RL.1.3

Describe characters, settings, and major events in a story, using key details.

 


VOCABULARY
  • describe/description
  • characters
  • settings

  • events
  • major
  • narratives
  • key details

UNDERSTANDING THE STANDARD what's this
  • Students who are able to describe characters, settings, and major events, using key details, must have previously demonstrated that they can successfully identify characters, settings, and major events in a number of familiar stories as well as determine similarities and differences between those characters, settings, and events.
  • Students who are able to describe characters, settings, and major events, using key details, have previously demonstrated that they can identify details about characters, settings, and major events.
  • Students who are able to describe characters, settings, and major events, using key details can answer and ask questions using the 5-wh’s (who, what, where, why, when) in describing settings and events in stories.
  • When students focus on key ideas and details as they describe characters, settings, and major events, they begin to discern what is most important and relevant. This analytical thinking is essential across grade levels and content areas.
  • Describing characters, settings, and major events requires students to have or acquire academic vocabulary that includes describing words (adjectives) as well as the following words: details, describe/description, characters, key/major/important, setting, and events.
  • Recalling details about characters, settings, and major events supports the student’s use of long term and working memory during the learning process.
  • In order to describe characters, settings, and major events, using key details, students use rudimentary analysis skills to determine key details about characters, settings, and major events.
  • In describing characters, students are able to indicate what the character looks like and whether or not they would want this character as a friend and why or why not (character traits).
  • In describing the major events, students are able to indicate what the major character does and why.
  • In describing the setting, students are able to indicate where and when the story took place and give
  • Students who are able to describe characters, settings, and major events, using key details, use personal background knowledge to help them visualize and describe characters, settings, and major events.
  • Describing characters, settings, and major events, using key details supports student understanding of elements in a narrative story.
  • Students who describe characters, settings and major events in a story, practice and improve oral language and vocabulary skills.

QUESTIONS TO FOCUS INSTRUCTION  what's this
  • What academic vocabulary is necessary for students to be able to describe characters, setting, and major events?
  • What prerequisite skills must students have mastered before they can successfully describe characters, setting, and major events in a story using key details to support that description?
  • What roles do personal background knowledge and visualization play in helping students describe characters, settings and major events in stories?
  • How does describing support students writing and speaking skills?
  • What additional instructional support can be provided for students who struggle to describe character, settings, and events in a story?

LEARNING PROGRESSION
Go to RL.K.3 to see skills mastered prior to this.
Go to RL.2.3 to see the progression of related skills.