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4. How will students own the thinking? What specifically are you asking students to do?

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4. How will students own the thinking? What specifically are you asking students to do?

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1. What is the level of cognitive rigor the standard is expecting of students?

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1. What is the level of cognitive rigor the standard is expecting of students?

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2. Are the instructional materials appropriately demanding? (What makes you say that?)

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2. Are the instructional materials appropriately demanding? (What makes you say that?)

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3.  How does the lesson advance students toward the level of rigor expected by the standard?

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3.  How does the lesson advance students toward the level of rigor expected by the standard?

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Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements . The student recognizes and analyzes literary elements within and across increasingly complex traditional , contemporary, classical, and literary texts.

Observe student responses and keep track on a checklist. Student responses should include the following:

Identification of the basic theme of a text

Identification of some topics that support the overall theme

Explanation of supporting information or topics and how that information is evidence for defending the basic theme of a text (Students should be able to cite the supporting topics and explain how those topics led to the overall theme.)

Identification of how the theme of a literary text may be different from the main idea. (For example, in Charlotte's Web, the theme is that "good friends are loyal" or "good friends support each other," whereas the main idea is that Charlotte saves Wilbur's life by writing words in her web.)

Glossary Support for ELA.2.8.A

Students are expected to use information taken directly from texts to justify their responses. In second grade, text evidence may look like a student pointing to the part of the text that reinforces the student's response. It may even be students color coding, highlighting, underlining, or numbering a specific sentence in a text to support a written or oral response. It is important that students understand that their responses must be based on actual ideas presented in a reading piece and not on their personal opinions about the topic being discussed.

Themes are universal ideas presented in a text that speak to a common human experience. Themes are often focused on abstract concepts and the author's thoughts about them. Examples of themes presented in a text include "love can make you brave," and "friendships make difficult times easier to get through." Students should be able to determine the implied theme that is represented by a character, group of characters, and/or event in a literary work.

a word or phrase that identifies the subject matter of a text or speech

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Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements . The student recognizes and analyzes literary elements within and across increasingly complex traditional , contemporary, classical, and literary texts. Observe student responses and keep track on a checklist.