Melissa B. McCarty
Connecticut Literacy Standards
Reading and Responding
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1.1 Students use appropriate strategies before, during and after reading in order to construct meaning
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A: Forming a General Understanding
The reader will demonstrate understanding of the text's general content by:
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A-2: identifying or inferring important characters, setting, problems, events, relationships and details.
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B. Developing Interpretation
The reader will interpret and/or explain the text by:
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B.1 identifying or inferring the author's use of structure/organization patterns;
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B-3: using stated or implied evidence from the text to draw and/or support a conclusion
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C. Making Reader/Text Connections
The reader will connect or associate the text with one's own life by:
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C-1: Making connections between text and outside experiences and knowledge
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C-2: selecting, synthesizing and/or using relevant information within the text to write a personal response to the text.
Reading Behaviors:
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48. Select "just right" books of different genres for independent reading and explain why the book choice was appropriate
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49. Independently read for a variety of purposes, including literacy experience, to gain information, to perform a task, for enjoyment and to build fluency.
Name: pre/post test
Date:
Inferring character traits:
Objective: Students will be able to identify an appropriate character trait to describe a character and support their decision with proof.
Directions: Read the descriptions below. Figure out what character trait would best match the description. How do you know? What were the clues in the description that helped you?
∗ ∗Note: I wrote a few character traits on the top of the test. I will encourage all of my students only to use this as a guide if they are stuck on a word. If they have a trait that is not listed, I will highly encourage them to use the one they believe best fits. (This is mostly geared for my higher students, but I address this to the whole class.)