English Language Arts and Reading.1.8.B

Previous Next
The student is expected to

describe the main character(s) and the reason(s) for their actions;

multiple genres TEKS talk image

Knowledge and Skills Statement

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

Observe student responses. Student responses should include the following:

  • Identifying the names of all characters
  • Determining main character(s)
  • Describing character physical traits and character feelings
  • Explaining the reasoning behind the main character’s actions

Students’ responses should be scored on both their ability to describe the main character(s) and their ability to explain the reason for the characters’ actions.

Character description sample rubric:

  1. The student is unable to name the main character(s) or to give descriptors of the main character(s) outside of identifying the character.
  2. The student is able to give one to two descriptors of the physical characteristics of the main character(s) (e.g., “The boy had a red shirt and orange hair”).
  3. The student is able to give one to two descriptors of the physical characteristics of the main character(s) and name how the character feels (e.g., “The boy with the red shirt and orange hair is sad”).
  4. The student is able to describe the physical characteristics of the main character(s) and articulate the feelings of the character(s) in detail (e.g., “The boy with the red shirt and orange hair is sad because he lost his toy and cannot find it”).

Character action sample rubric:

  1. The student is unable to explain the reasoning behind the main character(s) actions.
  2. The student is able to state a generic reason for the main character(s) actions (e.g., “The character did it because he was sad”).
  3. The student is able to name one specific reason behind the main character(s) actions and explain it clearly.
  4. The student is able to name at least one reason behind the main character(s) actions, explain it clearly and use text evidence to support their thinking.
In first grade, this includes students analyzing and discussing the character’s feelings to determine why the character acted the way the character did. It is also supported by the teacher facilitating a discussion about character motivations in addition to feelings. This should be very discussion heavy, and it is essential to allow collaboration when coming to conclusions about character actions. The teacher may need to model heavily at first.