6th+Grade+GLE-Reading+Strategy+Matrix


 * Reading Strategy and GLE Correlation Chart **

Finding main idea
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|| 2.1.3 Apply comprehension monitoring strategies during and after reading: determine importance using theme, main idea, and supporting details in grade-level informational/expository text and/or literary/narrative text. · State both literal and/or inferred main ideas and provide supporting text-based details. · Select, from multiple choices, a sentence that best states the theme or main idea of a story, poem, or selection. · Organize theme, main idea and supporting details into a self-created graphic organizer to enhance comprehension of text. || || || Understanding sequence || 2.2.1 Apply understanding of time, order and/or sequence to aid comprehension of text. · Explain the use of foreshadowing to convey meaning in literary/narrative text. · Explain the use of steps in a process to convey meaning in an informational/expository text. || || || Recognizing cause and effect || 2.3.1 Analyze informational/expository text and literary/narrative text for similarities an differences and cause and effect relationships. · Interpret cause and effect relationships within a informational/expository text or literary/narrative text using evidence from the text). · Select, from multiple choices, a sentence that explains or describes cause and effect relationships. || || || Comparing and contrasting  || 2.2.3 Understand and analyze story elements.  · Compare and contrast the same conflict from the point of view of two difference characters. 2.3.1 Analyze informational/expository text and literary/narrative text for similarities and differences and cause and effect relationships.  · Find similarities and differences within and between texts using text-based evidence (e.g., character’s point of view in poetry and narrative; the author’s feelings and the poet’s feelings; cultural perspectives in a magazine article and an editorial || || || Making predictions || 1.2.2 Apply a variety of strategies to comprehend words and ideas in a complex text. · Use prior knowledge, the text, context clues and graphic features of text to predict, clarify and or expand meanings and concepts. 2.1.5 Apply comprehension monitoring strategies before, during and after reading: predict and infer. · Make confirm and revise prediction based on prior knowledge and evidence from the text. · Cite passages from text to confirm or defend predictions and inferences. · Select, from multiple choices, a prediction or inference that could be made from the text. · Organize information to support a prediction of inference in a self created graphic organizer to enhance comprehension of text. || || || Finding word meaning in context || 1.2.1 Understand and apply dictionary skills and other reference skills. · Use text evidence to verify meaning from reference source. 1.2.2 Apply a variety of strategies to comprehend words and ideas in complex text. · Use prior knowledge, the text, context clues and graphic features of text to predict, clarify, and/or expand word meanings and concepts. || || || Drawing Conclusions and making inferences || 2.1.5 Apply comprehension monitoring strategies before, during, and after reading: predict and infer · Cite passages from text to confirm or defend predictions and inferences · Select, from multiple choices, a prediction or inference that could be made from the text (e.g., what the character will do next, what will happen to a character because of an event, what will happen because of an action). · Organize information to support a prediction or inference in a self-created graphic organizer to enhance comprehension of text. 2.2.2 Apply understanding of printed and electronic text features to locate information and comprehend text. · Interpret and draw conclusions from grade-level appropriate text features such as maps, charts, tables, and graphs, etc. (e.g., given a map of the world, draw a conclusion about why early civilizations thrived where they did). 2.4.1 Apply the skills of drawing conclusions, providing a response, and expressing insights about informational/expository text and literary/narrative text. · Draw a conclusion from grade-level text (e.g., what is the most important idea the author is trying to make in the story/poem/selection, how the selection might be useful to someone who wanted to do something related) and provide details to support the answer. · Select, from multiple choices, a statement that best represents the most important conclusion that may be drawn from the selection. 2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions. · Infer and explain the author’s beliefs and assumptions, citing text-based reasons for choice (e.g., describe an author’s background and beliefs and explain how they influence the author’s perspective). || || || Distinguishing between fact and opinion || 2.4.7 Analyze the reasoning and ideas underlying an author’s perspective, beliefs, and assumptions. · Determine author’s perspective (e.g., opinion about an idea, stand on an · issue, perspective on a topic) and cite supporting informational/expository text and literary/narrative text details or facts. 2.4.3 Understand how to verify content validity. · Identify and explain when an author uses opinion to make a point. · Verify facts by checking sources for date of publication, bias, and accuracy. || || || Identifying author's purpose || 2.4.2 Analyze an author’s style of writing, including language choice, to achieve the author’s purpose and influence an audience. · Identify and explain the author’s purpose. || || || Interpreting figurative language || || || || Summarizing || 2.1.7 Apply comprehension monitoring strategies during and after reading: summarize grade-level informational/expository text and literary/narrative text. · Create a summary including the main idea and the most important text-based facts, details, and/or ideas from informational/expository text. · Summarize the plot/message in culturally relevant literary/narrative text. · Select, from multiple choices, a sentence that best summarizes the story or selection. · Organize summary information for informational/expository text and/or literary/narrative text into a self-created graphic organizer to enhance text comprehension. || || ||
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