Overview

Lesson Procedure

55-65 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15-20 minutes
3. Guided Practice15 minutes
4. Independent Practice15 minutes
5. Closure5 minutes

1. Warm-Up5-10 minutes

   Warm-Up Prompt

   "Here are the first words of three texts you will read today. (1) 'There was once upon a time a piece of wood in the shop of an old carpenter.' (2) 'Mrs. Fallon: It's time for ourselves to be going home.' (3) 'Is there anybody there?' said the Traveller, / Knocking on the moonlit door. Which one is a story, which is a play, and which is a poem? Write the clue that told you."

   Take answers and write the clues on the board in three columns. Students usually notice the storybook opening in (1), the name and colon in (2), and the short line with a capital letter in (3). Tell them that each genre gives the reader different jobs. A story has a narrator, the voice that tells it. A play has a cast (the list of characters), and stage directions, the words in parentheses and italics that tell actors what to do. A poem has a speaker, the voice of the poem, and is written in lines grouped in stanzas. Today students get a map of four questions for each genre, and the support they get will shrink as the lesson goes on.

2. Direct Instruction15-20 minutes

   How hard is "grade level"? The Common Core places the reading of grades 6, 7 and 8 in one text complexity band. Some texts sit at the low end of the band (familiar words, events told in order) and some at the high end (old or unfamiliar words, a dialect, several meanings at once). In grade 6, students should read texts across the band well, and for the hardest ones a teacher may give scaffolding: a context note, a glossary, a read-aloud or a map with prompts. The goal is to need less of it over the year.

   The story map (Diagram 1, left) asks four questions: Who is in it? Where and when? What is the problem? What changes? Hand out the story map with prompts, read the opening of Pinocchio aloud while students follow, and think aloud through the four worked examples below. Say out loud where you slow down and which fix-up strategy you choose. The paragraphs are numbered.

   1There was once upon a time a piece of wood in the shop of an old carpenter named Master Antonio. Everybody, however, called him Master Cherry, on account of the end of his nose, which was always as red and polished as a ripe cherry.

   2No sooner had Master Cherry set eyes on the piece of wood than his face beamed with delight, and, rubbing his hands together with satisfaction, he said softly to himself:

   3"This wood has come at the right moment; it will just do to make the leg of a little table."

   4He immediately took a sharp axe with which to remove the bark and the rough surface, but just as he was going to give the first stroke he heard a very small voice say imploringly, "Do not strike me so hard!"

   5He turned his terrified eyes all around the room to try and discover where the little voice could possibly have come from, but he saw nobody! He looked under the bench--nobody; he looked into a cupboard that was always shut--nobody; he looked into a basket of shavings and sawdust--nobody; he even opened the door of the shop and gave a glance into the street--and still nobody. Who, then, could it be?

   6"I see how it is," he said, laughing and scratching his wig, "evidently that little voice was all my imagination. Let us set to work again."

   7And, taking up the axe, he struck a tremendous blow on the piece of wood.

   8"Oh! oh! you have hurt me!" cried the same little voice dolefully.

   9This time Master Cherry was petrified. His eyes started out of his head with fright, his mouth remained open, and his tongue hung out almost to the end of his chin, like a mask on a fountain. As soon as he had recovered the use of his speech he began to say, stuttering and trembling with fear:

   10"But where on earth can that little voice have come from that said 'Oh! oh!'? Is it possible that this piece of wood can have learned to cry and to lament like a child? I cannot believe it. This piece of wood is nothing but a log for fuel like all the others, and thrown on the fire it would about suffice to boil a saucepan of beans. How then? Can anyone be hidden inside it? If anyone is hidden inside, so much the worse for him. I will settle him at once."

   • Story map: who is in it, and where?

     Paragraph 1: "There was once upon a time a piece of wood in the shop of an old carpenter named Master Antonio. Everybody, however, called him Master Cherry." Who is in the story so far, and where are we?

     Result: Two "characters": an old carpenter with two names, Master Antonio and the nickname Master Cherry (from his red nose), and a piece of wood. The setting is his workshop. "Once upon a time" tells us the narrator will not give a real date, as in a fairy tale. Note it on the map: one person, one object, one room.

   • Story map: what is the problem?

     Paragraph 4 ends with a "very small voice" saying "Do not strike me so hard!" Paragraph 5 describes the search: "He looked under the bench--nobody; he looked into a cupboard that was always shut--nobody." What is the problem, and how does the paragraph make us feel it?

     Result: The problem: a voice speaks, and there is no one there. The paragraph repeats "nobody" after every place Master Cherry looks, so the reader searches with him and comes up empty each time. The dashes work like pauses before each disappointing answer. Map entry: a voice with no speaker; he cannot find it.

   • Fix-up: picture it

     Paragraph 9: "His eyes started out of his head with fright, his mouth remained open, and his tongue hung out almost to the end of his chin, like a mask on a fountain." What does this look like, and what does it tell us?

     Result: Picture an old stone fountain with a carved face whose mouth hangs open to let the water out. Master Cherry's face is frozen in the same shape. The comparison tells us he is too frightened to move or speak, which the next sentence confirms: he needs time to recover "the use of his speech."

   • Fix-up: reread a long sentence

     Paragraph 10: "This piece of wood is nothing but a log for fuel like all the others, and thrown on the fire it would about suffice to boil a saucepan of beans." A student reads it once and says, "He is going to cook beans." Reread and fix the restatement.

     Result: Reread in two halves. First half: the wood is only firewood, like any other log. Second half: burned, it would be just enough ("about suffice") to cook one small pot of beans. Master Cherry is not cooking; he is telling himself the log is ordinary and worth very little, so it cannot be talking. What changes on the map: he moves from delight (paragraph 2) to fear to trying to argue the fear away.

   Teacher tip. Point out that paragraphs 6 and 10 give Master Cherry's explanations for the voice, and that the narrator does not tell us whether either one is right. Readers of a story must keep track of what a character believes as well as what happens. That job gets bigger in the play, where there is no narrator at all.

3. Guided Practice15 minutes

   This scene is the hardest text in the lesson, so pairs get two supports along with the play map with prompts. Context note: The play is set on the day of a market fair in a small Irish town about 1904. Bartley Fallon is a farmer. His neighbor Jack Smith, on his way to cut hay in the Five Acre Meadow, has just hurried off into the crowd to help with a horse, leaving his hayfork behind. Mrs. Tarpey sells apples at a stall on the same stage and is there for the whole scene. The characters speak Irish English, a dialect: a form of English with its own grammar and words, such as "I have all I bought put in the basket" for "I have put everything I bought in the basket." Glossary card: hayfork, a long wooden fork for lifting hay; fair green, the open field where the fair is held; Glory be!, an exclamation of surprise; temperate, never drinking too much. Each speech and each stage direction has a number.

   1Mrs. Fallon: It's time for ourselves to be going home. I have all I bought put in the basket. Look at there, Jack Smith's hayfork he left after him! He'll be wanting it. (Calls.) Jack Smith! Jack Smith!--He's gone through the crowd--hurry after him, Bartley, he'll be wanting it.

   2Bartley: I'll do that. This is no safe place to be leaving it. (He takes up fork awkwardly and upsets the basket.) Look at that now! If there is any basket in the fair upset, it must be our own basket! (He goes out to right.)

   3Mrs. Fallon: Get out of that! It is your own fault, it is. Talk of misfortunes and misfortunes will come. Glory be! Look at my new egg-cups rolling in every part--and my two pound of sugar with the paper broke----

   [...]

   4(Enter Tim Casey.)

   5Tim Casey: Where is Bartley Fallon, Mrs. Fallon? I want a word with him before he'll leave the fair. I was afraid he might have gone home by this, for he's a temperate man.

   6Mrs. Fallon: I wish he did go home! It'd be best for me if he went home straight from the fair green, or if he never came with me at all! Where is he, is it? He's gone up the road (jerks elbow) following Jack Smith with a hayfork.

   7(She goes out to left.)

   8Tim Casey: Following Jack Smith with a hayfork! Did ever any one hear the like of that. (Shouts.) Did you hear that news, Mrs. Tarpey?

   9Mrs. Tarpey: I heard no news at all.

   10Tim Casey: Some dispute I suppose it was that rose between Jack Smith and Bartley Fallon, and it seems Jack made off, and Bartley is following him with a hayfork!

   11Mrs. Tarpey: Is he now? Well, that was quick work! It's not ten minutes since the two of them were here, Bartley going home and Jack going to the Five Acre Meadow; and I had my apples to settle up, that Jo Muldoon of the police had scattered, and when I looked round again Jack Smith was gone, and Bartley Fallon was gone, and Mrs. Fallon's basket upset, and all in it strewed upon the ground--the tea here--the two pound of sugar there--the egg-cups there--Look, now, what a great hardship the deafness puts upon me, that I didn't hear the commencement of the fight! Wait till I tell James Ryan that I see below; he is a neighbour of Bartley's, it would be a pity if he wouldn't hear the news!

   1. Who is on stage? (paragraphs 1-7). Pairs list the characters present at the start and mark every entrance and exit. Teacher note: Mrs. Fallon, Bartley and Mrs. Tarpey are on stage; Bartley leaves in paragraph 2 ("He goes out to right"), Tim Casey arrives in paragraph 4, and Mrs. Fallon leaves in paragraph 7. By paragraph 8 only Tim Casey and Mrs. Tarpey remain.
   2. What do the actors do? (paragraphs 1, 6 and 8). Pairs read only the stage directions and act them out with their hands. Teacher note: "(Calls.)" in paragraph 1 means Mrs. Fallon turns and shouts into the crowd, then speaks to Bartley again; "(jerks elbow)" in paragraph 6 is a quick point up the road; "(Shouts.)" in paragraph 8 marks the moment Tim Casey turns the news into an announcement.
   3. Who talks to whom? (paragraphs 5-8). Teacher note: Tim Casey asks Mrs. Fallon a question in paragraph 5, and she answers it in paragraph 6; in paragraph 8 he repeats her last words to himself before calling to Mrs. Tarpey. Remind pairs that in a play the speaker's name, not a narrator, tells them who is talking.
   4. Who believes what? (paragraphs 1, 6 and 10). Pairs make two columns, What really happened and What Tim Casey believes. Teacher note: in paragraph 1 Mrs. Fallon sends Bartley to return the fork ("hurry after him, Bartley, he'll be wanting it"). In paragraph 6 she says only that he is "following Jack Smith with a hayfork." In paragraph 10 Tim Casey adds what no one said: "Some dispute I suppose it was." The audience knows the truth; the characters do not.

   Ask pairs which support they used most: the context note, the glossary or the prompts. Many pairs say the context note, because it tells them why a man with a hayfork is walking after his neighbor. Tell students that the poem comes next and that they will read it alone, with only the headings of the poem map.

4. Independent Practice15 minutes

   Each student reads "The Listeners" alone, using the poem map with headings only: Who speaks, and where? Read to the punctuation. What do you see and hear? What feeling is left? No glossary is given. Ask students to read the poem three times: once straight through, once stopping only at periods, colons and semicolons, and once aloud in a whisper. On a sticky note they write the line number where they got most confused and the fix-up strategy they tried there. Collect the notes to plan the next lesson. Questions 11-14 and 19 of the quiz use this poem.

   1'Is there anybody there?' said the Traveller,
   Knocking on the moonlit door;
   And his horse in the silence champed the grasses
   Of the forest's ferny floor:
   5And a bird flew up out of the turret,
   Above the Traveller's head:
   And he smote upon the door again a second time;
   'Is there anybody there?' he said.
   But no one descended to the Traveller;
   10No head from the leaf-fringed sill
   Leaned over and looked into his grey eyes,
   Where he stood perplexed and still.
   But only a host of phantom listeners
   That dwelt in the lone house then
   15Stood listening in the quiet of the moonlight
   To that voice from the world of men:
   Stood thronging the faint moonbeams on the dark stair,
   That goes down to the empty hall,
   Hearkening in an air stirred and shaken
   20By the lonely Traveller's call.
   And he felt in his heart their strangeness,
   Their stillness answering his cry,
   While his horse moved, cropping the dark turf,
   'Neath the starred and leafy sky;
   25For he suddenly smote on the door, even
   Louder, and lifted his head:--
   'Tell them I came, and no one answered,
   That I kept my word,' he said.
   Never the least stir made the listeners,
   30Though every word he spake
   Fell echoing through the shadowiness of the still house
   From the one man left awake:
   Ay, they heard his foot upon the stirrup,
   And the sound of iron on stone,
   35And how the silence surged softly backward,
   When the plunging hoofs were gone.

5. Closure5 minutes

   Exit ticket: (1) Which genre map question helped you most today, and on which text? (2) Name one support you used on the play and say whether you could read the next scene without it.

   Teacher note on language and content: the translation of Pinocchio is more than a hundred years old and keeps its old-fashioned words ("suffice," "woe"; "Indian corn," in chapter II, is an older name for maize), and in chapter II two old men insult each other and fight over wigs, played for comedy. Spreading the News is written in the Irish English of its time; present it as a real dialect, not as broken English. The homework scene jokes about a death that never happened: Mrs. Tarpey mistakes a sheet drying on a hedge for a sheet laid out for the dead. "The Listeners" is a mysterious poem set at night that some readers find unsettling. All passages are quoted exactly as printed.

   For homework and the quiz: students read the two passages below. At the end of chapter I (not printed), Master Cherry beats the log against the wall and then starts to smooth it with his plane, until the little voice laughs, "Stop! you are tickling me all over!" He falls to the floor as if struck by lightning, and his red nose turns blue with fright. Chapter II begins at that moment. In the play, after the scene in T2, Mrs. Tarpey goes off to find James Ryan. Earlier that morning, a new magistrate (a local judge) and a policeman had walked through the fair; they are not part of the quarrel.

   1At that moment some one knocked at the door.

   2"Come in," said the carpenter, without having the strength to rise to his feet.

   3A lively little old man immediately walked into the shop. His name was Geppetto, but when the boys of the neighborhood wished to make him angry they called him Pudding, because his yellow wig greatly resembled a pudding made of Indian corn.

   4Geppetto was very fiery. Woe to him who called him Pudding! He became furious and there was no holding him.

   5"Good-day, Master Antonio," said Geppetto; "what are you doing there on the floor?"

   6"I am teaching the alphabet to the ants."

   7"Much good may that do you."

   8"What has brought you to me, neighbor Geppetto?"

   9"My legs. But to tell the truth. Master Antonio, I came to ask a favor of you."

   10"Here I am, ready to serve you," replied the carpenter, getting on his knees.

   11"This morning an idea came into my head."

   12"Let us hear it."

   13"I thought I would make a beautiful wooden puppet; one that could dance, fence, and leap like an acrobat. With this puppet I would travel about the world to earn a piece of bread and a glass of wine. What do you think of it?"

   14"Bravo, Pudding!" exclaimed the same little voice, and it was impossible to say where it came from.

   15Hearing himself called Pudding, Geppetto became as red as a turkey-cock from rage and, turning to the carpenter, he said in a fury:

   16"Why do you insult me?"

   17"Who insults you?"

   18"You called me Pudding!"

   19"It was not I!"

   20"Do you think I called myself Pudding? It was you, I say!"

   21"No!"

   22"Yes!"

   23"No!"

   24"Yes!"

   25And, becoming more and more angry, from words they came to blows, and, flying at each other, they bit and fought, and scratched.

   26When the fight was over Master Antonio was in possession of Geppetto's yellow wig, and Geppetto discovered that the grey wig belonging to the carpenter remained between his teeth.

   27"Give me back my wig," screamed Master Antonio.

   28"And you, return me mine, and let us be friends again."

   29The two old men having each recovered his own wig, shook hands and swore that they would remain friends to the end of their lives.

   1Tim Casey: Listen, Shawn Early! Listen, Mrs. Tully, to the news! Jack Smith and Bartley Fallon had a falling out, and Jack knocked Mrs. Fallon's basket into the road, and Bartley made an attack on him with a hayfork, and away with Jack, and Bartley after him. Look at the sugar here yet on the road!

   2Shawn Early: Do you tell me so? Well, that's a queer thing, and Bartley Fallon so quiet a man!

   3Mrs. Tully: I wouldn't wonder at all. I would never think well of a man that would have that sort of a mouldering look. It's likely he has overtaken Jack by this.

   4(Enter James Ryan and Mrs. Tarpey.)

   5James Ryan: That is great news Mrs. Tarpey was telling me! I suppose that's what brought the police and the magistrate up this way. I was wondering to see them in it a while ago.

   6Shawn Early: The police after them? Bartley Fallon must have injured Jack so. They wouldn't meddle in a fight that was only for show!

   7Mrs. Tully: Why wouldn't he injure him? There was many a man killed with no more of a weapon than a hayfork.

   8James Ryan: Wait till I run north as far as Kelly's bar to spread the news! (He goes out.)

   [...]

   9Shawn Early: I'll give word of it beyond at the east of the green.

   10(Is going out when Mrs. Tarpey seizes hold of him.)

   11Mrs. Tarpey: Stop a minute, Shawn Early, and tell me did you see red Jack Smith's wife, Kitty Keary, in any place?

   12Shawn Early: I did. At her own house she was, drying clothes on the hedge as I passed.

   13Mrs. Tarpey: What did you say she was doing?

   14Shawn Early: (Breaking away.) Laying out a sheet on the hedge. (He goes.)

   15Mrs. Tarpey: Laying out a sheet for the dead! The Lord have mercy on us! Jack Smith dead, and his wife laying out a sheet for his burying! (Calls out.) Why didn't you tell me that before, Shawn Early? Isn't the deafness the great hardship? Half the world might be dead without me knowing of it or getting word of it at all! (She sits down and rocks herself.) O my poor Jack Smith! To be going to his work so nice and so hearty, and to be left stretched on the ground in the full light of the day!

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   Geppetto asks, "what are you doing there on the floor?" and Master Antonio answers, "I am teaching the alphabet to the ants" (T4, paragraphs 5-6). Why does he give this answer?

   AHe is embarrassed and makes a joke instead of admitting he fainted from fright BHe is really teaching the ants, since the wood has shown that anything can learn CHe is making fun of Geppetto's yellow wig, which reminds him of an ant hill DHe has dropped something small on the floor and does not want Geppetto to see it

2. Question 2 of 20 · Multiple Choice

   "'Bravo, Pudding!' exclaimed the same little voice, and it was impossible to say where it came from" (T4, paragraph 14). Using chapter I (T1), who or what is speaking?

   AMaster Antonio, who has been waiting for a chance to anger Geppetto BA neighborhood boy hiding outside the door of the shop CThe voice from inside the piece of wood, heard earlier by Master Cherry DGeppetto himself, who is thinking aloud about the puppet he plans to make

3. Question 3 of 20 · Multiple Choice

   Why does the quarrel between the two old men start (T4, paragraphs 15-18)?

   AMaster Antonio refuses to give Geppetto any wood for his puppet BGeppetto thinks Master Antonio called him by the nickname he hates CMaster Antonio laughs at Geppetto's plan to travel with a puppet DGeppetto accuses Master Antonio of stealing his yellow wig

4. Question 4 of 20 · Multiple Choice

   "Geppetto was very fiery. Woe to him who called him Pudding! He became furious and there was no holding him" (T4, paragraph 4). What does "Woe to him who called him Pudding" mean?

   AAnyone who called him Pudding would soon become his friend BGeppetto felt sad whenever he heard the name Pudding CPeople who called him Pudding did it because they felt sorry for him DAnyone who called him Pudding would be in big trouble

5. Question 5 of 20 · Multiple Choice

   Geppetto explains his plan: "With this puppet I would travel about the world to earn a piece of bread and a glass of wine" (T4, paragraph 13). What does "earn a piece of bread" mean here?

   ABuy bread and wine to feed the puppet on the road BMake just enough money to live on CWork for bakers in return for loaves of bread DBecome rich and famous all over the world

6. Question 6 of 20 · Multiple Choice

   Mrs. Tarpey decides to tell James Ryan because "he is a neighbour of Bartley's, it would be a pity if he wouldn't hear the news!" (T2, paragraph 11). What does this show about her?

   AShe enjoys passing on news, even news she has not checked BShe wants to warn Bartley's family so that they can protect him CShe hopes James Ryan will fetch the police to stop the fight DShe is afraid of Bartley and wants a neighbor to stand guard

7. Question 7 of 20 · Multiple Choice

   Mrs. Tarpey says, "Look, now, what a great hardship the deafness puts upon me, that I didn't hear the commencement of the fight!" (T2, paragraph 11). What does "commencement" mean?

   AThe loud, angry ending BThe main reason CThe final winner DThe very beginning

8. Question 8 of 20 · Multiple Choice

   Mrs. Tarpey never saw a fight. Which words in her speech (T2, paragraph 11) tell what she really did see of the two men, ten minutes earlier?

   A"Is he now? Well, that was quick work!" B"Bartley going home and Jack going to the Five Acre Meadow" C"Mrs. Fallon's basket upset, and all in it strewed upon the ground" D"Wait till I tell James Ryan that I see below"

9. Question 9 of 20 · Multiple Choice

   Bartley says, "Look at that now! If there is any basket in the fair upset, it must be our own basket!" (T2, paragraph 2). What does this line show about him?

   AHe is secretly glad the basket fell so that he can stay at the fair BHe blames Jack Smith for leaving the fork where it could cause trouble CHe believes bad luck always picks him out DHe is worried that Mrs. Tarpey will see the mess and tell everyone

10. Question 10 of 20 · Multiple Choice

    Tim Casey wants to catch Bartley: "I was afraid he might have gone home by this, for he's a temperate man" (T2, paragraph 5). Using the glossary, why would a temperate man already have gone home?

    AHe would not stay late at the fair drinking, as other men might BHe was angry with his wife and left without her CHe had fallen ill and needed to rest at home DHe was afraid of the rain that he expected by evening

11. Question 11 of 20 · Multiple Choice

    Use the poem map. Who is the speaker of "The Listeners" (T3)?

    AThe Traveller, telling his own story as "I" BA voice that describes the Traveller from the outside COne of the phantom listeners, watching him from the dark stair DThe Traveller's horse, waiting in the forest

12. Question 12 of 20 · Multiple Choice

    Read lines 9-12 to the punctuation: "But no one descended to the Traveller; / No head from the leaf-fringed sill / Leaned over and looked into his grey eyes, / Where he stood perplexed and still." What is the subject of the verb "Leaned"?

    AThe Traveller BThe leaf-fringed sill CNo head DHis grey eyes

13. Question 13 of 20 · Multiple Choice

    Lines 13-17 describe "a host of phantom listeners / That dwelt in the lone house then" who "Stood thronging the faint moonbeams on the dark stair." Using the words around it, what does "phantom" mean here?

    AGhostly and unseen BLoud and angry CTired and sleepy DYoung and curious

14. Question 14 of 20 · Multiple Choice

    The Traveller calls out: "'Tell them I came, and no one answered, / That I kept my word,' he said" (lines 27-28). Who is "them"?

    AThe listeners inside the house BPeople he had promised to visit, whom the poem never names CThe bird that flew up out of the turret DThe readers of the poem, who hear his message many years later

15. Question 15 of 20 · Multiple Choice

    A grade 6 class reads a play written in an old dialect. The teacher gives a context note and a glossary first, and then gives the next scene with no glossary. Which part of RL.6.10 does this match?

    AReading only texts at the low end of the band until grade 8 BReading stories, but leaving dramas and poems until high school CReading every text alone from the first day, with no help DScaffolding as needed at the high end, then less of it

16. Question 16 of 20 · Multiple Choice

    Paragraphs 16-23 of T4 are almost all quarreling voices: "Why do you insult me?" "Who insults you?" "You called me Pudding!" Why is this still part of a story and not a play?

    ABecause the lines of the quarrel rhyme with each other BBecause stage directions in parentheses tell who moves CBecause a narrator tells it, with no speaker names DBecause only one character speaks in all of these lines

17. Question 17 of 20 · Short Answer

    Check a summary. A classmate sums up T4, paragraphs 25-29, as: "Master Antonio and Geppetto fight, and Geppetto goes home angry with the wrong wig." Check this against the paragraphs, explain what it gets wrong, and write a corrected summary.

    Show model answer

18. Question 18 of 20 · Short Answer

    Mrs. Fallon says, "I wish he did go home! It'd be best for me if he went home straight from the fair green, or if he never came with me at all!" (T2, paragraph 6). Why is she so cross with Bartley? Use paragraph 3 to explain, and say what her words show about her.

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19. Question 19 of 20 · Short Answer

    Restate lines 33-36 of "The Listeners" in plain words: "Ay, they heard his foot upon the stirrup, / And the sound of iron on stone, / And how the silence surged softly backward, / When the plunging hoofs were gone." Then say what "the sound of iron on stone" is.

    Show model answer

20. Question 20 of 20 · Short Answer

    Of the three passages the quiz uses (the story, the play and the poem), which was hardest for you to read on your own? Name one specific place, say what made it hard, and say which support or fix-up strategy helped.

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These standards connect to RL.6.10: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.