1. M/J Language Arts 1/Advanced
Analyzing Purpose, Point of View and Structure
Hello and welcome to the fourth mini academy for M/J Language Arts 1/Advanced
This mini academy covers the 4th CRM of quarter 1, which you may hear referred to as CRM 1.4 or by its formal name “Analyzing Purpose, POV, and Structure”. As the title suggests, the focus of CRM 1.4 is for students to analyze how an author crafts ideas within informational and literary text in order to elicit a specific response from the reader. This mini academy is designed to give a quick overview of the standards, some available resources, and some ideas as you plan instruction.
This CRM begins on September 28th and ends on October 13th , which allows for about 12 days of instruction.
During the course of this presentation you may need to pause the audio to read the information on the slides. Let’s get started!

2. Analyzing Purpose, Point of View, and Structure (CRM 1.4)
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (DOK 3)
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (DOK 3)
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (DOK 3)
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. (DOK 2)
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (DOK 4)
Let’s begin by taking a look at the reading standards for CRM Analyzing Purpose, Point of View and Structure.
Notice that the reading standards on this CRM begin with a 2; this indicates that they are from the second cluster of standards that address Craft and Structure. You will likely hear these standards referred to as Cluster 2 standards when they are being referenced.
Remember, 25-35% of items will assess the craft and structure cluster of standards. This means that it is imperative that we provide focused instruction in this cluster of standards in order for students to successfully master not only the cluster 2 standards, but also for students to be successful on the FSA.
The focus reading standards during this CRM are: RI.2.5, RI.2.6, RL.2.5, RL.2.6.
RI/RL.2.5 and RI/RL.2.6 ask students to utilize the foundations they learned during in AUgust and September and now look deeply at components within a text to make judgements about the craftsmanship of the piece.
Take a moment and review the standards on the screen (pause). se).

3. Analyzing Purpose, Point of View, and Structure (CRM 1.4)
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (DOK 3)
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (DOK 3)
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (DOK 3)
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. (DOK 2)
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (DOK 4)
Now let’s take another look at RI.2.5 and RL2.5 which deal with how author’s choice in structure impacts a text.
Remember, RI.2.5 In 5th grade students were asked to compare and contrast the structures of 2 or more texts. In 6th grade students are asked to bring the focus back to one text.
In RL.2.5, the new knowledge in this standard asks students how the structure contributes to the development of the theme, setting, or plot. This links directly with supporting standards 1.2 and 1.3.
Both the Informational and Literary 2.5 standards require students to analyze why the author made a particular decision when structuring the text, and how this decision impacts the reader's experience.

4. Analyzing Purpose, Point of View, and Structure (CRM 1.4)
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (DOK 3)
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (DOK 3)
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (DOK 3)
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. (DOK 2)
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (DOK 4)
Now let’s take a look at RI.2.6 and RL.2.6 which deal with how author’s point of view or purpose are developed and conveyed in a text.
In 5th grade, students were asked to Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. In 6th grade, students must determine an author’s point of view or purpose in a text and explain how it is conveyed in the text, meaning that the students will need to explain the point of view or purpose development using details from the text.
For RL.2.6 in 5th grade students were asked to merely describe how a narrator’s or speaker’s point of view influences how events are described. SImilarly to the 6th grade RI standard, the RL standard requests that students explain how an author develops the point of view of the narrator or speaker in a text.

5. Connecting 2.5 and 2.6
An author uses text structure to impact the meaning of the text and demonstrate the purpose and point of view. For example, an author may choose to structure a certain stanza, paragraph, or line differently to emphasize a point he/she is making.
Different authors structure their texts for different purposes. Students must be able to analyze why an author made the choice to use a certain structure for specific purpose.
Though the focus of this CRM is on standards 2.5 and 2.6, teachers will still need to focus on how the words and phrases demonstrate structure and point of view.

6. Analyzing Purpose, Point of View, and Structure (CRM 1.4)
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. (DOK 3)
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. (DOK 3)
LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (DOK 3)
LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. (DOK 2)
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (DOK 4)
Finally you’ll notice W For this CRM the focus should be on gathering information to inform or explain an idea. At this point students do not need to write an entire essay, the writing process may need to be scaffolded. For this CRM students should be reading to collect information, organizing the information logically, then producing a thesis statement, academic paragraph, or even just a plan that conveys these ideas. Their writing should connect to the texts read within the classroom and should be in response to the reading standards.

7. Clarification and Content Limits
Please take a moment to read the content limits for these standards.
Remember that RI.2.5 and RL.2.5 center around the structural decisions made by an author how they develop an idea in an informational text or how they create a specific effect within a literary text. When planning for instruction it is important to understand that the standard requires students to go beyond just basic identification or understanding of structure or structural devices, and to analyze the author's intent or author’s choice in using particular structures or techniques. For example, identifying that a paragraph is organized to describe a concept is only the first step to RI Students must analyze how that structure impacts the text as a whole.

8. Clarification and Content Limits
Please take a moment to read the content limits for these standards.
Remember that RI.2.6 and RL.2.6 center around an author’s point of view or purpose in a text. The focus in 6th grade must be on how the point of view develops, not on identifying the person the text is written in (1st, 2nd, or 3rd person narration). Though this is pertinent to mention, this is not what the standard is requesting, and should not be the focus of instruction. In focusing on the development of the purpose, this also moves beyond using PIE (to persuade, inform, or entertain) to determine the purpose of the text. Instruction must center around the structural elements, words and phrases, and other strategies the author uses to explain development.

9. Clarification and Content Limits
LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. (DOK 4)
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
It is important to note the complete writing standard, which appears under the essential standards portion of the CRM. Specific learning targets are also provided for writing on the CRM that align to the suggested academic writing progression that you can find on page 3 of the scope and sequence.
For this particular lesson sequence we are focusing on planning and creating multiple body paragraphs and full essays that connect to the texts students are reading in class.
By this point students have had practice in part a and b of the standard as they crafted thesis statements and plans for writing in response to text, but as they write academic paragraphs or complete essays they will be asked to use appropriate transitions to clarify relationships among ideas and concepts, as displayed in part c, use the appropriate academic vocabulary, establish and maintain a formal style, and provide a concluding statement that follows from the information presented.

10. Clarification and Content Limits
LAFS.6.W.1.2:
Pre-assessment of the student’s writing ability should be completed.
Teacher instruction should focus on the planning process.
The standard should not be taught in isolation and should be paired with reading standards. Students will need to unpack the prompt, establish a purpose for reading, and read and mark the text to understand the topic that they are writing about. This writing progression is found at the bottom of the scope and sequence.
Students should write informatively about the texts they are reading in class.
Students will engage in routine writing prior to writing a full essay.
Note that students will be assessed on 2-4 sources on the FSA.
Keep the following in mind as you plan for writing instruction. You can find information about this standard in the “notes about the standard” section of the CRM.
Early in the first quarter, students should be given a pre assessment to help teachers identify trends and develop more focused writing opportunities throughout their lesson plans.
For this CRM the emphasis should be on creating topic sentences, a thesis statement and planning an informative/explanatory academic paragraph. This emphasizes the importance of planning prior to writing.
Students will need to unpack the prompt, establish a purpose for reading, and read and mark the text to understand the topic that they are writing about, which is stated on the scope and sequence.
Students should write routinely, and will be assessed on multiple texts.

11. Resources
Scope and sequence and curriculum resource materials (CRM): ims.ocps.net
Grade 6 English Language Arts Item Specifications:
English Language Arts Text-based Writing Rubrics Grades 6–10: Informative/Explanatory: content/uploads/2014/07/InformationalRubric_6-10_Final.pdf
SpringBoard resources (Close Reading/Writing Workshops)
There are many resources that might help with teaching these and future standards.
The scope and sequence and CRMs, available through ims.ocps.net, provide a roadmap and suggested time frame to teach the standards. The CRMs provide very specific information about each standard, essential vocabulary to infuse into instruction, and resources--such as lesson plans, question stems, and suggested texts-- to help teach the standards.
The English Language Arts Item Specifications document is housed on FSAssessments.org. Click on “About the FSA” along the top and scroll to your grade level under interpretive information. The item specifications are vital when preparing a lesson, as they help to clearly define exactly what is being assessed or asked of the student to demonstrate mastery. The task demands are another helpful resource on this document, as they can help to guide you in creating appropriate standards aligned questions.
The FSA Writing Rubric for Informative/Explanatory writing is also housed on FSAssessments.org. From the landing page, click on “FSA Resources” on the right hand side of the screen and scroll to ELA Writing to find the 6-10 Informative/explanatory rubric.
SpringBoard is the district adopted resource, which contains useful texts that can be used to teach the Language Arts Florida Standards. The Close Reading and Writing Workshops are a couple of the available resources that provide students with different text sets to help them synthesize passages and write in response to texts. The SpringBoard resources can be accessed digitally through launch.ocps.net and clicking on the “SpringBoard” app.

12. Thank you for listening to this Mini Academy for CRM 1
Thank you for listening to this Mini Academy for CRM Analyzing Purpose, Point of View, and Structure