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independent reading they can draw text to self or text to text connections.

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P

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W.8.2 Added a thesis statement rather than just a general introduction

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W.8.2 Added a thesis statement rather than just a general introduction

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More descriptive vs broad
Grade 6W

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Specific language has been taken out 9-10.9 to refer to specific references to Shakespeare and Ovid to general allusions

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Des diff pt of view in text and in characters.

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3-6 grade: More clarity and grade-level appropriateness

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3-6 grade: More clarity and grade-level appropriateness

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Added depth

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point of view -changed to looking at characters point of view

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point of view -changed to looking at characters point of view

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ELA - Clarifying and adding more description of what they wanted in regards to theme.
Content Addition - Identified gaps and added information to rectify that gap.
Vertical Alignment - is this similar to content addition? It seems to be closely related.

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GRADE 3:   RL 3.2Theme (rather than central message)

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GRADE 3:   RL 3.2Theme (rather than central message)

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RL 3.6 1st and 3rd person (rather than point of view)
RL 3.10 Activate prior knowledge and connections
RI 3.6 Own Perspective (rather than perspective)

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Clarity, grade level appapriateness. Vertical alignment 

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Clarity, grade level appapriateness. Vertical alignment 

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Addition of mood  in RL 9-10.4

Details what should be in the summary - relevant story facts and themes

W.9-10.1 - addition/clarification of the importance of thesis writing

RI.11-12.2 - "build an informative abstract" instead of an objective summary

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More vertical alignment between grade levels (i.e. perspective instead of point of view) 

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More vertical alignment between grade levels (i.e. perspective instead of point of view) 

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Added thesis statement
Reorganized writing (i.e. wordiness)