-List-Style-2802920
• https://www.teacherspayteachers.com/Product/Using-Commas-Center-FREE-2714049
• https://www.teacherspayteachers.com/Product/Comma-Usage-Task-Cards-Grades-4-6-1180560
ELA.AAS.9.37c Use a colon to introduce a list.
• https://www.teacherspayteachers.com/Product/Mini-Lesson-19-Using-Colons-and-Semicolons-Free-Version-595920
• https://www.teacherspayteachers.com/Product/How-to-use-Colons-and-Commas-in-Simple-Lists-2615290
Fix-the-Sentences-L12A-L12B-L12C-Free-1913758
• https://www.teacherspayteachers.com/Product/Pit-Stop-Punctuation-Practice-Fix-the-Sentences-LK2A-and-LK2B-Free-1856282
• https://www.k12reader.com/worksheet/ending-punctuation/view/
ELA.AAS.10.38a Use commas correctly. • https://www.teacherspayteachers.com/Pr
oduct/Commas-in-a-Series-Worksheet-2308531
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Anchor-Chart-FREEBIE-1492505
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-FREE-Literacy-Center-2302023
• https://www.teacherspayteachers.com/Product/Commas-in-a-Series-Grocery-List-Style-2802920
• https://www.teacherspayteachers.com/Product/Using-Commas-Center-FREE-2714049
• https://www.teacherspayteachers.com/Product/Comma-Usage-Task-Cards-Grades-4-6-1180560
ELA.AAS.10.38c Use a colon to introduce a list.
• https://www.teacherspayteachers.com/Product/Mini-Lesson-19-Using-Colons-and-Semicolons-Free-Version-595920
• https://www.teacherspayteachers.com/Product/How-to-use-Colons-and-Commas-in-Simple-Lists-2615290
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ELA.AAS.10.38d Spell correctly.
• https://www.teacherspayteachers.com/Product/FREEBIE-Common-Core-Foundational-Skills-Word-Work-Phonics-Spelling-Homework-932606
• https://www.teacherspayteachers.com/Product/Spelling-Activity-Matrix-42-Ideas-for-your-weekly-spelling-words-2002378
Adaptations and Modifications
• Go over information about grammar. Post posters on the walls as reminders.
• Create a writer’s checklist with basic mechanics for students to reference when writing sentences.
• Create a text with words and have them identify the nouns.
• Create text with nouns and have students change the nouns to pronouns.
• Create a writer’s checklist with basic sentence structure, definitions, and examples of each part of speech.
• Provide students with sentences that need corrections. Have the students correct the punctuation, grammar and spelling in each sentence.
• Have students communicate and have discussions. Remind the students to use correct speech and complete sentences.
• Provide students with a list of various items and have them write them in a sentence using commas and a colon.
• Provide various activities and worksheets to allow for practice.
• Provide a simple sentence (subject and verb) and have the students determine if the two are in agreement.
• Provide sentences to the students and have them correct the capitalization and punctuation as well as spelling.
• Provide a lesson about complete sentences and create a checklist for the elements of a complete sentence. Have students use the checklist to create sentences that have correct structure.
• Read aloud and have the students practice reading aloud text with grammar mistakes. Have the students identify the mistakes by raising their hand or a designated item when they hear a mistake.
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Strand: Language Standards Objective: Vocabulary Acquisition and Use
AAS and Resources
NINTH GRADE TENTH GRADE
ELA.AAS.9.39 Identify the meaning of unknown word or phrase.
• https://www.teacherspayteachers.com/Product/Reference-Materials-Mini-Lesson-575173
• https://www.teacherspayteachers.com/Product/Context-Clues-Activity-Printable-235506
• https://www.teacherspayteachers.com/Product/FREE-Context-Clues-Minilesson-2218772
ELA.AAS.9.39a Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
• https://www.teacherspayteachers.com/Product/FREE-Context-Clues-Minilesson-2218772
• https://www.teacherspayteachers.com/Product/FREE-SAMPLER-from-Context-Clues-Toolkit-3rd-4th-Grade-Common-Core-RL34-RL44-3056860
• https://www.teacherspayteachers.com/Product/Context-Clues-Sorting-Activity-353352
ELA.AAS.9.39c Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
• https://www.teacherspayteachers.com/Product/FREEBIE-Dictionary-Detectives-1678618
ELA.AAS.10.40 Identify the meaning of an unknown word or phrase.
• https://www.teacherspayteachers.com/Product/Reference-Materials-Mini-Lesson-575173
• https://www.teacherspayteachers.com/Product/Context-Clues-Activity-Printable-235506
• https://www.teacherspayteachers.com/Product/FREE-Context-Clues-Minilesson-2218772
ELA.AAS.10.40a Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
• https://www.teacherspayteachers.com/Product/FREE-Context-Clues-Minilesson-2218772
• https://www.teacherspayteachers.com/Product/FREE-SAMPLER-from-Context-Clues-Toolkit-3rd-4th-Grade-Common-Core-RL34-RL44-3056860
• https://www.teacherspayteachers.com/Product/Context-Clues-Sorting-Activity-3533525
ELA.AAS.10.40c Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
• https://www.teacherspayteachers.com/Product/FREEBIE-Dictionary-Detectives-1678618
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• https://www.teacherspayteachers.com/Product/Word-Reference-Materials-Sort-3052194
• https://www.teacherspayteachers.com/Product/Reference-Materials-Mini-Lesson-575173
• https://www.teacherspayteachers.com/Product/Reference-Materials-Power-Point-489992
• https://www.teacherspayteachers.com/Product/Reference-Materials-FREE-Craftivity-2926192
ELA.AAS.9.39d Verify the meaning of a word using a dictionary.
• https://www.teacherspayteachers.com/Product/BATS-Dictionary-Skills-Practice-freebie-2156633
• https://www.teacherspayteachers.com/Product/Dictionary-Skills-Search-FREEBIE-805322
• https://www.englishworksheetsland.com/grade2/language/17dictionary/5dive.pdf
• https://www.teacherspayteachers.com/Product/Multiple-Meaning-Words-using-Dictionary-Entries-3225079
• https://www.teacherspayteachers.com/Product/How-to-Use-a-Dictionary-Lesson-431209
ELA.AAS.9.40 Determine the meaning of figurative language in context.
• https://www.teacherspayteachers.com/Product/Figurative-Language-Worksheets-Idioms-Similes-Metaphors-Hyperbole-etc-171493
• https://www.teacherspayteachers.com/Product/Figurative-Language-Puzzles-FREEBIE-1029961
• https://www.teacherspayteachers.com/Product/Word-Reference-Materials-Sort-3052194
• https://www.teacherspayteachers.com/Product/Reference-Materials-Mini-Lesson-575173
• https://www.teacherspayteachers.com/Product/Reference-Materials-Power-Point-489992
• https://www.teacherspayteachers.com/Product/Reference-Materials-FREE-Craftivity-2926192
ELA.AAS.10.40d Verify the meaning of a word using a dictionary.
• https://www.teacherspayteachers.com/Product/BATS-Dictionary-Skills-Practice-freebie-2156633
• https://www.teacherspayteachers.com/Product/Dictionary-Skills-Search-FREEBIE-805322
• https://www.englishworksheetsland.com/grade2/language/17dictionary/5dive.pdf
• https://www.teacherspayteachers.com/Product/Multiple-Meaning-Words-using-Dictionary-Entries-3225079
• https://www.teacherspayteachers.com/Product/How-to-Use-a-Dictionary-Lesson-431209
ELA.AAS.10.41 Determine the meaning of figurative language in context.
• https://www.teacherspayteachers.com/Product/Figurative-Language-Worksheets-Idioms-Similes-Metaphors-Hyperbole-etc-171493
• https://www.teacherspayteachers.com/Product/Figurative-Language-Puzzles-FREEBIE-1029961
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• https://www.teacherspayteachers.com/Product/Figurative-Language-Reference-Sheet-50330
• https://www.teacherspayteachers.com/Product/Free-Downloads-Firework-by-Katy-Perry-Poetry-Terms-Figurative-Language-111909
• https://www.teacherspayteachers.com/Product/Figurative-Language-Posters-FREE-1634812
ELA.AAS.9.40a Identify the meaning of a simile or metaphor used in a text.
• https://www.youtube.com/watch?v=uoSBVNUO2LU
• https://www.k12reader.com/worksheet/which-is-it-metaphor-or-simile/view/
• http://www.softschools.com/literature/worksheets/simile_worksheets/similes_and_metaphors.html
• https://www.teacherspayteachers.com/Product/Similie-and-Metaphores-345426
• https://www.teacherspayteachers.com/Product/Similies-and-Metaphors-2791187
• https://www.teacherspayteachers.com/Product/Figurative-Language-Reference-Sheet-50330
• https://www.teacherspayteachers.com/Product/Free-Downloads-Firework-by-Katy-Perry-Poetry-Terms-Figurative-Language-111909
• https://www.teacherspayteachers.com/Product/Figurative-Language-Posters-FREE-1634812
ELA.AAS.10.41a Identify the meaning of a simile or metaphor used in a text.
• https://www.youtube.com/watch?v=uoSBVNUO2LU
• https://www.k12reader.com/worksheet/which-is-it-metaphor-or-simile/view/
• http://www.softschools.com/literature/worksheets/simile_worksheets/similes_and_metaphors.html
• https://www.teacherspayteachers.com/Product/Similie-and-Metaphores-345426
• https://www.teacherspayteachers.com/Product/Similies-and-Metaphors-2791187
Adaptations and Modifications
• Review with students what figurative language is and have the students practice identifying one form at a time till students are comfortable with all forms and can identify with minimal assistance. Practice, review and practice more.
• Read a text with figurative language and have students use context clues to determine the meaning of the figurative language.
• Read short stories. Have students use images and known words to determine the meaning of unknown words.
• Before reading a text, make a list of difficult/unknown word. Have the students look the words up in a dictionary or on the computer to determine the meaning of each word. When all are done, go over the words and definitions to make sure of understanding before reading the story.
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• Read language statements and have students create images to represent the meanings by drawing or describing orally.
• State figurative language and images with both the literal meaning and the figurative meaning and have the students identify which definition is correct for the text.
• Provide a text with figurative language and have the students identify the figurative language statement and use context clues to determine the meaning.
• Provide sentences with similes and metaphors. Have the students identify the language as a simile or metaphor.
• Have students break into groups based on ability. Scale the sentences to be read and the figurative language to their reading level.
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Strand: Reading Standards for Literature Objective: Key Ideas and Details
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.1 Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
• https://www.teacherspayteachers.com/Product/Making-Inferences-Reading-Passages-FREE-1188647
ELA.AAS.11.2 Identify how two themes develop throughout a text; create an objective summary of a story.
• https://www.education.com/guided-lesson/contrasting-literature/
ELA.AAS.11.3 Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.
• https://www.education.com/guided-lesson/contrasting-literature/
• https://www.pinterest.com/pin/AYTya1LgzAQbQryfh5HWJZRntYQK4UjjGkVenDGWDWQlzZG-Fd3O_bQ/
ELA.AAS.12.1 Answer who, what, when, where, and why questions to analyze stories, using textual evidence and inferences as support.
• https://www.teacherspayteachers.com/Product/Making-Inferences-Reading-Passages-FREE-1188647
ELA.AAS.12.2 Identify how two themes develop throughout a text and analyze how they interact and build on one another; create an objective summary of a story.
• https://www.education.com/guided-lesson/contrasting-literature/
ELA.AAS.12.3 Describe how characters interact and develop in a story; identify the setting of a story; identify the problem in a story.
• https://www.education.com/guided-lesson/contrasting-literature/
• https://www.pinterest.com/pin/AYTya1LgzAQbQryfh5HWJZRntYQK4UjjGkVenDGWDWQlzZG-Fd3O_bQ/
Adaptations and Modifications
• Students will be assisted in highlighting details in a story to determine main idea.
• Students will name characters in a story.
• Students will give one detail of a story.
• Students will be assisted in highlighting details in a story to determine main idea, order of events, and point out textual evidence.
• Students will name two characters in a story and give one detail about each character.
• Students will describe the setting of a story to connect details to the main idea.
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Strand: Reading Standards for Literature Objective: Craft and Structure
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.5 Describe how the sequence of events contributes to the tension, mystery, or surprise in a story.
• https://www.education.com/game/story-scramble/
ELA.AAS.11.7 Read or listen to different interpretations of a story, drama, or poem analyzing the various interpretations.
• https://www.pinterest.com/verashvets/easy-poems-for-kids/
• https://www.pinterest.com/search/pins/?q=holiday%20poems%20for%20kindergarten&rs=typed&term_meta[]=holiday%20poems%20for%20kindergarten%7Ctyped
ELA.AAS.12.5 Describe how the sequence of events contributes to the tension, mystery, or surprise in a story.
• https://www.teacherspayteachers.com/Product/Sequencing-Events-for-1st-2nd-Grades-1042322
ELA.AAS.12.7 Read or listen to different interpretations of a story, drama, or poem; analyze the various interpretations.
• https://www.pinterest.com/verashvets/easy-poems-for-kids/
• https://www.pinterest.com/search/pins/?q=holiday%20poems%20for%20kindergarten&rs=typed&term_meta[]=holiday%20poems%20for%20kindergarten%7Ctyped
Adaptations and Modifications
• Students will listen to a story and give two details.
• Students will answer “why” questions about a passage.
• Students will listen to a poem and recount one main detail.
• Students will listen to poems about familiar holidays.
• Students will arrange events of a text in chronological order
• Students will follow steps to a recipe.
• Students will listen to a poem and recount two main details of the poem.
• Students will listen to poems about familiar holidays and compare events to personal events.
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Strand: Reading Standards for Informational Text Objective: Key Ideas and Details
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.10 Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences as support.
• https://www.teacherspayteachers.com/Product/Making-Inferences-Reading-Passages-FREE-1188647
ELA.AAS.11.11 Identify two central ideas of an informational text; create an objective summary of an informational text.
• https://www.education.com/worksheet/article/your-favorite-book/
ELA.AAS.11.12 Identify the connections between the ideas or events in an informational text.
• https://www.pinterest.com/pin/AVTWD7WT0dUGOvegRyDofoFHvTV_-JVKLLCx_eg2jpwIUjn7APjaqAs/
ELA.AAS.12.10 Answer who, what, when, where, and why questions to analyze informational text, using textual evidence and inferences for support.
• https://www.teacherspayteachers.com/Product/Making-Inferences-Reading-Passages-FREE-1188647
ELA.AAS.12.11 Identify two central ideas of an informational text and analyze how they interact and build on one another; create an objective summary of an informational text.
• https://www.education.com/worksheet/article/sundae-summarizing/
• https://www.pinterest.com/pin/AVTWD7WT0dUGOvegRyDofoFHvTV_-JVKLLCx_eg2jpwIUjn7APjaqAs/
ELA.AAS.12.12 Identify the connections between the ideas or events in an informational text
• https://www.teacherspayteachers.com/Product/Determining-the-Main-Idea-Task-Cards-and-Assessment-Option-376005
Adaptations and Modifications
• Students will name one character in a story.
• Students will name two characters in a story.
• Students will name one detail of a nonfiction passage.
• Students will be assisted in using a graphic organizer to determine the order of events to connect ideas in a text.
• Students will name two characters in a story and give one detail about each character.
• Students will use a graphic organizer to identify two main ideas of a passage.
• Students will answer “why” questions about a passage to connect details.
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Strand: Reading Standards for Informational Text Objective: Craft and Structure
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.15 Determine the author’s point of view and identify parts of the text that helped explain the point of view.
• https://www.education.com/worksheet/article/story-comprehension-drawing-conclusions/
• https://www.education.com/activity/article/dad-book/
• https://www.education.com/worksheet/article/step-by-step-recipe/
ELA.AAS.12.15 Identify the author’s point of view or purpose in an informational text.
• https://www.education.com/worksheet/article/story-comprehension-drawing-conclusions/
• https://www.education.com/activity/article/dad-book/
• https://www.education.com/worksheet/article/step-by-step-recipe/
Adaptations and Modifications
• Students will give one detail of a short passage.
• Students will identify the main idea in a passage.
• Students will create a picture book about family to show author’s point of view.
• Students will give two steps to a recipe.
• Students will identify the main idea in a passage.
• Students will tell another person two details of a short passage.
• Students will create a book about family to show author’s point of view.
• Students will give three steps to a recipe.
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Strand: Reading Standards for Informational Text Objective: Integration of Knowledge and Ideas
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.16 Identify and use multiple sources of information to answer a question or solve a problem.
• https://www.education.com/worksheet/article/story-comprehension-create-story-map/
• https://www.education.com/worksheet/article/story-comprehension-drawing-conclusions/
ELA.AAS.12.16 Identify and use multiple sources of information to answer a question or solve a problem.
• https://www.education.com/worksheet/article/story-comprehension-create-story-map/
• https://www.education.com/worksheet/article/story-comprehension-drawing-conclusions/
• https://www.google.com/search?q=free+printable+graphic+organizers&tbm=isch&source=univ&sa=X&ved=2ahUKEwj8ydO57dniAhXwmq0KHemFDJcQsAR6BAgEEAE&biw=1600&bih=708
Adaptations and Modifications
• Students will identify details of a short passage using a story web.
• Students will identify the main idea of a passage by drawing pictures of details to connect ideas.
• Students will summarize information is a short passage through use of a graphic organizer or story web.
• Students will identify the main idea of a passage by putting details in sequential order.
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Strand: Writing Standards Objective: Text Types and Purposes
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.19 Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument. • http://www.readingrockets.org/looking-at-
writing/kindergarten-writing-sample-2
ELA.AAS.11.20 Compose informative or explanatory texts by stating a topic, providing facts or details, providing an appropriate conclusion related to the topic. • http://www.readingrockets.org/looking-at-
writing/kindergarten-writing-sample-3
ELA.AAS.11.21 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence. • http://www.readingrockets.org/looking-at-
writing/kindergarten-writing-sample-3
ELA.AAS.12.19 Compose an argument to support a claim by stating a claim, providing facts or reasons supporting the claim, and providing an appropriate conclusion related to the stated argument. ELA.AAS.12.20 Compose informative or explanatory texts by stating a topic, providing facts or details, providing an appropriate conclusion related to the topic. • http://www.readingrockets.org/looking-at-
writing/kindergarten-writing-sample-3
ELA.AAS.12.21 Compose narrative texts by introducing characters or a narrator, organizing events in sequence, and providing an ending related to the event sequence. • http://www.readingrockets.org/looking-at-
writing/kindergarten-writing-sample-3
Adaptations and Modifications
• Students will label pictures from a story.
• After hearing a teacher-read story, students will give the story a name to show story comprehension.
• Students will draw pictures of characters/items in a story.
• Students will write a story, with a beginning and end, using teacher prompts.
• Students will title a personal narrative (story about themselves).
• Students will illustrate a story to show sequence.
Use a writing tool to write an opinion piece or an informative, an explanatory, or a narrative text and
provide a reason, fact, or detail. Write two or three words on a topic. Use speech to dictate a written
text. Use pictures to sort personal likes and dislikes. Use pictures or draw a picture to tell a story. Write
from left to right. Create strings of letters to represent an idea or ideas. Make a mark or letter to
represent a word. Draw a picture or shape to represent words. Choose a writing tool. Ask others to
write. Observe with curiosity and interest while others write.
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Strand: Writing Standards Objective: Research to Build and Present Knowledge
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.26 Conduct research using two sources and create a product.
• https://www.google.com/webhp?authuser=3
ELA.AAS.11.27 Draw evidence from a literary or informational text to support an analysis or research topic.
• https://www.teacherspayteachers.com/Product/Sequencing-Events-for-1st-2nd-Grades-1042322
• https://geology.com/world/world-map.shtml
ELA.AAS.11.27a Read works from the twentieth and twenty-first century and determine how two or more texts from the same period treat similar themes or topics.
• https://vimeopro.com/user24459741/disney-classics/video/85406150
ELA.AAS.11.27b Analyze seminal United States documents of historical significance.
• https://dbsenk.wordpress.com/2011/09/08/the-pledge-of-allegiance/
ELA.AAS.12.26 Conduct research using two sources and create a product.
• https://www.google.com/webhp?authuser=3
ELA.AAS.12.27 Draw evidence from a literary or informational text to support an analysis or research topic.
• https://www.teacherspayteachers.com/Product/Sequencing-Events-for-1st-2nd-Grades-1042322
• https://geology.com/world/world-map.shtml
ELA.AAS.12.27a Compare and contrast how similar themes or topics are treated in two texts in British literature from the same period.
• https://vimeopro.com/user24459741/disney-classics/video/85406150
Adaptations and Modifications
• Students will choose between two topics.
• Students will select pictures associated with predetermined topics.
• Using three steps, students will determine chronological order for a story or recipe.
• Students will identify a topic to research.
• Students will be assisted in downloading pictures from the internet.
• Using three-to-five steps, students will determine chronological order for a story or recipe.
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• Students will tell the teacher a story.
• Students will listen to a story or watch a movie/play by a British author (i.e. Peter Pan).
• Students will listen to, learn, or recite the Pledge of Allegiance.
• Students will use a graphic organizer to show sequence of a story,
• Students will tell a story in a small group.
• Students will find Great Britain on a map.
• Students will search facts about Great Britain on the internet and write/tell three facts.
• Students will listen to a story or watch a movie/play by a British author (i.e., Peter Pan).
Strand: Speaking and Listening Standards Objective: Comprehension and Collaboration
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.31 Identify a speaker’s point of
view; identify evidence to support the point
of view of a speaker.
• https://www.thebalancecareers.com/point-of-view-1277038
• http://www.readingrockets.org/looking-at-writing/kindergarten-writing-sample-3
ELA.AAS.12.31 Identify a speaker’s point of
view; identify evidence to support the point
of view of a speaker.
• https://www.thebalancecareers.com/point-of-view-1277038
• http://www.readingrockets.org/looking-at-writing/kindergarten-writing-sample-3
Adaptations and Modifications
• After hearing a teacher-read story, students will tell what a passage is about.
• After hearing a teacher-read story, students will utilize preselected pictures to
point to correct speaker in a short story.
• After hearing a teacher-read story, students will tell two ideas in a passage.
• Students will correctly identify speaker of a passage from a given list of names.
• After hearing a teacher-read story, students will answer “why” questions about a passage.
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Strand: Language Standards Objective: Conventions of Standard English
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.35 Demonstrate standard English grammar when communicating; use a complete sentence with details when asking and answering questions.
• https://www.education.com/worksheets/complete-sentences/
ELA.AAS.11.35a Use a complete sentence with appropriate grammar and usage when asking and answering questions.
• http://search.readwritethink.org/?q=%22sentences%22%20host:%20www.readwritethink.org
• https://www.education.com/lesson-plan/el-support-lesson-answering-why-questions/
ELA.AAS.11.35b Demonstrate the ability to correctly use references as needed.
• https://www.education.com/download/worksheet/75836/alphabet-recognition.pdf
ELA.AAS.11.36 Demonstrate command of standard English conventions when communicating; use correct capitalization; use a period, a question mark, an exclamation point, and commas in a series correctly.
• https://www.edhelper.com/language/capitalization300.html
ELA.AAS.12.35 Demonstrate standard English grammar when communicating; use a complete sentence with details when asking and answering questions.
• https://www.education.com/worksheets/complete-sentences/
ELA.AAS.12.36 Demonstrate command of standard English conventions when communicating; use correct capitalization; use a period, a question mark, an exclamation point, and commas in a series correctly.
• https://www.edhelper.com/capitalization.htm
• https://www.edhelper.com/language/capitalization324.html
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Adaptations and Modifications
• Using pictures for reference, students will form a complete, short sentence using a noun and a verb.
• Student will answer simple “why” questions from a brief passage using a noun and a verb.
• Students will color blocks with the same letter green.
• Students will demonstrate correct punctuation by capitalizing the first word in a sentence.
• Using pictures for reference on a 5-sentence worksheet, student accurately complete 5 short, complete sentences using a noun and a verb.
• Using a word bank, students will rewrite sentences using correct capitalization for the first word in a sentence.
• Students will write short sentences ending in a period or question mark.
Strand: Language Standards Objective: Vocabulary Acquisition and Use
AAS and Resources
ELEVENTH GRADE TWELFTH GRADE
ELA.AAS.11.38 Identify the meaning of an unknown word or phrase.
• https://www.education.com/lesson-plan/el-support-lesson-learning-new-vocabulary/
ELA.AAS.11.38a Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
• https://www.education.com/worksheet/article/vocabulary-cards-idiom-meanings-and-context-clues/
ELA.AAS.11.38c Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
ELA.AAS.12.38 Identify the meaning of an unknown word or phrase.
• https://www.education.com/lesson-plan/el-support-lesson-learning-new-vocabulary/
ELA.AAS.12.38a Use context clues to determine the meaning of a word or phrase that may have multiple meanings.
• https://www.education.com/game/context-clues-quiz/
ELA.AAS.12.38c Identify reference materials and their purposes; demonstrate the ability to use reference materials to find the pronunciation of a word or determine its meaning.
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• https://www.education.com/download/worksheet/75836/alphabet-recognition.pdf
ELA.AAS.11.38d Verify the meaning of a word using a dictionary.
• https://www.teacherspayteachers.com/Product/My-Spelling-Sight-Words-Dictionary-FREE-558151
• https://www.teacherspayteachers.com/Product/Kindergarten-Wonders-FREE-SAMPLER-PACK-1625576
• https://www.teacherspayteachers.com/Product/FREE-Student-Dictionary-820802
ELA.AAS.11.39 Determine the meaning of figurative language in context. ELA.AAS.11.39a Identify the meaning of a simile or metaphor used in a text.
• https://www.education.com/game/sorting-similes-3rd/
• https://www.teacherspayteachers.com/Product/How-to-Use-a-Dictionary-for-Spelling-Errors-3215525
ELA.AAS.12.38d Verify the meaning of a word using a dictionary.
• https://www.teacherspayteachers.com/Product/FREE-Student-Dictionary-820802
• https://www.teacherspayteachers.com/Product/Dictionary-Skills-Practice-Song-FREE-SASSOON-Font-2513012
ELA.AAS.12.39 Determine the meaning of figurative language in context.
• https://www.education.com/worksheet/article/keeping-up-with-context-clues/
ELA.AAS.12.39a Identify the meaning of a simile or metaphor used in a text.
• https://www.education.com/worksheet/article/simile-or-metaphor/
Adaptations and Modifications
• Students will use picture cards to identify new words.
• Using picture cards, students will determine literal and nonliteral meaning of words.
• Students will color all same letters with one color.
• Students will create a picture dictionary by cutting out pictures of familiar words. Students will create a sight words dictionary.
• Students will demonstrate comprehension of word meaning by sorting emotions.
• Students will create a picture dictionary by writing the word, copying a definition, and drawing/selecting a reminding picture.
• Students will practice demonstrating word comprehension by hearing a word used in a sentence.
• Students will look for beginning sounds, using guide words, to find words in a dictionary.
• Using a preselected passage, students will use a worksheet to keep up with context clues.
• Students will identify multiple-meaning words.
