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Guadalupe Centers High School 

How We Teach Text in ELA 1-4
When we plan for instruction, our temptations as ELA teachers is to jump to the deep meaning of the text. This
is why, after all, we enjoy reading - because of the impact it has on our understanding of society and our self.
However, our students are still learning the metacognitive processes that ensure their ability to reach deep
meaning​independently.

Fisher, Frey, and Hattie, in their text ​Visible Learning For Literacy ​suggest that there are phases of reading that
“systematically deepen a learner’s understanding of a text.” In the text, they are specifically referring to
methods of questioning, yet the phases they identify can reasonably be applied to the way we plan literacy
instruction. Our understanding of these phases, modified from Fisher, Frey, and Hattie, can be represented in
the flow map below.

As we build systems within our units, weeks, and individual days of instruction, Fisher, Frey, and Hattie push
us to determine if we have first ensured our students have practiced the skills of analyzing literal, structural,
and inferential meaning before we move into the deep meaning of interpreting or assessing the impact of a text
on society or the self.

Application to Planning
With this general flow of instruction in mind. We can move into the planning of units, weeks, and individual
days of instruction. After looking at and understanding the summative of any unit or semester of instruction we
have to ask: ​How can I systematically work through the phases above to ensure opportunities for students to
practice the skills across the spectrum of ‘surface’ to ‘deep’ reading?

This overarching question can be parsed out into three more specific and very practical questions that we will
answer in our planning process for teaching texts.
1. Does the text , learners, or learning process require that phases 1-4 be taught​one week at a time ​
over
a whole unit of instruction?
2. Does the text, learners, or learning process require that phases 1-4 be ​taught in one week​?
3. Does the text, learners, or learning require that phases 1-4 be ​taught in one day​?
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Exemplar: Phases Taught One Week at a Time 

 
Activity: ​Identify the phases 1-4 in each week of instruction.

Unit 2 - ​Journalistic Reading

1. How does an author’s POV in
journalism reflect their
interpretation of society
CCSS.ELA-LITERACY.CCRA.R.1 problems?
Summative: CCSS.ELA-LITERACY.CCRA.R.2 Essential
Peer Article CCSS.ELA-LITERACY.CCRA.R.6 2. What is the value of an author’s
Review
Questions
CCSS.ELA-LITERACY.CCRA.R.8 argument and claims?
3. How are the structures of
journalism used to convey
meaning?
Priority Content Objectives (I can…) Academic Task: NewsELA​ - Text Sets
Standard(s) I can read closely to determine -​Close reading and based on student
what a text says explicitly. annotation. Interest. (One Topic)
Literal Meaning:
CCSS.ELA-LITERA I can determine the central idea - Student interest
Week 1 CY.CCRA.R.1 of a text and summarize using survey (current
(Dates) CCSS.ELA-LITERA
key details. events)
CY.CCRA.R.2
- Summary
Paragraphs
-​Reading Quizzes
Priority Content Objectives (I can…) Academic Task: NewsELA​ - Text Sets
Standard(s) I can analyze the author’s -​Close reading and based on student
annotation. Interest. (One Topic)
Inferential point of view and style.
Week 2 Meaning: I can evaluate specific claims - Annotated
(Dates) CCSS.ELA-LITERA bibliographies w/
and ideas in a text.
CY.CCRA.R.6 evaluation paragraphs
CCSS.ELA-LITERACY. - ​Reading Quizzes
CCRA.R.8

Priority Content Objectives (I can…) Academic Task: NewsELA​ - Text Sets

Standard(s) I can compare and contrast - Debate based on student
Interest. (One Topic)
Week 3 Deep Reading how two or more texts
(Dates) CCSS.ELA-LITERACY. address the same topic.
CCRA.R.9 I can evaluate the validity of
an argument.
Priority Content Objectives (I can…) Academic Task: - Model opinion
Standard(s) I can identify the structure of - Evaluate model pieces
opinion pieces. - Rubric
Structural: a journalistic opinion piece.
Week 4 - Outline personal
CCSS.ELA-LITERACY. I can analyze how structure
(Dates) CCRA.R.5 opinion piece.
shape content and meaning.

 
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Exemplar: Phases Taught Over a Week of Instruction 

 
Activity: ​Identify the phases 1-4 in each day of instruction.
Note: ​Grey​rows below indicate where standards may cycle or be differentiated based on the complexity and
content of the text (see pages 7-11).

Day Content Objective

Monday​(Surface) GUIDED READING: ​I can summarize a text.

❏ Code text using annotation strategy
❏ Make conclusion about the main idea
❏ Support main idea with explicit details
❏ Maintain objective stance (no opinions)

Tuesday​​(Inferential) I can identify the theme of a text.

See Inference ❏ Point that accurately identify main topic of text and primary author message.
Standards Below ❏ Evidence that is relevant and specific to the theme.
❏ Analysis that zooms in on key words
❏ Reasoning that zooms out and connects analysis to the point.

Block​​(Structure) CLOSE READING​ : ​I can determine figurative or connotative meaning of words or

See structure phrases
standards below ❏ POINT ​that identifies the type of figurative language in a passage and its meaning.
❏ EVIDENCE ​that accurately identify the figurative language being used.
❏ ANALYSIS​ zooms in on the keywords in the passage and reveals their meaning.
❏ REASONING ​that zooms out to connect key words to the overall meaning of the
figurative language.

Friday ​(​Deep I can argue for or against an author’s perspective on issues of oppression.
Reading) ❏ Point that states author message and personal opinion.
❏ Evidence that is relevant and sufficient to your claim.
❏ Analysis that zooms in on key phrases to argue for or against.
❏ Reasoning that zooms back out to your major argument.
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Exemplar: Phases Taught Over a Day of Instruction 

 
Activity: ​Identify the phases 1-4 in the course of the entire close reading below.
Note: ​The model below is a student hand out, and does not include direct instruction that would occur. This
portion of the lesson would be used to model or evaluate exemplars of literary analysis PEAR paragraphs from
past lessons.

Do Now
Directions: ​Read the excerpt from the previous day’s sonnet and write an objective summary of what
occurs in this passage only. ​(Surface)

Stirpibus a pulchris pulchra est optanda propago,

Vt roseum possit stare perenne decus;
Et, quotiens acto pereat maturior aevo,
In tenerum heredem forma paterna cadat.
Tu vis ipse tuo tantum devotus amori
Vivere, tu flammis ureris ipse tuis.
Quantis ex opibus penuria quanta paratur,
O te qui laceras, o inimice tibi!
Tu, nova totius iam lux et gloria terrae,
Veris venturi nuntia purpurei,
Visne tuam in sterili spem fructus condere gemma?
Prodige, dum parcis; parce, profuse tamen!
Aut patriae miserere, aut, dum male condis avarus
Quod patriae debes, fac Libitina voret.
Write Summary Here:

Independent Practice (1)

Directions: ​Identify one example of figurative language in this poem, and explain what it means in one
PEAR paragraph. (​Structural)
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Guided Practice (Discussion Notes)

Directions: ​Collect key pieces of evidence that your classmates used to discuss the speaker’s perspective
on love.

Exit Ticket

Directions: ​In one PEAR paragraph with a minimum of one piece of evidence, identify how the figurative
language in the poem contributes to its theme. ​(Inferential)
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Standard Aligned Learning Objectives and Formatives 

Fisher, Frey, and Hattie in ​Visible Learning for Literacy ​point out that there are phases or reading that
if approached systemically can support student literacy. Above we have described how these phases
can be fleshed out in 3 different ways. However, in order to tie their work to our work in Missouri, we
have to flesh out these phases in terms of the standards we teach. Below each of the four phases
are aligned to Missouri Learning Standards as well as coinciding objectives, criteria lists, and
assessment options.

Before diving into to implementing these phases and coinciding standards across units, weeks, and
individual days of instruction; it’s important first to reflect upon how the texts we teach dictate the
standards we teach. In ​Teach Like a Champion 2.0​, Doug Lemov asserts that backward planning in
literacy begins with well chosen complex texts. In his opinion, novels “provide the lense for teaching
daily objectives.” Texts dictate objectives through their content - we cannot teach figurative language
in a text that contains none. Synthesizing his work with that of Fisher, Frey, and Hattie, we learn that
it is through repeated exposure surface, structural, inferential and deep reading analysis that students
learn. We track to make sure that all the standards we teach are reinforced constantly, but the
complex texts we teach will dictate when we teach them.

To that end, the tables below provide a menu of objectives and formatives that we can align to our
repeated reinforcement of surface, structural, inferential and deep reading analysis.

Surface Meaning 
Surface reading, especially of longer texts, should consist of extend reading time in the context of 
modeled and guided annotation process. This process should in one of the formative option 
outlined below. For detailed description of a guided annotation process see page 12. 

Standard Objective/Criteria List Formative Choices

SUMMARY
9-10.RI.1.D
Explain two or more
central/main ideas in a text,
analyze their development
throughout the text, and
explain the significance of
the central ideas; provide an
objective and concise
summary of the text.
I can summarize a text.
❏ Code text using annotation
strategy or thinking map
❏ Identify the central or main
idea and its significance.
❏ Support main idea with
explicit details from
throughout the text
❏ Maintain an objective tone
(no opinions)
1. A written paragraph that summarizes a part of a
text or whole text. Graded using the criteria list
to the left.
2. 4 Question Quiz (Selected Response / Short
Answers
SAMPLE QUESTION STEMS
● The ideas presented in this speech were
mainly influenced by what?
● Which BEST describes the details related to
the main idea of this passage?
● What is the best way to summarize
paragraph #?
● What statement, if added to the passage,
would BEST support the idea that [topic
from the text]?

 
 
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Structural Meaning 
Structural reading is best supported by a close reading process focused on a small chunk of text (see
page 4). Before diving into analysis of the structures of a text, always make sure to solidify students
surface level understanding of the smaller complex chunk they are examining.

Standard Objective/Criteria List Formative Choices

TEXT STRUCTURE I can analyze how an author’s manipulation
9-10.RL.2.A of events impacts the reader.
Analyze how an author's
choices concerning how
to structure a text,
order events, or
manipulate time impact
the reader.
❏ POINT ​that identifies a key event(s) and
its impact on the reader.
❏ EVIDENCE ​from the event(s) identified
in the point.
❏ ANALYSIS​ that zooms in on keywords
that impact the reader.
❏ REASONING ​that zooms out connects
the overall structure of the events to
their impact on the reader.
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● What technique does the author use to create
a sense of mystery or suspense?
(foreshadow, dialogue, opposing character
views, etc)
● How does the use of (THIS TYPE OF
STRUCTURE] impact the reader?
● The author’s use of ____ helps the reader
understand. . .
● The author includes the description of ____ to
...
● How does the author’s manipulation of time
impact the reader?
● How does the narrator’s description of
_______ at this point in the text contribute to
the overall meaning?
● Evaluate how the structure of line ___
contributes to the poem’s overall meaning.

CRAFT/MEANING I can analyze how specific words change the
9-10.RL.2.C tone of a passage.
Analyze the cumulative ❏ POINT ​that identifies the tone of the
impact of specific word
passage and connects it to its meaning.
choices and syntax on
meaning and tone.
❏ EVIDENCE ​that exemplifies the tone of
the passage relevantly and sufficiently.
❏ ANALYSIS​ that zooms in on keywords
that exemplify the tone of the passage.
❏ REASONING ​that zooms out to connect
the tone of the passage to overall
meaning.
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● What best describes the tone of the passage
(compassionate, disapproving, humorous,
proud, informative, judgemental, persuasive)
● How does the repetition of (a word) contribute
to the overall meaning of the text?
● In “__,” how does the use of (word or syntax)
impact the overall meaning and tone?
● The author uses parallel structure to. . .
(Indicate, illustrate, emphasize, convey)
● How does the author’s word choice in
paragraph ___ contribute to the tone?
● The tone is best revealed through. . .

WORD MEANINGS I can determine figurative or connotative 1. A written PEAR paragraph that answers one of
9-10.RL.1.B meaning of words or phrases the below question stems.
Determine the meaning ❏ POINT ​that identifies the type of 2. 4 Question Quiz (Selected Response / Short
of words and phrases as Answer).
figurative language in a passage and its
they are used in the
text, including figurative
meaning. SAMPLE QUESTION STEMS
and connotative ❏ EVIDENCE ​that accurately identify the ● The author uses connotations that are

meanings using context, figurative language being used.
affixes, or reference ❏ ANALYSIS​ zooms in on the keywords in
materials. the passage and reveals their meaning.
❏ REASONING ​that zooms out to connect
key words to the overall meaning of the
figurative language.
Standard Objective/Criteria List
INTERACTION/ I can analyze how a complex character
MEANING develops.
9-10.RL.2.D
Analyze how complex
❏ POINT ​that identifies a personality
characters develop over trait or motivation of the character.
the course of a text to ❏ EVIDENCE ​that is relevant to the
advance the plot and trait identified.
develop the theme. ❏ ANALYSIS​ zooms in on the keywords
in that exemplify the character’s
traits.
❏ REASONING ​that zooms out to
connect keywords the the
personality or motivation of the
character.
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(neutral, positive, negative) because…
● What is the connotative effect of the word
_____ on the meaning of the passage?
● What does the word ______ mean, as used in
section ____ of the passage?
● What type of figurative language in used in
_____ passage to convey the theme of
Formative Choices
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● ______ character is best described as (one
word descriptor).
● Based on the author's characterization of
______ in paragraphs 10, 11, and 12, which
word best describes him?
● How do the character’s actions in the text
advance the plot/develop the theme of ____?
● Which theme is developed when the
character does _____?

Inferential Meaning  
Standard Objective/Criteria List
POINT OF VIEW I can draw conclusion about an author’s
9-10.RL.2.B point of view as reflected in …​ (characters,
Analyze how point of view setting, or plot).
is reflected in the ❏ POINT ​that identifies a specific
characters, setting, and (character, event, scene,) that
plot.
reveals author POV.
❏ EVIDENCE ​that is relevant to the
point.
❏ ANALYSIS​ zooms in on the
keywords in the passage and
reveals their meaning.
❏ REASONING ​that zooms out to
reveal how key words reveal the
author’s POV.
THEME I can determine the theme of a text.
9-10.RL.1.D ❏ POINT ​that identifies a specific
Using appropriate text, theme of the text (topic + author
determine two or more
themes in a text, analyze
message)
their development ❏ EVIDENCE ​that is relevant to the
throughout the text, and point.
relate the themes to life ❏ ANALYSIS​ zooms in on the
experiences keywords in the passage and
reveals their meaning.
❏ REASONING ​that zooms out to
connect key words to the theme.
ARGUMENT I can identify fallacious reasoning in an
9-10.RI. 2.D author’s argument.
Evaluate an author's ❏ POINT ​that identifies a logical
argument, assessing fallacy used.
whether the reasoning is
valid and the evidence is
❏ EVIDENCE ​that accurately reflects
relevant and sufficient; the type of logical fallacy
identify false statements ❏ ANALYSIS​ zooms in on the
and fallacious reasoning. keywords in the passage that are
false.
❏ REASONING ​that zooms out to
reveal how the particular fallacy
affects the author’s overall
argument.
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Formative Choices
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● What is MOST LIKELY way the setting
reflects that author POV?
● (Character trait) evokes the idea of …
● Which BEST describes the attitude of the
narrator and(character) toward...
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● What is the main idea of this
passage?
● What is the most prominent literary
element that is used to help convey
the theme of this piece?
● Which is the BEST organizational
structure for the author to use?
● What effect is accomplished by ending
the story with this paragraph?
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● Which sentence is an example of a flaw in
logical thinking?
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Standard Objective/Criteria List Formative Choices

ARGUMENT I can evaluate an author’s use of evidence to
9-10.RI. 2.D support their argument.
Evaluate an author's ❏ POINT ​that identifies author’s
argument, ​assessing argument
whether the reasoning is
valid and the evidence is
❏ EVIDENCE ​with context that
relevant and sufficient; explains the relevance or
identify false statements irrelevance of it’s use.
and fallacious reasoning. ❏ ANALYSIS​ zooms in on keywords
in the passage valid or invalid.
❏ REASONING ​that zooms out to
reveal how key evidence does or
does not support the author’s
argument.
1. A written PEAR paragraph that answers one of
the below question stems.
2. 4 Question Quiz (Selected Response / Short
Answer).
SAMPLE QUESTION STEMS
● What does the court say in this case?
(text is a political case)
● What point is made in this document
about _____?
● Why does the court determine that the
notion of "separate but equal" ought not
apply to this case?
● The author of this passage wants to argue
that..

 
   

Deep Reading 
Standard
CONTEXT
9-10.RL.3.C
Analyze how multiple texts
reflect historical and/or
cultural contexts.
TEXT IN FORM
9-10.RL.3.A
Analyze multiple
performances of a story,
drama, or poem, evaluating
how each version interprets
the source text.
TEXT RELATIONSHIPS
9-10.RL.3.B
Explain how and why an
author alludes to or
transforms source material
within his or her text.
Objective
I can analyze how texts contribute to
our understanding of the cultural
context in which we live.
I can compare and contrast
interpretations of major themes in
different versions of a text.
I can explain how an author alludes
to source material.
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Summative
These standards are assessed primarily through
essays that serve as unit summatives. Each
summative should have a developed rubric
around five major areas: Content, Purpose,
Organization, Language, and Conventions of
Writing.
As a result, these standards serve as primarily
overarching that are assessed by a subset of
standards and learning objectives included in the
five parts of the writing rubric mentioned above.
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Reading and Annotation 

Throughout the systemic approach to reading fleshed out at length above, students must be marking
text to support positive reading habits. However, it is important to remember that we need to teach
students to focus the way the mark text. Lemov, Driggs and Woolway, In ​Reading Reconsidered​,
point out that “the list of potential markups is not short, and to pause the reading for the markup of
every kind would be counterproductive to comprehension.” We may ask students to focus their
annotation on evidence, summarizing, paraphrasing, complex verbiage, key ideas, theme, key
vocabulary, text structure, characters, etc. However, if we teach students to be focused on coding for
all of these at once; we teach them to be distracted readers. Instead, we must teach them when the
text dictates that they need to focus on one or the other.

To do this, we should follow a process like the one below.

1. EXPLICITLY STATE THE PURPOSE. ​Determine the phase of reading they are in, and
explicitly state to students a purpose for annotation that matches the phase they are in.
2. CORRELATE & CODE.​ Model for students how they can code the text in a way that matches
their specific purpose for reading and the school wide annotation system.
3. CATCH AND RELEASE. ​For ELL students especially, it is important that they are able to
catch the preliminary thoughts that their coding represents before these thoughts escape their
working memory. To do this, identify a thinking map that fits their purpose for reading, and
catch them as a whole class to pause and record the thinking behind their annotations in this
map. This will serve as a bridge to students’ writing later, and is especially important in
extended guided reading at the surface level.
4. SHOW CALL. ​Show students examples of annotations and thinking maps on the camera in
front of class. Ask them to narrate their thinking process behind their annotation to reinforce
positive annotation, in much the same way you would in your own models.
5. ASSESS THE PURPOSE​. Annotations in themselves do not reveal comprehension. After a
guided or close reading, assess student comprehension through writing or selected response
regardless of whether their analysis on the level surface, structural, inferential, or deep
reading.