PA Reporting Category: E08.A Literature Text
PA Core Standards:
  • CC.1.3.8.D Analyze how differences in the points of view of the characters and the audience or reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
  • CC.1.3.8.E Compare and contrast the structure of two or more texts and analyze how the differing structure of each text contributes to its meaning and style.
  • CC.1.3.8.F Analyze the influence of the words and phrases in a text including figurative and connotative meanings and how they shape meaning and tone.

Assessment Anchor: E08.A-C.2 Craft and Structure
Descriptor:E08.A-C.2.1 Demonstrate understanding of craft and structure in literature.
Eligible Content: E08.A-C.2.1.3 Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
Alternate Eligible Content Code: E08AC2.1.3a
Alternate Eligible Content: Identify the impact of word choice on the meaning of a text
Alternate Eligible Content - Coded

  • Impact of word choice
/
  • Identify
/ Context
  • On meaning of a text

Definition notes: n/a
Text Selected Link:
(Text used is Alcott, Louisa May. Little Women. New York: Penguin, 1980. (1868) From Chapter 2: “A Merry Christmas”. Page 77 of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (Appendix B)
Little Women
Intent Statement:Determine how the words selected shape comprehension of the story.
  1. Most Complex Level (at the level as written):
  • Content Target:Identify how a change in word choice impacts the meaning of a sentence or paragraph.
  • Examples:Select the text from the link provided and modify based on the unique needs of your student.
a)Introduce characters in the story: Meg, Amy, Beth, Jo, Mrs. March
b)Use this statement from the text:“Can I help carry the things to the poor children?” asked Beth eagerly.
c)Ask student, “How does Beth feel?” Excited Angry Sleepy
d)Then ask, “What would it mean ifthe sentence said: Can I go and help carry the things to the poor children?” asked Beth unhappily.
e)How does Beth feel? Excited Angry Sleepy
  1. Mid-Complex Level:
Content Target:Indicate how a change in a word alters the comprehension of modified text with picture supports.
Example: Select the text from the link provided and modify based on the unique needs of your student.
  • Read the modified text.
  • Introduce characters in the story: Meg, Amy, Beth, Jo, Mrs. March
  • Use this statement from the text:“Can I help?” asked Beth with a happy face.
  • Rewrite/read sentence, saying, “Now we will change a word:“Can I help?” asked Beth with an angry face.
  • Show students the choices below, and say,“Show me how Beth feels?”


  1. Least Complex Level:
  • Content target: Indicate how word choice impacts meaning.
  • Example: Select the text from the link provided and modify based on the unique needs of your student.
  • Readmodified text.
  • Then, introduce the characters in the story: Meg, Amy, Beth, Jo, Mrs. Marci. (chose Beth and any other number of characters based on your modified text and student needs).
  • Read the modified sentence from the text “Can I help carry the things to the poor children?” asked Beth eagerly,” emphasizing the word ‘eagerly.’
  • Then tell the student you are going to rewrite the sentence to “Beth was happy to help.”
  • Show the student the fill-in-the-blank choices with the pictures, and have them tell you or point to the correct choice.
  1. Use this statement from the text“Can I go and help carry the things to the poor children?” asked Beth eagerly.
  2. Change it to “Beth was happyto help.”
  3. Ask the student: “Show me which one shows how Beth feels when she is helping.”

  1. Now change the sentence to “Beth was sad to help.”
  2. Ask the student: “Show me the one that shows how Beth feels NOW when she is helping.”


7.2016