1. M/J Language Arts 2/Advanced Analyzing Author’s Choices and Structure
Hello and welcome to the third mini academy for M/J Language Arts 2 and M/J Language Arts 2 Advanced.
This mini academy covers the third CRM of quarter 1, which you may hear referred to as CRM 1.3 or by its formal name “Analyzing Author’s Choices and Structure”. As the title suggests, the focus of CRM 1.3 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 13th and ends on September 27th, which allows for about 11 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 Author’s Choices and Structure (CRM 1.3)
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (DOK 2)
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (DOK 2)
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (DOK 3)
LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (DOK 2)
LAFS.7.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 1.3- Analyzing Author’s Choices 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.
According to the FSA Blueprint of Test Items Assessing Each Reporting Category in Reading, 25-35% of assessed 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 3 standards, but also for students to be successful on the FSA.
The focus reading standards during this CRM are: RI.2.4, RI.2.5, RL.2.4, RL.2.5.
RI/RL.2.4 and RI/RL.2.5 ask students to utilize the foundations they learned during CRM.1.1 and CRM.1.2 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).

3. Analyzing Author’s Choices and Structure (CRM 1.3)
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (DOK 2)
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (DOK 2)
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (DOK 3)
LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (DOK 2)
LAFS.7.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 looking at RI.2.4 and RL.2.4.
The new knowledge in this standard deals with “analyzing the impact.”
RI.2.4- goes a step further than 6th grade and asks students to analyze the impact of a specific word choice on meaning and tone.
RL.2.4- brings the focus on poetry or a drama and asks students to analyze the impact of rhyme and repetition on a specific verse or stanza.

4. Analyzing Author’s Choices and Structure (CRM 1.3)
RI.2.4 and RL.2.4 are always assessed with the same Language standards, L.3.4 and L.3.5. The example on your screen is of the literary standard, however these language standards are also assessed with the informational standard.
Students should be taught to use context and distinguish among the connotations of words with similar denotations (definitions). This could help them to better clarify the author’s message.

5. Analyzing Author’s Choices and Structure (CRM 1.3)
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (DOK 2)
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (DOK 2)
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (DOK 3)
LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (DOK 2)
LAFS.7.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.2.5 and RL2.5 which deal with how author’s choice in structure impacts a text.
RI.2.5 Asks students to not only look at the overall structure of the text but to also analyze how the major sections contribute to the whole and to the development of the ideas.
RL.2.5 (like 2.4) focuses specifically on a drama or poem. Asking students how the literary work’s structure contributes to its meaning.
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.

6. Connecting 2.4 and 2.5 Standard Question Stems LAFS.7.RI.2.4
[Excerpted text] What does the author mean by the phrase (excerpted text)? [Multiple Choice]
[Excerpted text] Part A: Select the meaning of the word “(excerpted text).”
Part B: Select the words or phrases that help determine its meaning.
[Excerpted text] How does the phrase “(excerpted text)” create a _____ tone in the text?
[Excerpted text] Part A: What does the phrase “(excerpted text)” mean?
Part B: What effect does this word choice have on the author’s tone?
[Excerpted text] Part A: How does the author use figurative language in this excerpt from the first text?
Part B: What is the impact of this language on the text’s meaning?
LAFS.7.RI.2.5
How does the author structure the text?
How does the author use a __________ structure to develop ideas?
Part A: How does the first author organize information in the text?
Part B: What does the final paragraph contribute to the text?
Part A: How does the author structure the text?
Part B: How does the author use this structure to develop ideas?
Part A: Select the way in which the author uses structure to develop ideas.
Part B: Select a sentence from the article that signals or exemplifies the text’s structure.
How does the structure of each text contribute to its meaning?
How do paragraph _________and __________ relate to each other? How do they support the author’s position?
Connecting 2.4 and 2.5
Author’s word choice can be very powerful. Word choice is used to make the reader feel a certain way. The author purposely creates the tone and shapes the meaning of the text. The same way an author makes certain word choice to influence the reader, he/she also uses text structure to impact the meaning of the text. For example, an author may choose to structure a certain stanza, paragraph, or line differently to catch the reader’s attention to something important. 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 or language. Both of these standards support finding the author’s purpose and determining the theme or central idea as well.

7. Analyzing Author’s Choices and Structure (CRM 1.3)
LAFS.7.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. (DOK 2)
LAFS.7.RI.2.5 Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas. (DOK 2)
LAFS.7.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. (DOK 3)
LAFS.7.RL.2.5 Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. (DOK 2)
LAFS.7.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.1.2.  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.

8. Clarification and Content Limits
Please take a moment to read the assessment limits for these standards.
Remember that RI and RL 2.4 is about a student's ability to not only read and comprehend a text, but also to think critically about the words and phrases used by the author and the impact they have on a reader's overall understanding of a text. Students should not be asked to simply identify unknown words and define them using a dictionary, but instead to determine words central to the meaning of the text and use context and patterns of words and word changes to help them come to a conclusion about a possible meaning. The assessment limits for this standard very clearly emphasize that instruction should not include a focus on “dictionary word meanings” and should push students to analysis level thinking.

9. 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.

10. Clarification and Content Limits
LAFS.7.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 clearly, previewing what is to follow; 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 create cohesion and 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 and supports 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 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 create cohesion, as displayed in part c, use the appropriate academic vocabulary, and establish and maintain a formal style.

11. Clarification and Content Limits
LAFS.7.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.

12. Resources
Scope and sequence and curriculum resource materials (CRM): ims.ocps.net
Grade 7 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 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 Grade 8 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.
Another resource for additional practice and tutorials is Khan Academy. Some suggested areas of practice are listed on each CRM.
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.

13. Thank you for listening to this Mini Academy CRM 1
Thank you for listening to this Mini Academy CRM 1.3- Analyzing Author’s Choices and Structure