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ELAGSE.2.RL.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.




ELAGSE.2.RL.10: By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range (Lexile Range 420-820).

In first grade, students had to ask explain the major differences between books that tell stories and books that give information.




Limited or Minimum Progress toward achievement of the standard (1)

The student is not able to describe the overall structure of a story including how the beginning introduces the story and the ending concludes the action in grade level text (Lexile range 420-820)

Progressing toward achievement of the standard (2)

The student inconsistently describes the overall structure of a story including how the beginning introduces the story and the ending concludes the action in grade level text (Lexile range 420-820)

Consistently and independently achieves the standard (3)

The student consistently and independently describes the overall structure of a story including how the beginning introduces the story and the ending concludes the action in grade level text (Lexile range 420-820)



Assessment Activities

  • Have students use a graphic organizer for narrative elements and story structure.

  • Have students record in Reading Writing journals the beginnings and endings of the books they read independently.

  • Have students rewrite the beginnings and endings of familiar books to demonstrate how the beginnings and endings impact a story.







ELAGSE.2.RL.5 – Craft and Structure

Instructional Notes:

  • The focus of craft and structure is the reader’s ability to understand word meaning, figurative language, story structure, and point of view.

  • As readers become familiar with a wider variety of poets and writers, they are able to access the many ways words can be arranged to produce meaning.

  • Comprehension increases with an increased understanding of story structure and elements.

  • As readers determine point of view, they think beyond the written text and begin to develop a conceptual understanding of how point of view impacts text.


Students should know and be able to:

  • describe the parts of a story (beginning, middle, and end).

  • describe how the beginning introduces the story and the ending concludes the story.

  • use graphic organizers to discuss the structure of the story.
  • describe how characters respond to major events and challenges.




Directory: grade level files -> second -> Standards Based Report Card -> Reading Literary
second -> Practice task: Every Picture Tells a Story Approximately 2-3 Days standards for mathematical content
Reading Literary -> Elagse rl. 9: Compare and contrast two or more versions of the same story (e g., Cinderella stories) by different authors or from different cultures
grade level files -> Standards for mathematical content
grade level files -> Writers Workshop Daily Plan
grade level files -> This is not meant to be printed off and given as a test…this document is to give you ideas of how this standard might be assessed. Please use these as an example when you are developing your own formative assessments
grade level files -> Farm Unit Theme Objectives
grade level files -> EQ: How are the earth and sky portrayed in fiction and nonfiction?
grade level files -> Troup County School System Science Curriculum Map Fourth Grade – Second Quarter The underlined standard/element links to examples of formative assessment


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