dynamic learning maps english language arts guide to ......en’s puppy: ben was a young boy who had...

Dynamic Learning Maps® English Language Arts

Guide to Familiar Texts

Grade 3 ......................................................................................................................................................................................................................... 2

Grade 4 ....................................................................................................................................................................................................................... 10

Grade 5 ....................................................................................................................................................................................................................... 18

Grade 6 ....................................................................................................................................................................................................................... 24

Grade 7 ....................................................................................................................................................................................................................... 28

Grade 8 ....................................................................................................................................................................................................................... 32

Grade 9 ....................................................................................................................................................................................................................... 37

Grade 10 .................................................................................................................................................................................................................... 41

Grade 11 .................................................................................................................................................................................................................... 45

DLM Guide to Familiar Texts YE 2 of 47

Grade 3

ELA.3.1

Initial Precursor ELA.EE.RL.3.2 | Can seek objects that are absent

ELA.EE.RL.3.3 | Can identify feeling states in self

General Text Description

Texts include familiar contexts and routines. Objects associated with the context and routine are explicitly named or

described in the text. Texts refer explicitly to how people or characters are feeling, which gives readers the opportunity

to reflect on their own feelings. Feelings are limited in scope and do not require any inference or interpretation to

identify.

Dynamic Learning Maps® (DLM®) - Specific Text Descriptions Fran’s Favorite Book: Fran loved to read. One day, Fran went to the library to find a new book. Fran learned all about

grasshoppers from her new favorite book.

Distal Precursor ELA.EE.RL.3.2 | Can identify familiar people, objects, places, and events

ELA.EE.RL.3.3 | Can identify feeling words in a familiar text

General Text Description Texts include plots in mostly familiar settings such as home, school, or neighborhood. People, objects, and events are

associated with this familiar setting. Texts refer explicitly to how people or characters are feeling. Feelings are limited in

scope and do not require any inference or interpretation to identify.

DLM-Specific Text Descriptions

Buddy’s Nose: Buddy was a dog with a very busy nose. Buddy liked to discover new smells and animals using his nose.

Proximal Precursor ELA.EE.RL.3.2 | Can associate details with events in a familiar story

ELA.EE.RL.3.3 | Can identify the feelings of characters in familiar stories

General Text Description Texts include story elements that undergo a change of state. Any change of state in characters, setting, or plot is

considered an event. Texts include details that help to describe these events. The text refers explicitly to how characters

are feeling. Feelings are limited in scope and do not require any inference or interpretation to identify.


Feed the Ducks: Jim was a young boy who wanted to go the park. Since it was a sunny day, Mom drove Jim to the park to

feed the ducks.


ELA.3.2

Initial Precursor ELA.EE.RL.3.1| Can pay attention to object characteristics due to language cues

ELA.EE.RL.3.9| Can pay attention to object characteristics due to language cues

ELA.EE.RL.3.4| Can pay attention to object characteristics due to language cues

General Text Description Object characteristics are descriptive words related to objects; this includes names as well as other descriptive words

associated with a particular object. Texts describe objects that are familiar to students because they are associated with

daily routines: waking up in the morning, going to school, dinner time, and getting ready for bed. Texts include one or

more of these routines and name objects associated with those routines.


A Favorite Toy: Some people have toys they like best. This text describes the different types of toys and why some

people like them best.

Distal Precursor ELA.EE.RL.3.1| Can identify familiar people, objects, places, and events

ELA.EE.RL.3.9| Can identify familiar people, objects, places, and events

ELA.EE.RL.3.4| Can demonstrate understanding of words for absent objects and persons

General Text Description Texts include plots in a mostly familiar setting such as home, school, or neighborhood. People, objects, and events are

associated with this familiar setting.


New Baby Sister: Ben was a young boy. One day, Ben left school early. Ben’s mom was having a baby. Ben was excited to

meet his new baby sister and be a big brother.

Proximal Precursor ELA.EE.RL.3.1| Can answer who and what questions about details in a familiar narrative

ELA.EE.RL.3.9| Can associate details with events in a familiar story

ELA.EE.RL.3.4| Can provide real-world connections between words and their use


Texts include plots in a mostly familiar setting such as home, school, or neighborhood. People, objects, and events are

described using details in the text. Objects are named and associated with familiar routines and settings so that students

can make immediate connections among words, their meanings, and their uses.

DLM-Specific Text Descriptions A Cat for Ana: Ana was a young girl who lived on a farm. Ana wanted a cat to feed, play with, and take care of. Ana got a

kitten that grew into a cat.

Rock Hunting: Ana was a young girl who wanted to go rock hunting. Ana brought Mom the rocks she found, and Mom

taught Ana about how people can use rocks.


ELA. 3.3

Initial Precursor EE.L.3.5.c| Can identify feeling states in self

EE.RL.3.5| Can express interest in book sharing.

General Text Description Texts refer explicitly to how characters are feeling, which gives readers the opportunity to reflect on their own feelings.

Feelings are limited in scope and do not require any inference or interpretation to identify.

DLM-Specific Text Descriptions Mark Likes Dinosaurs: Mark was a young boy who loves dinosaurs. He had many dinosaur toys in all shapes and sizes.

Distal Precursor EE.L.3.5.c| Demonstrate receptive understanding of common feeling words (happy, sad, mad)

EE.RL.3.5| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text

Note: Students who are blind or have visual impairments are assessed on matching a real object with a

symbolic representation of the object


Texts refer explicitly to how characters are feeling. Feelings are limited in scope and do not require any inference or

interpretation to identify. People, objects, and events will be depicted in photos or tactile graphics/objects and clearly

associated with the content of the text.


Ben’s Puppy: Ben was a young boy who had a pet puppy. Ben’s mom brought Ben’s puppy to school for show and tell.

New Baby Sister: Ben was a young boy. One day, Ben left school early. Ben’s mom was having a baby. Ben was excited to

meet his new baby sister and be a big brother.

Proximal Precursor EE.L.3.5.c| Demonstrate receptive understanding of feeling words

EE.RL.3.5| Identify the beginning and end of a familiar story


Texts are structured with a linear plot, meaning that the story unfolds with a clear beginning, middle, and end. There are

no flashbacks or other non-linear plot devices. Texts refer explicitly to how characters are feeling. Feelings are limited in


DLM-Specific Text Descriptions The Case of the Missing Doll: Ava was a young girl who loved her cat and doll. One day, Ava’s doll went missing. Ava was

happy when she finally found the doll.


Target EE.L.3.5.c| Identify feeling words that describe personal emotional state

EE.RL.3.5| Identify the beginning, middle, and end of a familiar, linear story


Texts are structured with a linear plot, meaning that the story unfolds with a clear beginning, middle, and end. There are

no flashbacks or other non-linear plot devices. Texts refer explicitly to how characters are feeling. Feelings are limited in



A New School: Eric’s family was moving to a new town. Eric was nervous about going to a new school. Eric’s mom and

dad helped Eric make new friends. Soon, Eric was not nervous to go to his new school.


ELA.3.4

Initial Precursor ELA.EE.RI.3.1| Can pay attention to object characteristics due to language cues

ELA.EE.RI.3.9| Can pay attention to object characteristics due to language cues

General Text Description Object characteristics are descriptive words related to objects, and this includes names as well as descriptive words

associated with a particular object. Texts include objects that are familiar to students because they are associated with




Inviting Friends Over: Having friends over is fun. This text gives instructions for making a meal with a friend and options

for fun activities.

Reading Time: Many classrooms have a special time and place for reading. This text explains the structure of reading

time.

Distal Precursor ELA.EE.RI.3.1| Can identify familiar people, objects, places, and events

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. People, objects, and events will be

associated with these familiar contexts. Home includes family members and home-based routines like getting ready in

the morning or helping with dinner. School includes teachers, friends, and school-based routines like packing a bag. The

neighborhood includes friends, neighbors, and play routines like taking a walk or going to the park.

DLM-Specific Text Descriptions The Library: The library is a fun and useful place. This text describes libraries, what people do at the library, and who

goes to the library.

Proximal Precursor ELA.EE.RI.3.1| Can identify concrete details in familiar informational texts.

ELA.EE.RI.3.9| Can identify concrete details in familiar informational texts.

General Text Description Texts include information about familiar contexts and routines. People, objects, and events are associated with these

contexts and routines. Texts include concrete details, which are pieces of specific information such as facts, data, or

listed options. These concrete details help to explain or justify a claim.


Bus Drivers: Bus drivers are important people. This text describes bus drivers, how they help people, and how they keep

their buses running smoothly.


ELA.3.5

Initial Precursor ELA.EE.RI.3.2| Can seek objects that are absent

ELA.EE.RI.3.3| Can identify a forward sequence from a familiar routine.

ELA.EE.RI.3.4| Can pay attention to object characteristics due to language cues

General Text Description Texts include mostly familiar settings such as home, school, or neighborhood. Object characteristics are descriptive

words related to objects, and this includes names as well as descriptive words associated with a particular object. Texts

include objects that are familiar to students because they are associated with daily routines: waking up in the morning,

going to school, dinner time, and getting ready for bed. Texts include one or more of these routines and name objects

associated with those routines. Routines performed in these contexts are described in a chronological or step-by-step

manner.


School Time: It can be fun to get ready for school. This text provides instructions for getting ready for school.

Putting on a Play: Students like to put on plays. This text provides information about props and costumes.

Distal Precursor ELA.EE.RI.3.2| Can pay attention to object characteristics due to language cues

ELA.EE.RI.3.3| Can identify actions associated with familiar routines

ELA.EE.RI.3.4| Can demonstrate understanding of words for absent objects and persons

General Text Description Texts include mostly familiar settings such as home, school, or neighborhood. Object characteristics are descriptive

words related to objects, and this includes names as well as descriptive words associated with a particular object. Texts

include objects that are familiar to students because they are associated with daily routines: waking up in the morning,

going to school, dinner time, and getting ready for bed. Texts describe routines by using action words.

DLM-Specific Text Descriptions Going on a Field Trip: Field trips are a fun way to learn. This text describes field trips, where students go on field trips,

what students can bring, and what students can learn about.

Helping in the Classroom: Helping others is an important social skill. This text provides examples of how students can

help others and take care of the classroom.

Proximal Precursor ELA.EE.RI.3.2| Can identify pictures or tactile graphics/objects that go with a familiar text

ELA.EE.RI.3.3| Can identify events in a familiar information text

ELA.EE.RI.3.4| Can make judgments about the meaning of word(s)

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Texts include elements that undergo a

change of state. Any change of state regarding people, context, concept, or process is considered an event. People,

objects, and places associated with the content of the text are depicted in photos. Texts use words with clear meanings

to convey information.



How to Get a New Pet: Animal shelters have pets that people can take home. This text provides instructions for visiting

the animal shelter and choosing a new pet.


ELA.3.6

Initial Precursor ELA.EE.L.3.5.a| Can pay attention to object characteristics due to language cues

ELA.EE.RI.3.8| Notice what is new

General Text Description Texts include familiar contexts such as home, school, or neighborhood. People, objects, places, and events associated

with these contexts are described.

DLM-Specific Text Descriptions Things in a Classroom: Classrooms are full of tools for learning. This text describes classrooms and the many things in

them that students use to learn.

Distal Precursor ELA.EE.L.3.5.a| Can identify familiar people, objects, places, and events

ELA.EE.RI.3.8| Can determine similar or different based on physical characteristics


Texts include mostly familiar contexts such as home, school, or neighborhood. People, objects, and events will be

associated with these familiar contexts. Home includes family members and home-based routines, like getting ready in

the morning or helping with dinner. School includes teachers, friends, and school-based routines, like packing a bag. The

neighborhood includes friends, neighbors, and play routines, like taking a walk or going to the park. Object

characteristics are descriptive words related to objects, and this includes names as well as descriptive words associated

with a particular object. Texts include objects that are associated with familiar contexts.


Books are Great: Books are amazing learning tools. This text provides examples of topics about which people can read

and learn.

Proximal Precursor ELA.EE.L.3.5.a | Can make judgments about the meaning of word(s)

ELA.EE.RI.3.8| Can identify the relationships between concrete facts or details

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. People and objects are associated with

familiar routines that are performed in familiar contexts. Texts will include descriptive words that have clear meanings.

Texts include concrete details, which are pieces of distinct information such as facts and data, as well as specific

information offered to describe, explain, or justify a claim.

DLM-Specific Text Descriptions American Symbols: There are many symbols that represent the United States. This text provides examples of national

symbols and descriptions of what they stand for.


Grade 4

ELA.4.1

Initial Precursor EE.RL.4.2| Can identify familiar people, objects, places, and events

EE.RL.4.5| Can identify familiar people, objects, places, and events


Object characteristics are descriptive words related to objects; this includes names as well as other descriptive words





Fran: Fran was a young girl who loved to read. One day, Fran went on a scavenger hunt and got a new book as a reward

for following directions.

Distal Precursor EE.RL.4.2| Can identify major observable events in a familiar story

EE.RL.4.5| Can name objects in pictures/tactile graphics or name objects used to represent book pictures during a shared

reading activity


Texts include plots in mostly familiar settings such as home, school, or neighborhood. People, objects, and events will be

depicted in photos or tactile graphics and clearly associated with the content of the text. Texts include story elements

that undergo a change of state. Any change of state regarding characters or settings is considered a major observable

event.


Lemonade: Jon wanted lemonade. Jon went to the store, bought ingredients, and made lemonade at home.

Proximal Precursor EE.RL.4.2| Can identify the consequences of a character's actions in a familiar story


General Text Description Texts include plots driven by character action. Actions are clearly identified and connected to a particular character(s).

Consequences, or results, of those actions are also included in the text. Characters, actions, and consequences are

clearly connected in the text. Texts have a linear structure: the plot consists of a clear beginning, middle, and end. Texts

assigned to this node do not include flashbacks, differing points of view, or any other non-linear component. Texts

include events that can be directly associated with the beginning, middle, and end of the plot.


The Muddy Day: The day was rainy. Jeff waited until the rain stopped, and then played outside in the mud.

Jill: Jill wanted to buy a game, but was five dollars short. Jill did chores around the house and neighborhood until she

earned enough money to buy the game.


Target EE.RL.4.2| Can identify the specific theme of a familiar story

EE.RL.4.5| Can identify elements that are characteristic of stories


Texts include identifiable themes. Texts have elements that are characteristic of traditional stories. Texts have a linear

structure: the plot consists of a clear beginning, middle, and end. Texts include events that can be directly associated

with the beginning, middle, and end of the plot.


Field Trip for Eric: Eric was excited. Eric’s class was going on a field trip. Eric prepared for his field trip before school.

Ask a Friend: Eric had to work harder in math. Eric asked his friend Jen for help with math. Friends help each other.


ELA.4.2


EE.RL.4.3| Can demonstrate understanding of object names






Gwen and Pete are Friends: Gwen and Pete are classmates in the fourth grade. They do many things together at school.

Jenny and the Cat: Jenny found a lost cat in the park. Jenny and her mom made posters to help find the cat’s owner. The

cat’s owner saw the posters and was reunited with her cat.

Distal Precursor EE.RL.4.1| Can identify the actions of the characters in a familiar story

EE.RL.4.3| Can identify concrete details in a familiar story (characters, objects)

General Text Description Texts include plots in mostly familiar settings such as home, school, or neighborhood. The plots of these texts are driven

by character action. Character actions are clearly identified and directly connected to a character or characters. Words

to describe setting, characters, objects, and events are included in the texts.


Evan’s Adventure: Evan was looking for a fun activity. Evan’s mom brought him to the park, where there was a pond.

Evan looked at the birds, fish, and amphibians that lived in the pond.


ELA.4.3

Initial Precursor EE.RL.4.4| Can demonstrate understanding of object names







The First Day of School: Jan was excited about her first day of school. She packed her backpack to get ready for the big

day.

Distal Precursor EE.RL.4.4| Can make judgments about the meaning of word(s)

EE.RL.4.6| Can identify the actions of the characters in a familiar story


Texts include plots in mostly familiar settings such as home, school, or neighborhood. The plots of these texts are driven

by character action. Character actions are clearly identified and directly connected to a character or characters. Texts

include descriptive words that have clear meanings.

DLM-Specific Text Descriptions The Missing Book: Abby lost one of her books. She looked all over the house until she found it.


ELA.4.4

Initial Precursor ELA.EE.RI.4.1 | Can demonstrate understanding of object names

ELA.EE.RI.4.8 | Notice what is new

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. People, objects, and events will be

depicted in pictures and clearly associated with the content of the text.

DLM-Specific Text Descriptions Using a Pencil: Pencils are great tools for learning. This text provides instructions for using a pencil.

Dogs Like to Play: Dogs are interesting animals. This text describes different ways dogs play.

Distal Precursor ELA.EE.RI.4.1 | Can name objects in pictures/tactile graphics or name objects used to represent book pictures during a

shared reading activity

ELA.EE.RI.4.8 | Can identify concrete details in familiar informational texts



depicted in pictures or tactile graphics and clearly associated with the content of the text. Texts include concrete details,

which are pieces of specific information such as facts, data, or listed options. These concrete details help to explain or

justify a claim.


A Car: Cars are vehicles with many parts. This text describes the different parts of a car and how they help the car work.


ELA.4.5

Initial Precursor EE.RI.4.5| Can determine similar or different based on physical characteristics

EE.RI.4.2| Can demonstrate understanding of object names



contexts and routines. People and objects are associated with familiar routines that are performed in familiar contexts.

Texts include concrete details, which are pieces of specific information such as facts, data, or listed options. These

concrete details help to explain or justify a claim.


Things to See at School: There are many things to see at school. This text provides examples of the things at school that

help students learn and play.

Distal Precursor EE.RI.4.5|Can name objects in pictures/tactile graphics or name objects used to represent book pictures during a shared

reading activity

EE.RI.4.2| Can name objects in pictures/tactile graphics or name objects used to represent book pictures during a shared

reading activity

EE.RI.4.3| Can draw conclusions based on category knowledge (early inductive reasoning)



depicted in pictures or tactile graphics and clearly associated with the content of the text. Information, objects, or

concepts described in the text can be placed into broader categories. From that categorization, readers can draw

conclusions about the information presented in the text.


Stay Warm: Some places are very cold. People who live in these places must wear certain clothes to stay warm. This text

describes the types of clothes that help people stay warm.

Proximal Precursor EE.RI.4.5| Recognize that illustrations or tactile graphics/objects in a text can provide information

EE.RI.4.2| Can identify concrete details in familiar informational texts



Texts include information about familiar contexts and routines. People, objects, and events will be depicted in pictures

or tactile graphics/objects and clearly associated with the content of the text. Texts include concrete details, which are

pieces of specific information such as facts, data, or listed options. These concrete details help to explain or justify a

claim.


Getting Ready to Camp: There are many things to do before going camping. This text provides instructions for getting

ready for a camping trip.


Target EE.RI.4.5| Identify elements that are characteristic of informational texts

EE.RI.4.2| Can identify the overall topic of a familiar one-paragraph informational text

EE.RI.4.3| Can identify a concrete detail related to an individual, event, or idea presented in an informational text


contexts and routines. Texts include concrete details, which are pieces of distinct information such as facts and data, as

well as specific information offered to describe, explain, or justify a claim.

DLM-Specific Text Description

The Zoo: Zoos are a great place to learn. This text describes zoos, the people who work in them, and what visitors can

learn at the zoo.


ELA.4.6

Initial Precursor ELA.RI.4.4| Can demonstrate understanding of object names


EE.L.4.5.c| Can identify familiar people, objects, places, and events

General Text Description Texts include information about familiar contexts and routines. People, objects, and events are named and associated

with these contexts and routines.


The Art Classroom: The art classroom is both similar and different from other classrooms. This text describes art

classrooms and compares them to regular classrooms.

Distal Precursor ELA.RI.4.4| Can make judgments about the meaning of word(s)


EE.L.4.5.c| Can identify words that describe familiar persons, places, things, or events


Texts include mostly familiar contexts such as home, school, or neighborhood. People and objects are associated with

familiar routines that are performed in familiar contexts. Routines performed in these contexts and objects associated

with routines are described. Information, objects, or concepts described in the text can be placed into broader

categories. From that categorization, readers can draw conclusions about the information presented in the text.


A Tea Party: Having tea parties with friends is fun. This text provides instructions for having friends over for a tea party.

Going to the Park: It can be fun to go to the park. This text describes how to get ready to go to the park and things that

can be found at the park.

Proximal Precursor ELA.RI.4.4| Can determine the words or phrases that can complete literal sentences in a text

EE.RI.4.9| Can identify a common element in two different informational texts on the same topic

EE.L.4.5.c| Can provide real-world connections between words and their use

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Content will be similar in some ways so

that students can identify commonalities. Objects are named and associated with familiar routines and contexts so that

students can make immediate connections among words, their meanings, and their uses.


Dogs at Work: Dogs are smart, active pets. Some dogs learn to do special jobs. This text describes some special jobs that

dogs can do.

Caring for a Dog: Dogs are smart, active pets. This text describes the things dogs need in order to live healthy, happy

lives.


Grade 5

ELA.5.1

Initial Precursor EE.RL.5.1| Can demonstrate an understanding of object names

EE.RL.5.5| Can demonstrate an understanding of object names



Texts include information about familiar contexts and routines. People, objects, and events are named and associated

with these contexts and routines.


A New School: Jay was going to a new school. He rode the bus to school and settled into his new classroom. The School Carnival: A school carnival occurs after school. This text explains the types of games students play.

Distal Precursor EE.RL.5.1| Can identify major observable events in a familiar story

EE.RL.5.5| Can identify pictures or tactile graphics/objects that go with a familiar text

EE.RL.5.2| Can identify the actions of the characters in a familiar story


The plots of these texts are driven by character action. Character actions are clearly identified and directly connected to

a character or characters. Texts include plots in mostly familiar settings such as home, school, or neighborhood. People,

objects, and events will be depicted in photos or tactile graphics/objects and clearly associated with the content of the

text. Texts include story elements that undergo a change of state. Any change of state regarding characters or settings is

considered a major observable event.


Emma and Max: Emma was a little girl who loved her puppy Max. One day, Emma came home from school and could

not find Max. She looked around the house until she found her puppy.


ELA.5.2









The Dinner Party: Kim loved to cook. One day, Kim had friends over for a dinner party. Kim cooked all day and then

served her guests a delicious meal.

Distal Precursor EE.RL.5.6| Can identify the actions of the characters in a story

EE.RL.5.4| Can provide real-world connections between words and their use

EE.RL.5.9| Can demonstrate understanding of property words

General Text Description The plots of these texts are driven by character action. Character actions are clearly identified and directly connected to

a character or characters. Objects are named and associated with familiar routines and settings so that students can

make immediate connections among words, their meanings, and their uses. Texts include descriptions of context,

people, and events with associated property words. Property words refer to color, size, shape, or texture.


Jo and Emma Ask for a Puppy: Joe and Emma wanted to ask their mom for a puppy. Mom made sure that Joe and Emma

knew that taking care of a puppy was hard work. Joe and Emma agreed to care for the puppy.


ELA.5.3

Initial Precursor EE.RI.5.1| Can respond to yes/no preference questions

EE.RI.5.2| Can identify familiar people, objects, places, and events

EE.RI.5.4| Can identify familiar people, objects, places, and events

General Text Description Texts include objects that are familiar to students because they are associated with daily routines: waking up in the

morning, going to school, dinner time, and getting ready for bed. Texts include one or more of these routines and name

people, objects, places, and events associated with those routines.


A Pet Fish: People can have fish for pets. This text provides instructions for buying a pet fish and setting up its bowl.

Distal Precursor EE.RI.5.1| Can confirm understanding by answering questions about simple details from a familiar text presented by

others

EE.RI.5.2| Can identify pictures or tactile graphics/objects that go with a familiar text

EE.RI.5.4| Can provide real-world connections between words and their use



or tactile graphics/objects and clearly associated with the content of the text. Objects are named and associated with

familiar routines and settings so that students can make immediate connections among words, their meanings, and their

uses.


Lions: Lions are interesting animals. This text describes lions, where they live, and how they behave.

Keepsakes are Special: Keepsakes are special objects that remind people of their favorite people or places. This text

describes keepsakes and where a person can find them.


ELA.5.4

Initial Precursor EE.RI.5.5| Can pay attention to object characteristics due to language cues

EE.RI.5.8| Recognize same


associated with a particular object. The text includes objects that are familiar to students because they are associated

with daily routines: waking up in the morning, going to school, dinner time, and getting ready for bed. The text includes

one or more of these routines and name objects associated with those routines.


Packing for a Picnic: Picnics are fun! This text provides instructions for packing a picnic basket. Mini Golf: Mini golf can be fun to play! This text explains the clothes and equipment needed to play mini golf.

Distal Precursor EE.RI.5.5| Can identify pictures or tactile graphics/objects that go with a familiar text

EE.RI.5.8| Can identify the relationships between concrete facts or details



or tactile graphics/objects and clearly associated with the content of the text. Texts include concrete details, which are

pieces of distinct information such as facts and data, as well as specific information offered to describe, explain, or

justify a claim.


Animal Eyes: Animals use their eyes to see. This text describes different types of animal eyes and how animals use them.

Fur, Feathers, and Scales: Animals have different types of protection on their bodies. This text describes what fur,

feathers, and scales are and how they help protect animals.


ELA.5.5

Initial Precursor EE.RI.5.3| Can demonstrate understanding of object names







Cats Climb and Hide: Cats are active animals. This text describes different places cats like to climb and hide.

Class Field Trip: Class field trips are an important source for learning. This text describes how teachers and students

prepare for a class field trip.

Distal Precursor EE.RI.5.3| Can demonstrate understanding of property words


General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Texts include descriptions of context,

people, and events with associated property words. Property words refer to color, size, shape, or texture. Information,

objects, or concepts described in the text can be placed into broader categories. From that categorization, readers can

draw conclusions about the information presented in the text.

DLM-Specific Text Descriptions Things in a Kitchen: Kitchens are full of cooking tools. This text describes some items that can be found in a kitchen.

Get Ready for Sports: People play many different sports. This text describes the clothing associated with each sport.


ELA.5.6

Initial Precursor EE.L.5.4.a| Can demonstrate understanding of object words during familiar routines

EE.L.5.5.c| Can identify familiar people, objects, places, and events

General Text Description The text includes a plot in a mostly familiar setting such as home, school, or neighborhood. People, objects, and events

are associated with this familiar setting. Object characteristics are descriptive words related to objects; this includes

names as well as other descriptive words associated with a particular object. Texts include objects that are familiar to

students because they are associated with daily routines: waking up in the morning, going to school, dinner time, and

getting ready for bed. Texts include one or more of these routines and name objects associated with those routines.


The Classroom: There are students in the classroom. The students can see many things in the room that help them learn.

Distal Precursor EE.L.5.4.a| Can make judgments about the meaning of words

EE.L.5.5.c| Can identify words that describe familiar persons, places, things, or events


Texts include mostly familiar contexts such as home, school, or neighborhood. People and objects are associated with

familiar routines that are performed in familiar contexts. Routines performed in these contexts and objects associated

with routines are described. Texts will include descriptive words that have clear meanings.

DLM-Specific Text Descriptions Flowers: Flowers are everywhere. This text describes different flowers and how they grow.

Proximal Precursor EE.L.5.4.a| Can rely on syntactic clues to determine the meaning of an unknown word when the definition is directly

stated in the sentence

EE.L.5.5.c| Can demonstrate an understanding of words with opposite meanings

General Text Description Texts describe topics by using both familiar and unfamiliar words. Texts also include words that have very clear

opposites. Pairs of opposite words may be included in the texts.


Elephants: Elephants are large, interesting animals. This text describes what elephants look like, where they live, and

how they behave.

Oak Trees: Oak trees come from acorns. Acorns grow into strong trees. This text describes what oak trees look like and

how they are helpful.


Grade 6

ELA.6.1

Initial Precursor EE.RL.6.1| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text



EE.RL.6.2| Can match a real object with a picture or other symbolic representation of the object


General Text Description Texts include plots in familiar settings such as home, school, or neighborhood. Texts describe people, objects, and

events associated with those familiar settings. People, objects, and events will be depicted in photos or tactile

graphics/objects and clearly associated with the content of the text. Texts include descriptions of setting, people, and

events with associated property words. Property words refer to color, size, shape, or texture.


Sam Went to the Zoo: Sam went to the zoo and learned about many different animals.

Road Trip: Sam and his father are taking a road trip. They pack their suitcases, get on the bus, and go to their fishing

cabin.

A Day at the Beach: Alex visited a beach and brought many things with her. Alex had a great time as there was a lot to

do and see at the beach.

Distal Precursor EE.RL.6.1| Can identify the characters, setting, and major events of a story


EE.RL.6.4| Can demonstrate an understanding of words with opposite meanings


Texts include common story elements such as characters, setting, and major plot events. Words to describe setting,

people, objects, and events are included in the texts and have clear opposites. Pairs of opposite words may be included

in the texts.

DLM-Specific Text Descriptions Fred’s Food: Ana had a beautiful fish named Fred. One day, Ana ran out of Fred’s food. Ana went to the store to buy

food for Fred.


ELA.6.2

Initial Precursor EE.RL.6.3| Can demonstrate understanding of action words



General Text Description Texts include plots in familiar settings like home, school, and neighborhood. People, objects, places, and events are

associated with these familiar settings. Plots are driven by character action. Actions are clearly described and associated

with a character.


Road Trip: Sam and his father were taking a road trip. They packed their suitcases, got on the bus, and went to their

fishing cabin.

Busy at School: Middle school students have busy days. Jon and Ana are both middle school students who have busy

days filled with learning and friends.

Distal Precursor EE.RL.6.3| Can identify the actions of the characters in a story


EE.RL.6.6| Can identify the feelings of characters in a story


Texts include plots driven by character action. Actions are clearly identified and connected to a particular character(s).

Words to describe setting, characters, objects, and events are included in the texts. Texts refer explicitly to how people

or characters are feeling. Feelings are limited in scope and do not require any inference or interpretation to identify.

DLM-Specific Text Descriptions The Fishing Trip: Nick and his Grandpa Joe loved to go fishing. One day, Nick and Grandpa Joe decided to go on a fishing

trip. They brought many supplies that helped them catch a big fish.


ELA.6.3

Initial Precursor EE.RI.6.1| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text



EE.RI.6.2| Can demonstrate understanding of property words corresponding to the objects used during familiar routines

EE.RI.6.6| Can demonstrate understanding of property words corresponding to the objects used during familiar routines

EE.RI.6.5| Can demonstrate understanding of action words during familiar routines


Texts include familiar contexts like home, school, or neighborhood. Routines associated with familiar contexts are

described. Texts refer to people, objects, and events associated with familiar contexts or routines by using describing

and action words. People, objects, and events are depicted in photos and clearly associated with the content of the text.


Family Reunions: Some families live far away from each other. This text describes how some families meet every year for

reunions and what people do at reunions.

Field Day: Many schools have field days. This text describes the different events associated with field day.

Be Clean: Being clean is important. This text provides examples of when and how to be clean.





General Text Description Texts include familiar contexts like home, school, or neighborhood. People, objects, events, and routines associated with

familiar contexts are described. People, objects, and events are depicted in photos and clearly associated with the

content of the text.


Park Rangers: Park Rangers have an interesting job to do. This text describes park rangers, where they work, and what

they do.


ELA.6.4

Initial Precursor EE.RI.6.3| Can identify words that describe familiar persons, places, things, or events

EE.RI.6.8| Can determine similar or different based on physical characteristics

General Text Description Texts include familiar contexts such as home, school, or neighborhood. Texts describe people, objects, places, and

events associated with these contexts.

DLM-Specific Text Descriptions Hiking Up a Mountain: Hiking is a great way to exercise. This text provides instructions for hiking up a mountain.

ELA.6.5

Initial Precursor EE.RI.6.4| Can demonstrate understanding of property words corresponding to the objects used during familiar routines

EE.L.6.5.b| Can draw conclusions based on category knowledge (early inductive reasoning)


Texts include familiar contexts like home, school, or neighborhood. Routines associated with familiar contexts are

described. Routines performed in these contexts and objects associated with routines are described. Information,

objects, or concepts described in the text can be placed into broader categories. From that categorization, readers can

draw conclusions about the information presented in the text.


Be Clean: Being clean is important. This text provides examples of when and how to be clean.


Grade 7

ELA.7.1

Initial Precursor EE.RL.7.2| Can match a real object with a picture or other symbolic representation of the object

EE.RL.7.5| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text



EE.RL.7.4| Can demonstrate understanding of words for absent objects and persons


events associated with those familiar settings. People, objects, and events will be depicted in photos or tactile

graphics/objects and clearly associated with the content of the text.


Meg Goes to Work: Meg was going to work with Dad. Meg got ready for work, and then she and Dad spent the day

together.

Distal Precursor EE.RL.7.2| Can identify concrete details in a familiar story (characters, objects)

EE.RL.7.5| Identify the beginning and end of a familiar story

EE.RL.7.4| Can rely on syntactic clues to determine the meaning of an unknown word when the definition is directly

stated in the sentence


Texts include descriptions of characters, events, and objects. Texts are structured with a linear plot, meaning that the

story unfolds with a clear beginning, middle, and end. There are no flashbacks or other non-linear plot devices. Texts

describe topics by using both familiar and unfamiliar words.


Tia Visits a Farm: Tia went to visit Uncle Pete’s farm. Tia helped Uncle Pete do chores and care for his livestock.

The Fuzzy Bunny: Stef found a flyer for free bunnies. Stef got permission to get a bunny and then gathered all the

supplies the bunny would need.


ELA.7.2

Initial Precursor EE.RL.7.1| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text




General Text Description Texts include plots in familiar settings such as home, school, or neighborhood. Texts include descriptions of context,

people, and events with associated property words. Property words refer to color, size, shape, or texture. Pictures that

depict people, objects, and places are clearly associated with the content of the text.


Playing Ball: Bert, Lexi, Seth, and Jade were four friends who love to play ball. Each friend liked to play with a different

ball.

Meg Goes to Work: Meg was going to work with Dad. Meg got ready for work and then she and Dad spent the day

together.

ELA.7.3

Initial Precursor EE.RI.7.1| Can differentiate between text and pictures or braille and tactile graphics/objects that accompany the text



EE.RI.7.2| Can match a real object with a picture or other symbolic representation of the object


events associated with familiar settings. People, objects, and events will be depicted in photos or tactile graphics/objects

and clearly associated with the content of the text.


Toys: Toys are fun. This text describes many everyday objects that are toys.

Things in a Desk: There are many things you can find in a desk. This text describes school-related objects found in a desk.


EE.RI.7.2| Can identify a concrete detail in early informational texts


Texts include plots in familiar settings such as home, school, or neighborhood. Texts include descriptions of context,

people, and events. Pictures that depict people, objects, and places are clearly associated with the content of the text.



The Olympics: The Olympics are a series of athletic events that bring people from around the world together. This text

describes the Olympics, the athletes and teams that compete in them, and the sports they play.

Successor EE.RI.7.1| Can determine the difference between explicit and implicit information in an informational text.

EE.RI.7.2| Can create a summary for a familiar informative text


Texts include plots in familiar settings such as home, school, or neighborhood. Texts include both explicit and implicit

information throughout the informational text. Pictures that depict people, objects, and places are clearly associated

with the content of the text.

DLM-Specific Text Descriptions Making Sun Tea: Making sun tea is easy! This text describes the steps needed to make sun tea from start to finish.


ELA.7.4

Initial Precursor EE.RI.7.3| Can draw conclusions based on category knowledge (early inductive reasoning)

EE.RI.7.5| Understands that objects have a function


General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts and

objects associated with routines are described. Texts include familiar settings like home, school, or neighborhood.

Information, objects, or concepts described in the text can be placed into broader categories. From that categorization,

readers can draw conclusions about the information presented in the text.


What to Wear: Wearing different clothes for different weather is important. This text describes what clothes to wear

during the different seasons.

ELA.7.5

Initial Precursor EE.RI.7.6| Can identify people associated with familiar routines

EE.RI.7.4| Can demonstrate understanding of property words

EE.RI.7.8| Anticipates consequences of actions


Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts and

people associated with routines are described. Texts include descriptions of context, people, and events with associated

property words. Property words refer to color, size, shape, or texture. Actions are clearly identified and connected to a

particular person or routine. Consequences, or results of those actions, are also included in the text.


Machines at Home: There are machines everywhere. This text describes some machines that can be found in a house

and how people use those machines.


Grade 8

ELA.8.1

Initial Precursor EE.RL.8.1| Can identify objects associated with familiar routines

EE.RL.8.3| Understands that objects have a function


Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts and

objects associated with routines are described.


The Special Dinner: Rick and Mom were going to have a special dinner together. Rick got ready for dinner and then Mom drove them to the restaurant.

Maria Wraps a Gift: Maria wanted to give her friend Tyler a gift. She selected a book, wrapped it, and gave it to him.

ELA.8.2

Initial Precursor EE.RL.8.2| Can identify a forward sequence from a familiar routine

EE.RL.8.5| Can identify a forward sequence from a familiar routine

EE.RL.8.4| Can make judgments about the meaning of word(s)


Texts include mostly familiar settings such as home, school, or neighborhood. Routines performed in these contexts are

described in a chronological or step-by-step manner. Texts will include descriptive words that have clear meanings.


Leah’s School Day: Leah loved going to classes. Leah went to her locker every morning and every afternoon on school

days.

Mary Saves the Class Project: Mary and her classmates were working together on a class project. Mary found a good

book for the project.

Distal Precursor EE.RL.8.2| Can identify concrete details in a text (characters, objects)


EE.RL.8.4| Can determine the literal meaning of words and phrases in context



described in a chronological or step-by-step manner. Texts will include a clear beginning, middle, and ending.



Lost and Found: Brett and his dad Roy went to the movies. Roy lost the car keys. They needed to look in the lost and

found to find them.


ELA.8.3

Initial Precursor EE.RI.8.2| Can inhibit irrelevant information

EE.L.8.5.a| Can demonstrate understanding of property words


people, and events with associated property words. Some descriptions are relevant to the meaning of the text, and

some are irrelevant. Property words refer to color, size, shape, or textures.


Kim Writes a List: Kim needed to go shopping. Kim wrote a list of all the things she needed to buy and described what

she would do with them.

Target EE.RI.8.2| Can create a summary for a familiar informative text

EE.L.8.5.a| Can demonstrate an understanding of the use of multiple meaning words (limited contextual support)


people, and events with associated property words. Some descriptions are provided with concrete details.


Collecting Baseball Cards: People like to collect baseball cards with their favorite players on them. Collecting baseball

cards is fun!

Doing the Laundry: This informational text explains the process of doing the laundry.


ELA.8.4

Initial Precursor EE.RI.8.1| Can identify objects associated with familiar routines

EE.RI.8.3| Can identify a forward sequence from a familiar routine.


objects associated with routines are described. Routines performed in these contexts are described in a chronological or

step-by-step manner.


Let’s Get Ready for Bed: Having a good bed-time routine is important. This text describes one type of bed-time routine.

A School Play: Sometimes students perform at a school play. This text describes the different ways students can be involved in creating, producing, and supporting a school play.

Distal Precursor EE.RI.8.1| Can identify concrete details in familiar informational texts

EE.RI.8.3| Can identify a concrete detail in early informational texts


objects associated with routines are described. Routines performed in these contexts are described in a chronological or

step-by-step manner.


A Pilot: A pilot has many important jobs. Some pilots help police and firefighters in an emergency. Some pilots also help

hospitals in an emergency.


ELA.8.5

Initial Precursor EE.RI.8.4| Can make judgments about the meaning of word(s)

EE.RI.8.6| Can identify people associated with familiar routines

EE.RI.8.8| Can understand personal distinction in thought


people associated with routines are described. Texts describe topics by providing a range of options or preferences

which serve as opportunities for readers to think about their own preferences. Texts will include descriptive words that

have clear meanings.


A Day at School: Everyone’s school day is different. This text describes parts of the school day that are the same for

everyone, and some parts of the school day that are different for some students.


Grade 9

ELA.9.1

Initial Precursor EE.RL.9-10.1| Can identify concrete details in a familiar story (characters, objects)

EE.RL.9-10.5| Can identify a forward sequence in a familiar story

EE.RL.9-10.4| Can identify words that describe familiar persons, places, things, or events


Texts include plots in mostly familiar settings such as home, school, or neighborhood. Routines performed in these

contexts and objects/people associated with routines are described. Routines performed in these contexts are described

in a chronological or step-by-step manner.

DLM-Specific Text Descriptions Bob and the Sandwich: Bob wanted a peanut butter and jelly sandwich. Bob’s sister Ava made the sandwich following

the right steps.

Zach Sends a Card: Zach wrote a card to his friend Amy. Zach had to follow many steps to tell Amy about his fun day.


ELA.9.2

Initial Precursor EE.RL.9-10.3| Understands that there are a number of subgroups within a broad category (object individualization)

EE.L.9-10.5.b| Can draw conclusions based on category knowledge (early inductive reasoning)

EE.RL.9-10.2| Can identify a forward sequence from a familiar routine

General Text Description Texts include plots that occur in mostly familiar settings like home, school, or neighborhood. Texts describe routines

associated with these familiar settings. Routines performed in these contexts are described in a chronological or step-

by-step manner with descriptions of objects associated with routines. Information, objects, or concepts described in the

text can be placed into broader categories. From that categorization, readers can draw conclusions about the

information presented in the text. Objects in the texts can be placed within a broad category, like grocery items, and can

be further distilled into sub-categories, like produce.


Chore Day: Tom had a busy day of doing chores. Tom fed his family’s animals, washed all the dishes, and then went to bed after a long day.

Katie Goes to Sports Club: Katie went to a sports club and decided to play tennis. She had fun and was glad she brought her sneakers. After sports club, Katie and the students went back inside.

Distal Precursor EE.RI.9-10.3| Can identify the feelings of characters in familiar stories

EE.L.9-10.5.b| Can demonstrate an understanding that words have multiple meanings

EE.RL.9-10.2| Can identify the overall goal or main idea of a single episode


Texts include information about familiar contexts and routines with a clear main idea or goal. People, objects, and

events are associated with these contexts and routines. Texts include feeling words clearly associated with characters.

Texts include words that have multiple meanings.

DLM-Specific Text Descriptions Skipping Rocks: Evan was at home while his parents were working. He decided to take a walk down to the river and skip

rocks on the water.


ELA.9.3

Initial Precursor EE.RI.9-10.1| Can identify concrete details in familiar informational texts

EE.RI.9-10.2| Can identify concrete details in familiar informational texts


contexts and routines. Texts include concrete details, which are pieces of specific information such as facts, data, or

listed options. These concrete details help to explain or justify a claim.


Postcards: Collecting postcards can help people learn about new places. This text describes postcards and how people

can collect them.

Proximal Precursor EE.RI.9-10.1| Can cite textual evidence for information inferred from an informational text

EE.RI.9-10.2| Can create a summary for familiar informative text

General Text Description Texts include information about familiar contexts and routines. Texts include concrete details, which are pieces of

specific information such as facts, data, or listed options. These concrete details help to explain or justify a claim.


Using a Daily Planner: Using a daily planner is helpful in being organized. This informational text walks students through

how to use a daily planner.


ELA.9.4

Initial Precursor EE.RI.9-10.3| Can identify actions associated with familiar routines

EE.RI.9-10.4| Can identify words that describe familiar persons, places, things, or events

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts are

described. Actions are clearly identified and connected to a particular person or routine. Texts include descriptions of

context, people, and events with associated property words.


You Can Help: There are many things to help with around the house. This text provides examples of household chores.

Going to the Library: Visiting library is fun. This text explains the process for going to the library and the types of activities students can do while at the library.

ELA.9.5

Initial Precursor EE.RI.9-10.8| Can understand personal distinction in thought

EE.RI.9-10.5| Can draw conclusions based on category knowledge (early inductive reasoning)


Texts include mostly familiar contexts such as home, school, or neighborhood. Texts describe topics by providing a range

of options, experiences, or preferences that serve as opportunities for readers to think about their own experiences and

preferences. Information, objects, or concepts described in the text can be placed into broader categories. From that

categorization, readers can draw conclusions about the information presented in the text.


Rachel Carson: Rachel Carson was a little girl who grew up to love nature. This text describes Rachel Carson, a scientist

and author, who taught people about nature.

Distal Precursor EE.RI.9-10.8| Can identify an author or speaker’s claims

EE.RI.9-10.5| Can answer who and what questions about a familiar informational text


Texts include plots in familiar settings such as home, school, or neighborhood. Texts include descriptions of context,

people, and events. Texts offer a particular point of view or argument about the content by presenting a central idea

and supporting claims.

DLM-Specific Text Descriptions The Statue of Liberty: The Statue of Liberty is an important American symbol. This text describes The Statue of Liberty,

its history, and what it means to the American people.


Grade 10

ELA.10.1


EE.RL.9-10.5| Can identify a forward sequence in a familiar story


Texts include plots in mostly familiar settings such as home, school, or neighborhood. Texts are structured with a linear

plot, meaning that the story unfolds with a clear beginning, middle, and end. There are no flashbacks or other non-linear

plot devices.


Viv Goes to the Store: Mom asked Viv to go the store. Viv walked to the store, got some important items, and then went

home after she paid for them.

ELA.10.2

Initial Precursor EE.RL.9-10.2| Can identify a forward sequence from a familiar routine

EE.RL.9-10.3| Understands that there are a number of subgroups within a broad category (object individualization)

EE.RL.9-10.4| Can identify words that describe familiar persons, places, things, or events



described in a chronological or step-by-step manner. Texts describe people, objects, or events associated with these

routines or contexts. Objects in the texts can be placed within a broad category, like grocery items, and can be further

distilled into sub-categories, like produce.


Jon Gets Ready for School: Jon was excited about the first day of school. Jon got ready in the morning and then rode the

bus to his first day back.

Class Project: Ricky and his classmates made projects for class. Ricky and his classmates chose many interesting topics

for their projects.

Distal Precursor EE.RL.9-10.2| Can identify the overall goal or main idea of a single episode

EE.RL.9-10.3| Can identify the feelings of characters in familiar stories

EE.RL.9-10.4| Can determine the words or phrases that can complete literal sentences in a text


Texts include plots in familiar settings such as home, school, or neighborhood. Texts have a clear main idea, goal, or

lesson that the characters accomplish or learn over the course of the story. Texts use direct language and refer explicitly


to how characters are feeling. Feelings are limited in scope and do not require any inference or interpretation to

identify.


Surprise at the Fair: Jake and Ana wanted to go to the fair. Mom asked their older brother Tom to take them. Tom did

not think he would have fun with his younger siblings and was surprised when he had a great time.


ELA.10.3



General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Texts include concrete details, which are


claim.


The Planet Earth: Our planet is huge and interesting. This text describes the planet Earth and how animals, plants, and

people live together in the oceans and on land.

Proximal Precursor EE.RI.9-10.1| Can cite textual evidence for information inferred from an informational text

EE.RI.9-10.2| Can create a summary for familiar informative text

General Text Description Texts include mostly familiar contexts such as home, school, or neighborhood. Texts include concrete details, which are


claim.


Join a Club: Being a part of a school club can be fun. Joining a club can be a great way to make new friends.


ELA.10.4

Initial Precursor EE.RI.9-10.5| Can draw conclusions based on category knowledge (early inductive reasoning)

EE.L.9-10.5.b| Can draw conclusions based on category knowledge (early inductive reasoning)

General Text Description Texts include familiar settings like home, school, or neighborhood. Information, objects, or concepts described in the

text can be placed into broader categories. From that categorization, readers can draw conclusions about the

information presented in the text.


Art is Fun: There are many ways to have fun with art. This text describes what types of art people can make and what

they use to make it.

How to Do the Dishes: You can be helpful by cleaning the dishes. This text provides instructions for doing the dishes.

Distal Precursor EE.RI.9-10.5| Can answer who and what questions about a familiar informational text

EE.L.9-10.5.b| Can demonstrate an understanding that words have multiple meanings

General Text Description Texts present information relating to people, places, objects, and events. Texts contain words that may have more than

one meaning.


Egypt: Egypt is a country in Africa with an ancient history. This text describes Egypt, its landmarks, and some cultural

characteristics.

ELA.10.5


EE.RI.9-10.4| Can identify words that describe familiar persons, places, things, or events

EE.RI.9-10.8| Can understand personal distinction in thought


Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts are

described. Actions are clearly identified and connected to a particular person or routine. Texts include descriptions of

context, people, and events with associated property words. Texts describe topics by providing a range of options or

preferences that serve as opportunities for readers to think about their own preferences.


The School Day: Students have busy school days. This text provides one example of an eventful school day.


Grade 11

ELA.11.1


EE.RL.11-12.5| Identify major observable events from a familiar story

EE.RL.11-12.4| Can provide real-world connections between words and their use


Texts include mostly familiar contexts such as home, school, or neighborhood. Texts include descriptions of context,

people, events, and routines. Objects are named and associated with familiar routines and settings so that students can

make immediate connections among words, their meanings, and their uses. Texts also include story elements that

undergo a change of state. Any change of state regarding characters or settings is considered a major observable event.


Stef’s Problems: Stef was a hungry girl without any food she wanted to eat. Stef decided to order a pizza.

ELA.11.2

Initial Precursor EE.RL.11-12.2| Can identify actions associated with familiar routines

EE.RL.11-12.3| Can draw conclusions based on category knowledge (early inductive reasoning)


Texts include plots in mostly familiar settings such as home, school, or neighborhood. Texts describe routines performed

in these contexts. Actions are clearly identified and connected to a particular character or routine. Information, objects,

or concepts described in the text can be placed into broader categories. From that categorization, readers can draw

conclusions about the information presented in the text.


The Movie: Eric wanted to see a movie. He invited his friend Lacy to see a movie at a theater. Eric had a good time at the

movies.

The Science Fair: Elli and Maddie’s class was having a science fair. Ellie and Maddie made projects for the science fair.

Distal Precursor EE.RL.11-12.2| Can identify the specific theme of a familiar story

EE.RL.11-12.3| Can identify the characters, setting, and major events of a story

General Text Description Texts include plots in mostly familiar settings such as home, school, or neighborhood. Texts include common story

elements such as characters, setting, and major plot events. They also have particular themes. The theme is the

underlying meaning of the text. For DLM texts, this often comes in the form of a lesson or other understanding. The

theme is not the topic. For example, a topic would be “safety,” and the theme would be “camping safety is important.”



Matt and Tom: Matt and Tom were good friends. One day, the boys decided to play a video game, but they only had one

controller. Matt and Tom figured out a way for both of them to still play the game.

Trying Out for a Play: Phil saw a play for the first time and decided to try out for the next school play. Phil asked his

drama teacher to help him prepare for his audition. Phil practiced his lines to prepare for his audition and was rewarded

with a part in the play. He was glad he tried something new.

Being Honest: Cam and Dale were good friends. One day, Cam found money on the sidewalk and decided to turn it in.

Dale told Cam that turning in the money was the right thing to do. Cam felt good about being honest.


ELA.11.3


EE.RI.11-12.4| Can provide real-world connections between words and their use


contexts and routines. Objects are named and associated with familiar routines and settings so that students can make

immediate connections among words, their meanings, and their uses. Texts include concrete details, which are pieces of

specific information such as facts, data, or listed options. These concrete details help to explain or justify a claim.


Getting a Haircut: Hair can grow very long and needs to be cut. This text describes the experience of getting a haircut.

ELA.11.4






Texts include mostly familiar contexts such as home, school, or neighborhood. Routines performed in these contexts are

described. Actions are clearly identified and connected to a particular person or routine. Texts describe topics by

providing a range of options or preferences that serve as opportunities for readers to think about their own preferences.

Texts include concrete details, which are pieces of specific information such as facts, data, or listed options. These

concrete details help to explain or justify a claim.

DLM-Specific Text Descriptions Homegrown Tomatoes: The best kind of tomatoes are the ones you grow yourself. This text provides instructions for planting, growing, and cooking with tomatoes.

School Clubs: School clubs are fun! This text describes a range of a club's students can go to after school.

dynamic learning maps english language arts guide to ......en’s puppy: ben was a young boy who had...

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