“Create a reusable 7th-grade ELA short story station packet for students who have already demonstrated proficiency and are ready to transfer their reading skills to a new short story. Do not choose or name a specific story. I will provide the story separately. Students will read the selected short story together at the station, follow written and verbal directions, and complete a Student Recording Sheet independently or with limited partner discussion. Use the 2025 Kentucky Academic Standards for Reading and Writing, Grade 7, especially: RL.7.1 – cite several pieces of textual evidence and make inferences RL.7.2 – determine theme and analyze its development; provide an objective summary RL.7.3 – analyze how story elements interact, including character motivation, actions, conflict, and consequences Create one student-friendly station packet with these sections: Station Title Cold Transfer: New Story Challenge Purpose Explain that students are applying familiar reading skills to a story they have not studied as a class. Include this message: You have already practiced these skills with another story. Your job now is to show that you can use them independently with a new text. Standards and I Can Statements RL.7.1 I Can: I can use several details from a story to support what the text says directly and what I infer. RL.7.2 I Can: I can determine a theme and explain how several details develop it. RL.7.3 I Can: I can explain how a character’s motivation, actions, and consequences work together to develop a story. Student Directions Read the assigned short story with your group. Everyone should follow along with the text. You may discuss ideas with your group, but everyone must record their own answers. Use the story whenever you need evidence. Complete all four skill sections on the Student Recording Sheet. Be ready to explain your thinking, not just your answer. Student Recording Sheet Create four sections: 1. Evidence + Inference What is one important detail the text states explicitly? What can you reasonably infer about a character, conflict, or situation? Give two pieces of evidence that support your inference. Which piece of evidence is stronger? Why? 2. Character + Motivation Create a visual flow: Character wants → Character does → This causes → This reveals Students identify: a character’s motivation an action caused by that motivation a consequence what the sequence reveals about the character 3. Theme Students: identify a topic or big idea write one complete theme statement identify two different events or character actions that develop the theme explain how those details support the theme Include the reminder: Topic = a word or short phrase Theme = a complete statement about people, life, choices, or human behavior 4. Written Response Give students a choice: Option A: Objective Summary Write a concise, neutral summary including the central idea/theme and only the most important events. OR Option B: CER / Analysis Answer: How does a character’s motivation contribute to the development of the story’s theme? Use: Claim Evidence Reasoning Final Reflection Ask: Which skill was easiest to transfer to this new story? Which skill required the most thinking? What did you do when the new story did not look exactly like the story we practiced together? Design Requirements 7th-grade reading level clear headings short directions lots of writing space black-and-white friendly no answers included no story-specific references no unnecessary decorative graphics include one small Advanced Challenge box: Advanced Challenge: Which character choice most strongly contributes to the theme? Defend your answer using multiple pieces of evidence. Keep the packet generic enough that I can reuse it with any literary short story without changing the directions.”