Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.4.RL.3.7: Make connections between the text of a story or drama and a visual or oral presentation of
the text, identifying where each version reflects specific descriptions and directions in the text.
CCR Anchor Standard: Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
Cognitive Complexity Level 2: Basic Application of Skills & Concepts
Understand “Essential understandings”: Ideas transferable to other contexts.


Text is communicated in several formats and those features work together to communicate a message.
Authors specifically choose presentation style to enhance the reader’s comprehension and help the story
come to life.
Know*
Do
Declarative knowledge: Facts, vocab., information
Procedural knowledge: Transferable skills, strategies, and processes.
Know* what is meant by:
 Connections
 Visual presentation (movie excerpts, pictures,
illustrations)
 Oral presentation (play, read aloud)
 Descriptions in text
 Direction in text
 Version (different media)
 Visualizing (internal dialogue)
Retrieval:
 Make connections between visual or oral
presentation in a story or drama.
 Identify descriptions or directions in the story or
drama that reflect a visual or oral presentation.
Comprehension:
 Make connections between the text of a story or
drama and a visual or oral presentation of the text.
 Identify where each version reflects specific
descriptions and directions in the text.
Analysis:
 Determine which visual or oral representation is most
suitable for conveying the author’s message and
explain why.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?
 Text Features
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Rev. Pasco County Schools, 2014-15
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.4.RL.3.7: Make connections between the text of a story or drama and a visual or oral presentation
of the text, identifying where each version reflects specific descriptions and directions in the text.
Score
Learning Progression
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example:
 I can choose a text and decide which visual or oral representation is most suitable for
conveying the author’s message and explain why.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Make connections between the text of a story or drama and a visual or oral presentation
of the text.
 Identify where each version reflects specific descriptions and directions in the text.
2.5
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
2.0
I can:
 Make connections between visual or oral presentation in a story or drama.
 Identify descriptions or directions in the story or drama that reflect a visual or oral
presentation.
Know what is meant by: connections, visual presentation, oral presentation, descriptions,
direction in a text, version, visualizing.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15