Common Core State Standards Learning Targets / 4
Note on range and content of student reading:
To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
Reading Standards for Literature / A / B / C / DLearning Target / Vocabulary / Evidence of Mastery
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. / · I can quote (word for word support) accurately from a text. (S) / Quote (repeat word for word)
Inference
Explicit
· I can define inference and explain how a reader uses direct quotes from a text to reach a logical conclusion (based on what I’ve read, it’s most likely true that…)(R))
· I can read closely and find answers explicitly in text (right there answers) and answers that require an inference. (S)
· I can analyze the author’s words and find quotes needed both explicit and inferential questions. (S)
2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. / I can define a theme (lesson the author is revealing ) (K) / Theme
Drama/story/poem
Summarize
· I can define summary (a shortened version of the text that states a key point) (K)
· Determine the theme of a story, drama or poem using details in the text. (how characters respond to challenges or how the speaker in the poem reflects upon a topic) (R)
· I can write a summary stating key points of a text. (P)
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). / · I can identify characters, settings and events in a story or drama (K). / Compare (how they are similar)
Contrast (how they are different)
· I can compare (determine similarities) two or more characters, settings or events in a story or drama using specific details from the text.
(R)
· I can contrast (determine differences) two or more characters, settings or events in a story or drama using specific details from the text.
· (R)
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. / · I can use various strategies (ex: context clues, root words, affixes) to determine the meaning of words and phrases. (S) / Figurative language
Literal language
· I can define and identify various forms of figurative language (ex: simile, metaphor, personification, alliteration and onomatopoeia. (K)
· I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean.
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. / · I can recognize that chapters are found in stories, scenes are found in dramas, and stanzas are found in poems. (K) / Chapter
Scene
Stanza
· I can explain how chapters, scenes and stanzas fit together to form stories, dramas or poems, (R)
6. Describe how a narrator’s or speaker’s point of view influences how events are described. / · I can identify basic points of view as person (narrator tells about her/himself: “I”), second person (narrator talks directly to reader: “You”), or third person (narrator tells about others: he/she/it”). (K) / Point of view
First person
Second person
Third person
Influence
· I can determine a narrator’s or speaker’s point of view in a text. (R)
· I can describe how events in a text are influenced by point of view. (S)
Integration of Knowledge and Ideas
7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). / · I can identify visual elements found in text (ex: photographs, drawings, cartoons). (K) / Tone
Visual element
Multimedia / Martin Luther King’s I Have a Dream Speech
Elijah of Buxton audio version with the dialect
· I can determine how visual elements add meaning, create tone, and contribute to the beauty of a text. (R)
· I can analyze multimedia presentations of a text and determine how a media presentation adds to the meaning, tone and beauty of an original text. (R)
8. (Not applicable to literature)
9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. / · I can define theme ( a lesson the author is revealing) (K) / Genre
Compare
Contrast
Theme
· I can identify similar themes and topics found in stories from the same genre. (K)
· I can compare (determine similarities in the same genre can communicate e the same theme or topic. (R)
· I can contrast (determine differences) how stories in the same genre can communicate the same theme or topic.(R)
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. / · I can recognize when the text I am reading is to easy or difficult for me. (K) / Reading strategies
Comprehension
· I can determine reading strategies (ex: ask questions, make connections, take notes, make inferences, visualize, re-read) that will help me understand difficult text. (S)
Reading Standards for Informational Text
Learning Target / Vocabulary / Evidence of Mastery
Key Ideas and Details
1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. / ·
2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. / · I can use key details from the text to explain two or more main ideas of that text.
· I can summarize a text by retelling the events of the text. / Main idea
Summarize
3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. / · I can use specific information in a text to explain how the ideas, events, and people in a text are connected and relate to one another. / Connected
Craft and Structure
4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. / · I can understand grade-level vocabulary.
5. Compare and contrast the overall structure
(e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. / · I can use the organization of a text to determine the text structure.
· I can find similarities and differences between text structures found in numerous pieces of text. / Text structure examples
Organization of text
Signal words for informational text structures
6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. / · I can read or hear an account of the same event or topic in multiple ways, and identify similar and different points of view. / Point of View
Integration of Knowledge and Ideas
7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. / · I can answer questions quickly and accurately using different kinds of resources.
8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). / · I can explain how the author uses details to support the main point(s). / Support
9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. / · I can combine information found in several pieces of text to write or speak with proficiency. / Proficiency
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently. / · I can read grade-level appropriate informational text on my own.
in Revision Process for OAISD 2011