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Vertical Alignment DocumentEnglish Language Arts and ReadingGrade 3 – Grade 5Reading2012-2013

ELAR VERTICAL ALIGNMENT DOCUMENTREADING

Bolded black text in italics: Knowledge and Skills Statement (TEKS) and College and Career Readiness Standard (CCRS); Bolded black text: Student Expectation (TEKS)Bold, italic red: Student Expectation identified by TEA as a Readiness Standard for STAAR.

Bold, italic green: Student Expectation identified by TEA as a Supporting Standard for STAAR. Blue text: Supporting Information / Clarifications from CSCOPE (Specificity)

Bolded blue text: Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency

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GRADE 3 GRADE 4 GRADE 5Reading/Beginning Reading Skills/Phonics. Students use the relationships between letters and sounds, spelling patterns, and morphological analysis to decode written English. Students are expected to:3.1A Decode multisyllabic words in context

and independent of context by applying common spelling patterns, including:

Decode

MULTISYLLABIC WORDS IN CONTEXT AND INDEPENDENT OF CONTEXT BY APPLYING COMMON SPELLING PATTERNS

Spelling patterns - letter sequences that frequently occur in certain positions in words, also known as phonograms or rimes

(i) dropping the final “e” and add endings such as -ing, -ed, or -able (e.g., use, using, used, usable)

Rules for adding a suffix to words ending in - e:

If a word ends in -e, drop the final -e if the suffix begins with a vowel (e.g., make/making)

If a word ends in -e, keep the final -e if the suffix begins with a consonant (e.g., polite/politely)

If a word ends in -e, keep the final -e if the final -e is preceded by a vowel (e.g., agree/agreeing)





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GRADE 3 GRADE 4 GRADE 5

(ii) doubling final consonants when adding an ending (e.g., hop to hopping)

Note:When adding a suffix beginning with a vowel to a VC pattern word, the final consonant is doubled (e.g., swim/swimming/swimmer).

(iii) changing the final “y” to “I” (e.g., baby to babies)

Rules for changing “y” to “i” when adding a suffix:

If a word ends in y, change the y to i if the y is preceded by a consonant (e.g., happy/ happier/happiest)

If a word ends in y, keep the y if it is preceded by a vowel (e.g., play/playful)

If a word ends in y, keep the y if the suffix begins with i (e.g., carry/carrying)

(iv) using knowledge of common prefixes and suffixes (e.g., dis-, -ly)

Including, but not limited to: Prefixes (un-, re-, dis, -in-, non-, pre-, ir-

) Suffix (-ful, -less, -er, -able, -ment, -ing,

-ed, -e, -s, -ly) Other prefixes and suffixes as found in





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GRADE 3 GRADE 4 GRADE 5decodable text

Prefix - one or more sounds or letters placed before a root word or base word thatchanges the meaning of the word

Suffix - one or more sounds or letters placed after the root or base word that changes the meaning of the word

(v) using knowledge of derivational affixes (e.g., -de, -ful, -able)

Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

Derivational affix - an affix added to a word to change the word usage (part ofspeech) (e.g., teach/teacher, play/playful/playfulness, rich/enrich/enrichment)

3.1B Use common syllabication patterns to decode words including:

Use

COMMON SYLLABICATION PATTERNS TO DECODE WORDS

Including, but not limited to:Identify accented and unaccented syllables in multisyllabic words to the following





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GRADE 3 GRADE 4 GRADE 5pattern:

VC CVC CCVC CVCC CVCe (long vowel pattern) CCVCe (long vowel pattern)

(i) closed syllables (CVC) (e.g., mag-net, splen-did

Closed syllable - a syllable with a short vowel ending in a consonant

(ii) open syllable (CV) (e.g., ve-to)

Open syllable - a syllable that ends with one vowel that is usually long

Note:An open syllable is usually the accented syllable.

(iii) final stable syllable (e.g., puz-zle, con- trac-tion

Including, but not limited to:

-le -tion





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GRADE 3 GRADE 4 GRADE 5Final stable syllable - consonant -le is a syllable containing a consonant, and -l, anda silent –e

Note:The final stable syllable -tion is an unaccented final syllable that is stable (e.g., fiction, transition)

(v) vowel digraphs and diphthongs (e.g., ei-ther)

A vowel pair syllable (digraph or diphthong) is a syllable with two adjacent vowels that make one sound.

(iv) r controlled vowels (e.g., fer-ment, car-pool)

An r-controlled syllable is a syllable in which the vowel is followed by an r, which influences the vowel sound.

3.1C Decode words applying knowledge of common spelling patterns (e.g., -eigh, -ought).

Decode

WORDS BY APPLYING KNOWLEDGE OF COMMON SPELLING PATTERNS


(-ield, -oint, -ought, -eigh, -ood, -ould, -





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GRADE 3 GRADE 4 GRADE 5urse, -ute)

Spelling patterns are letter sequences that frequently occur in certain positions inwords, also known as phonograms or rimes.

3.1D Identify and read contractions (e.g., I’d, won’t).

Identify, Read

CONTRACTIONS

Including, but not limited to: Identify words in contractions Know that apostrophes are also used in

contractions of other words, such as slang or dialect (e.g., ain't, y'all)

Identify differences between it's and its, your and you're, there and they're and their

Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., “I am” contracts to “I'm”)

3.1E Monitor accuracy in decoding.

Monitor

ACCURACY IN DECODINGReading/Beginning Reading /Strategies. Students comprehend a variety of texts drawing on useful strategies as needed. Students are expected to:3.2A Use ideas (e.g., illustrations, titles, topic

sentences, key words, and foreshadowing clues) to make and confirm predictions.





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Use

IDEAS TO MAKE AND CONFIRM PREDICTIONS

Including, but not limited to: Illustrations Titles Topic sentences Key words Foreshadowing clues

Idea - a wide range of tools a student may use to make and confirm predictions

Foreshadowing - the use of hints or clues ina narrative to suggest what action is to come

3.2B Ask relevant questions, seek clarification, and locate facts and detailsabout stories and other texts and supportanswers with evidence from text.

Supporting Standard

Ask

RELEVANT QUESTIONS, SEEK CLARIFICATION, AND LOCATE FACTS AND DETAILS ABOUT STORIES AND OTHER TEXTS AND SUPPORT ANSWERS WITH EVIDENCE FROM TEXT






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GRADE 3 GRADE 4 GRADE 5 Literal questions (e.g., Who is the main

character? What is the story setting?What is the topic?)

Interpretive questions (e.g., What does this mean? What is the author's purpose in writing this text?)

Evaluative questions (e.g., Do you agree or disagree? What is your feeling or opinion about this?)

Synthesis questions (e.g., What if...?How might...? )

Find specific text evidence such as details or specific facts to support answers

3.2C Establish purpose for reading selected texts and monitor comprehension,making corrections and adjustmentswhen that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re- reading a portion aloud).

Establish

PURPOSE FOR READING SELECTED TEXTS

Including, but not limited to: To be informed To be understand To Interpret To solve problems





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GRADE 3 GRADE 4 GRADE 5 To be entertained For enjoyment

Monitor

COMPREHENSION, MAKING CORRECTIONS AND ADJUSTMENTS WHEN THAT UNDERSTANDING BREAKS DOWN

Including, but not limited to: Identify clues Use background knowledge Generate questions Re-read a portion aloud Ask for help

Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to:3.3A Read aloud grade-level appropriate text

with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Read Aloud

GRADE-LEVEL APPROPRIATE TEXT WITH FLUENCY AND COMPREHENSION


Independent-level materials - texts in which no more than approximately 1 in20 words is difficult for the reader

110-160 wcpm (words correct per

4.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Read Aloud

GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION




5.1A Read aloud grade-level stories with fluency (rate, accuracy, expression, appropriate phrasing) and comprehension.

Read Aloud

GRADE-LEVEL STORIES WITH FLUENCY AND COMPREHENSION








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GRADE 3 GRADE 4 GRADE 5minute) by the end of third grade

Expression - use raised and lowered voices appropriately, emphasizing words and sentences

Phrasing - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Adjust method and rate to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details, reading a nonfiction article more slowly and noting critical concepts)

Rate - the number of words read per minute

Accuracy - the number of words read correctly per minute

Note:The goal of fluency is the time (not speed)needed to ensure comprehension.

minute) by the end of fourth grade Expression - use raised and lowered

voices appropriately, emphasizing words and sentences

Phrase - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Adjust rate to the purpose of the reading (vary rate according to the complexity of the material and the purpose) (e.g., narrative vs. expository)




minute) by the end of fifth grade Expression - use raised and lowered

voices appropriately, emphasizing words and sentences

Phrasing - pause appropriately with intonation by paying attention to punctuation, bold print, italics, etc.

Adjust rate to the purpose of the reading (vary rate according to the complexity of the material and the purpose) (e.g., narrative vs. expository)




Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:CCRS E/LAS: Reading: B. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. (Grades 3, 4, 5).3.4A Identify the meaning of common prefixes

(e.g., in-, dis-) and suffixes (e.g., -ful, - less) and know how they change the meaning of roots.

Readiness Standard

Identify

THE MEANING OF COMMON PREFIXES

4.2A Determine the meaning of grade-level academic English words derived fromLatin, Greek, or other linguistic roots andaffixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL

5.2A Determine the meaning of grade-level academic English words derived fromLatin, Greek, or other linguistic roots andaffixes.

Readiness Standard

Determine

THE MEANING OF GRADE-LEVEL





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GRADE 3 GRADE 4 GRADE 5AND SUFFIXES AND KNOW HOW THEY CHANGE THE MEANING OF ROOTS

Including, but not limited to: Change in meaning of base words Change in meaning of root words

Common prefixes (de-, non-, pre-, ir-, un-, re-, dis-, in-)

Common suffixes (-ful, -less, -able, - ment, -ly, -er, -ing, -ed, -s, -es)

Other prefixes and suffixes as found in appropriate grade-level text

Prefix - one or more sounds or letters placed before a root word or base word that change the meaning of the word

Suffix - one or more sounds or letters placed after the root or base word that may change the meaning of the word (e.g., photograph, autograph)

Base word - word that can stand alone with its own meaning (e.g., school, preschool)

Root word - the basic part of a word that carries meaning (e.g., rupt (erupt, interrupt), graph (photograph, autograph))

ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHERLINGUISTIC ROOTS AND AFFIXES

Including, but not limited to: Latin - e.g., audi (audience, auditory),

vis (vision, invisible), dict (dictator, contradict), able, ible

Greek - e.g., auto (autobiography, autograph), bio (biology, biography), tele (telegraph, telepathy), meter (speedometer, perimeter, thermometer), ology, phobia

Other affixes and roots as found in appropriate grade-level text in multi content areas

Affix - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

Grade-level academic words - language used in the learning of academic subject matter in a formal schooling context related to content areas (e.g., instruction, exams, and textbooks)

ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHERLINGUISTIC ROOTS AND AFFIXES

Including, but not limited to: Latin - e.g., rupt (rupture, eruption), port

(transport, import, report), spect (spectator, inspector), ject (projection), ence, ance

Greek - e.g., graph (geography, photograph, graphic), photo (photosynthesis, photocopy), ism, ist

Other affixes and roots as found in appropriate grade-level text in multi- content areas

Affix - a word element, such as a prefix or suffix, that occurs before or after a rootor base word to modify its meaning (e.g., the prefix un- and the suffix -able inunbelievable)

Grade-level academic words - language used in the learning of academic subject matter in a formal schooling context related to content areas (e.g., instruction, exams, and textbooks)

3.4B Use context to determine the relevant meaning of unfamiliar words ordistinguish among multiple meaning words and homographs.

Readiness Standard

4.2B Use the context of the sentence (e.g., in- sentence example or definition) todetermine the meaning of unfamiliar words or multiple meaning words.

Readiness Standard

5.2B Use context (e.g., in-sentence restatement) to determine or clarify themeaning of unfamiliar or multiple meaning words.

Readiness Standard





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Use

CONTEXT TO DETERMINE THE RELEVANT MEANING OF UNFAMILIAR WORDS OR TO DISTINGUISH AMONG MULTIPLE- MEANING WORDS AND HOMOGRAPHS

Including, but not limited to: Identify and use relationships between

surrounding words, phrases, sentences, and paragraphs

Distinguish words as multiple meaning and/or homograph

Multiple meaning word - a word that has more than one meaning (e.g., trunk)

Homograph - a word that is spelled the same as another word, but that has a different meaning, e.g., read (present tense) and read (past tense)

Use

CONTEXT OF THE SENTENCE TO DETERMINE THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING WORDS


Identify and use relationships among surrounding words, phrases, sentences, and paragraphs


Use in-sentence examples Use definition in the sentence



Use

CONTEXT TO DETERMINE OR CLARIFY THE MEANING OF UNFAMILIAR WORDS OR MULTIPLE MEANING WORDS


Identify and use relationships among surrounding words, phrases, sentences, and paragraphs


Use in-sentence examples Use definition in the sentence Use in-sentence restatement



3.4C Identify and use antonyms, synonyms, homographs, homophones

Supporting Standard

Identify, Use

ANTONYMS, SYNONYMS, HOMOGRAPHS, HOMOPHONES

4.2C Complete analogies using knowledge of antonyms and synonyms(e.g., boy: girl as male: or girl:woman as boy: )

Complete

ANALOGIES USING KNOWLEDGE OF ANTONYMS AND SYNONYMS

5.2C Produce analogies with known antonyms and synonyms

Produce

ANALOGIES WITH KNOWN ANTONYMS AND SYNONYMS

Examples:





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GRADE 3 GRADE 4 GRADE 5Antonym - a word that means the opposite or nearly the opposite of another word (e.g.,son/daughter, top/bottom)

Synonym - a word with a similar meaning as another word (e.g., happy/glad, mad/angry)

Homograph - a word that is spelled the same as another word but that has a different meaning, e.g., read (present tense) and read (past tense)

Homophone - a word that is pronounced the same, but not necessarily spelled the same, as another word but that has a different meaning (e.g., week and weak)

Examples: Boy:girl as male:female Girl:woman as boy:man

Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north: )

Boy:girl as male:female Girl:woman as boy:man

Analogy - a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north: )

3.4D Identify and apply playful uses of language (e.g., tongue twisters, palindromes and riddles).

Identify, Apply

PLAYFUL USE OF LANGUAGE

Including, but not limited to: Tongue twister - a group of words

difficult to articulate rapidly usually because of a succession of similar consonantal sounds (e.g., Peter Piper picked a peck of pickled peppers.)

Palindrome - a word or phrase that reads the same backwards as forwards (e.g., wow)

Riddle - a statement or question having a double or hidden meaning put forth as

4.2D Identify the meaning of common idioms.

Identify

THE MEANING OF COMMON IDIOMS

Idiom - an expression that has a differentmeaning from the literal meaning of itsindividual words (e.g., have the upper hand or under the weather). Idioms are peculiar to a given language and usually cannot be translated literally.

Common idioms - (e.g., eat like a bird; eat your heart out; eat it up; eat away)

5.2D Identify and explain the meaning of common idioms, adages, and other sayings.

Identify, Explain

THE MEANING OF COMMON IDIOMS, ADAGES, AND OTHER SAYINGS


Repeated and familiar expressions Idiom - an expression that has a

different meaning from the literal meaning of its individual words (e.g., have the upper hand or under the weather). Idioms are peculiar to a given language and usually cannotbe translated literally.

Adage - a short but memorable saying





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GRADE 3 GRADE 4 GRADE 5a puzzle to be solved (e.g., What’s black and white and red all over? -newspaper)

that holds some important fact considered true by many people (e.g.,Don’t judge a book by its cover.)

3.4E Alphabetize a series of words to the third letter and use a dictionary or a glossaryto determine the meanings, syllabication,and pronunciation of unknown words.

Alphabetize

A SERIES OF WORDS TO THE THIRD LETTER

Use

A DICTIONARY OR A GLOSSARY TO DETERMINE THE MEANINGS, SYLLABICATION, AND PRONUNCIATION OF UNKNOWN WORDS

Including, but not limited to: Use guide words Use the dictionary key

Use phonetic spelling to pronounce a word

Syllabication - forming or dividing words into syllables

Pronunciation - the manner in which someone utters a word

Word meaning - identify single and multiple meanings

4.2E Use a dictionary or glossary to determine the meanings, syllabication, andpronunciation of unknown words.

Readiness Standard

Use

A DICTIONARY OR GLOSSARY TO DETERMINE THE MEANINGS, SYLLABICATION, AND PRONUNCIATION OF UNKNOWN WORDS

Including, but not limited to: Use guide words Use the dictionary key




Word meaning - identify single and multiple meanings

5.2E Use a dictionary, a glossary, or a thesaurus (printed or electronic) todetermine the meanings, syllabication,pronunciations, alternative word choices, and parts of speech or words.

Readiness Standard

Use

A DICTIONARY, A GLOSSARY, OR A THESAURUS (PRINTED OR ELECTRONIC) TO DETERMINE MEANINGS, SYLLABICATION, PRONUNCIATIONS, ALTERNATIVEWORD CHOICES, PARTS OF SPEECH OR WORDS

Including, but not limited to: Use the dictionary key


Use dictionary abbreviations for parts of speech (e.g., n., v.)



Word meaning - identify single and multiple





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GRADE 3 GRADE 4 GRADE 5meanings

Part of speech - e.g., noun, pronoun, verb, adjective, adverb, conjunction, appositive, interjection

Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed,critical readers. The student is expected to:CCRS CDS: I. Key Cognitive Skills: D. Academic Behaviors. (Grades 3, 4, 5)

CDS: II. Foundational Skills: A. Reading across the curriculum. (Grades 3, 4, 5)Fig19A Establish purposes for reading selected

texts based upon own and others’desired outcome to enhancecomprehension.

Establish

PURPOSE FOR READING SELECTED TEXT BASED UPON OWN AND OTHERS’ DESIRED OUTCOME TO ENHANCE COMPREHENSION

Including, but not limited to: To be informed To understand To interpret To solve problems To be entertained To provide enjoyment

Purpose - the intended goal of a piece of writing; the reason a person writes

Fig19A Establish purposes for reading selected texts based upon own and others’desired outcome to enhancecomprehension.

Establish




Fig19A Establish purposes for reading selected texts based upon own and others’desired outcome to enhancecomprehension.

Establish








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GRADE 3 GRADE 4 GRADE 5Fig19B Ask literal, interpretive, and evaluative

questions of text.

Ask

LITERAL, INTERPRETIVE AND EVALUATIVE QUESTIONS


Ask questions before, during, and after reading

Literal question - knowledge level, fact- based question (e.g., who, what, when, where, why, and how questions); questions asked for clarification

Interpretive question - (e.g., What does this mean?)

Evaluative question - (e.g., Do you agree or disagree? What do you feel about this? What do you believe about this? What is your opinion about this?)

Fig19B Ask literal, interpretive, and evaluative questions of text.

Ask

LITERAL, INTERPRETIVE, AND EVALUATIVE QUESTIONS


Ask questions before, during, and after reading

Literal question - knowledge level, fact- based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification



Fig19B Ask literal, interpretive, evaluative, and universal questions of text.

Ask

LITERAL, INTERPRETIVE, EVALUATIVE, AND UNIVERSAL QUESTIONS


Ask question before, during, and after reading

Literal question - knowledge level, fact- based question (e.g., who, what, when, where, why, and how questions), questions asked for clarification



Universal question - relates to belief systems and values of characters (credible, memorable)

Fig19C Monitor and adjust comprehension (e.g., using background knowledge, creatingsensory images, re-reading a portionaloud, generating questions).

Monitor, Adjust

COMPREHENSION


Monitor, Adjust

COMPREHENSION


Monitor, Adjust

COMPREHENSION





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Including, but not limited to: Use background knowledge Create sensory images (images

created by using the five senses- sight, smell, sound, touch, taste)

Re-read a portion aloud Use contextual clues (See 3.4B)

Generate literal, evaluative, and interpretive questions (See 3.Fig19B)

Ask for help




Generate literal, evaluative, and interpretive questions (See 4.Fig19B)

Ask for help




Generate literal, evaluative, interpretive, and universal questions (See 5.Fig19B)

Ask for help

Fig19D Make inferences about text and use textual evidence to support understanding.

Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

Make

INFERENCES ABOUT TEXT AND USE TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Including, but not limited to: Title Cover Illustrations Plot Facts/details


Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama)

Make




Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)

Make







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GRADE 3 GRADE 4 GRADE 5 Background knowledge/ experience

Inference - connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, and making predictions.

Draw Conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Plot - the basic sequence of events in a story. The plot includes the problem and solution.

Textual evidence - specific details or facts found in the text that support what is inferred

Background knowledge/ experience





Background knowledge/ experience





Fig19E Summarize information in text, maintaining meaning and logical order.

Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to: Brief, coherent sentences that

Fig19E Summarize information in text, maintaining meaning and logical order.

Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER


Fig19E Summarize and paraphrase texts in ways that maintain meaning and logical orderwithin a text and across texts.

Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, Drama, Persuasive)

Summarize

INFORMATION IN TEXT, MAINTAINING MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS





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GRADE 3 GRADE 4 GRADE 5communicate the key information (short paragraph) in logical order

A main idea (the central meaning) Main character(s) in fiction

Details that come from the beginning, middle, and end

Importance of author’s interpretation and emphasis

Importance of author’s words

Summarize - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

communicate the key information (short paragraph) in logical order



Importance of author’s interpretation and emphasis




communicate the key information (short paragraph) in logical order


Details that come from the beginning(s), middle(s), and end(s)

Importance of author’s(s’) interpretation and emphasis

Importance of author’s(s’) words


Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.

Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas andprovide textual evidence.

Make

CONNECTIONS BETWEEN LITERARY AND INFORMATIONAL TEXTS WITH SIMILAR IDEAS AND PROVIDE TEXTUAL EVIDENCE

Fig19F Make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas andprovide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN LITERARY AND INFORMATIONAL TEXTS WITH

Fig19F Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres andprovide textual evidence.

Readiness Standard

Make

CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES





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Including, but not limited to: Thematic links Author analysis Own experiences (things done or seen)

Ideas in other text-concepts that connect texts

Larger community - a group of people who have the same interest or live in the same area

Various genres include, but are not limited to:

Fiction Nonfiction Poetry Drama Expository Persuasive Procedural

Thematic links - similar central ideas or messages

Author analysis - a process that connects the author's logical relationship to the text he/she wrote(e.g., perspective, purpose)

Textual evidence - specific details or facts found in text that support what is inferred

SIMILAR IDEAS AND PROVIDE TEXTUAL EVIDENCE


Ideas in other text- concepts that connect texts





Author analysis - a process that connects the author's logical relationship to the text he/she wrote(e.g., perspective, purpose)

AND PROVIDE TEXTUAL EVIDENCE


Ideas in other text- concepts that connect texts





Author analysis - a process that connects the author's logical relationship to the text he/she wrote (e.g., perspective, purpose)






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GRADE 3 GRADE 4 GRADE 5Textual evidence - specific details or facts found in text that support what is inferred

Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:CCRS E/LAS: Reading: C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical

periods. (Grades 3, 4, 5)3.5A Paraphrase the themes and supporting

details of fables, legends, myths, orstories.

Supporting Standard

Paraphrase

THE THEMES AND SUPPORTING DETAILS

Including, but not limited to: Fables Legends Myths Realistic fiction stories Historical fiction stories


Theme - the central or universal idea of a piece of fiction or the main idea of a

4.3A Summarize and explain the lesson or message of a work of fiction as its theme.

Supporting Standard

Summarize, Explain

THE LESSON OR MESSAGE OF A WORK OF FICTION AS ITS THEME


Interpret the same meaning as the author’s message

Works of fiction include, but are not limited to:

Fables Legends Myths Historical fiction Realistic fiction


5.3A Compare and contrast the themes or moral lessons of several works of fictionfrom various cultures.

Supporting Standard

Compare, Contrast

THE THEMES OR MORAL LESSONS OF SEVERAL WORKS OF FICTION FROM VARIOUS CULTURES

Works of fiction include, but are not limited to:

Fables Legends Myths Historical fiction Realistic fiction

Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay

Note:Themes are ideas or concepts that connect the author to the reader and relate to





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GRADE 3 GRADE 4 GRADE 5nonfiction essay

Note:Themes are ideas or concepts that connect the author to the reader and relate to morals, values, and/or ideas.

Example of theme: Good friends are important

Fable - fictional tales that entertain, teach a moral lesson, are entertaining, and often include animals that talk and act like humans

Legend - historical facts about royal figures, of human wars, migrations, great deeds. Characters of legends include heroes and heroines who reflect a strong sense of goodness that overcomes worldly evils.

Myth - a body of traditional or sacred stories to explain a belief or a natural happening

Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay



morals, values, and/or ideas.


3.5B Compare and contrast the settings in myths and traditional folktales.

Compare, Contrast

THE SETTINGS IN MYTHS AND TRADITIONAL FOLKTALES

Including, but not limited to: Elements of setting

Time-past, present, future, season, time

4.3B Compare and contrast the adventures or exploits of characters (e.g., the trickster)in traditional and classical literature.

Supporting Standard

Compare, Contrast

THE ADVENTURES OR EXPLOITS OF CHARACTERS (E.G., THE TRICKSTER) IN TRADITIONAL AND CLASSICAL LITERATURE

5.3B Describe the phenomena explained in origin myths from various cultures.

Supporting Standard

Describe

THE PHENOMENA EXPLAINED IN ORIGIN MYTHS FROM VARIOUS CULTURES

Phenomena - facts or events that are perceived or observed by the senses. A phenomenon can could be a rare fact or





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GRADE 3 GRADE 4 GRADE 5of day, etc.

Place-geographical, topographical

Weather conditions-rainy, stormy, sunny, etc.

Cultural background Historical background Psychological background

Setting - the time and place in which a narrative occurs

Folktale - a story passed on by word of mouth rather than by writing.Folktales include le g en d s, fables, jokes, tall stories, and fairy tales.They may have similar beginnings (e.g., Once upon a time) and similar endings (e.g.,And they lived happily ever after).


Traditional literature - stories that were originally oral and later became written text

Classical literature - literature that is widely acknowledged for its outstanding and enduring qualities

occurrence, an outstanding or unusual person or thing; a marvel.


5.3C Explain the effect of a historical event or movement on the theme of a work ofliterature.

Supporting Standard

Explain

THE EFFECT OF A HISTORICAL EVENT OR MOVEMENT ON THE THEME OF A WRITTEN WORK





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GRADE 3 GRADE 4 GRADE 5Theme - the central or universal idea of a piece of fiction or the main idea of a nonfiction essay


Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to:CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.6A Describe the characteristics of various

forms of poetry and how they create imagery (e.g., narrative poetry, lyricalpoetry, humorous poetry, free verse).

Supporting Standard

Describe

THE CHARACTERISTICS OF VARIOUS FORMS OF POETRY AND HOW THEY CREATE IMAGERY

Poetry forms include, but are not limited to: Narrative poetry Lyrical poetry Humorous poetry Free verse

Lyrical poetry - a short poem of personal feelings and emotions, which may or may not be set to music and often involves

4.4A Explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to the form (e.g., lyricalpoetry, free verse).

Supporting Standard

Explain

HOW THE STRUCTURAL ELEMENTS OF POETRY RELATE TO THE FORM

Including, but not limited to: Rhyme - two words or lines that end in

the same sound (rhythmic patterns that emphasize sound)

Meter - the basic rhythmic structure in verse, made up of stressed and unstressed syllables. The movement of words in the poem. Meter stresses the number and patterns of syllables. It has a definite organization with certain lines

5.4A Analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) toreinforce meaning in poems.

Supporting Standard

Analyze

HOW POETS USE SOUND EFFECTS TO REINFORCE MEANING IN POEMS

Including, but not limited to: Steps in analysis

Identify sound effect(s) Identify meaning in the poem

Explain ways the sound effect contributes to meaning

Sound effects include, but are not limited to: Alliteration - the repetition of the





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GRADE 3 GRADE 4 GRADE 5the use of regular meter

Narrative poetry - poetry that tells a story to entertain

Humorous poetry - poetry that deals with amusing happenings

Free Verse poetry - poetry composed of rhymed or unrhymed lines that have no set patterns. Free verse has a casual irregular rhythm similar to that of everyday speech.

Conventions of poetry include, but not limited to:

Rhyme - two words or lines that end in the same sound (patterns that emphasize sound)

Meter - the movement of words in the poem

Patterns of verse - the number of syllables in a line

Repetition - a repeating cadence/meter that enriches or emphasizes words, phrases, lines, and even whole verses of poems. Alliteration is a type of repetition.

containing a certain number of pronounced beats.

Stanza - division of a poem composed of two or more lines characterized by meter, rhyme, and number of lines (i.e., couplet: a 2-line stanza; triplet: a 3-line stanza, quatrain: a 4-line stanza; quintet: a 5-line stanza, sestet: a 6-line stanza)

Line breaks - the intentional end of a line of poetry

Poetry forms include, but are not limited to: Narrative poetry Lyrical poetry Humorous poetry Free verse

same sounds at the beginning of two or more adjacent words or stressedsyllables (e.g., “furrow followed free” inColeridge’s The Rime of the AncientMariner)

Internal rhyme - a rhyme within the same line of verse, as dreary andweary in Poe’s The Raven: “Once upon a midnight dreary, while I pondered,weak and weary.”

Onomatopoeia - the use of words that sound like what they mean (e.g., buzz and purr); a poetic device to produce this effect

Rhyme scheme - the pattern of rhyming lines (e.g., ABAB, ABBA)

Consonance - the repetition of internal or ending consonant sounds close together (e.g., I dropped the locket in the thick mud.)

Assonance - the repetition of vowel sounds in words close together (e.g., I made my way to the lake.)

Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:Supporting Standard (Grade 5)CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.7A Explain the elements of plot and

character as presented through dialogue4.5A Describe the structural elements

particular to dramatic literature.5.5A Analyze the similarities and differences

between an original text and its dramatic





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GRADE 3 GRADE 4 GRADE 5in scripts that are read, viewed, written, or performed.

Explain

THE ELEMENTS OF PLOT AND CHARACTERS AS PRESENTED THROUGH DIALOGUE IN SCRIPTS THAT ARE READ, VIEWED, WRITTEN, OR PERFORMED

Elements of plot: Moves the story through a beginning in

which the conflict is introduced. A middle that moves the action towards a climax and an end to a resolution of a conflict

Controls the pace of the story and variety (e.g., a relaxed conversation slows the pace of a thriller while short, harsh sentences convey arguments that raise the tension)

Characters reveal themselves in dialogue (e.g., when they blurt out things they never meant to say)

Creates character growth and development

Dialogue - the lines spoken between characters in fiction or a play. Dialogue in a play is the main vehicle in which plot, character, and other elements are established.

Supporting Standard

Describe

THE STRUCTURAL ELEMENTS PARTICULAR TO DRAMATIC LITERATURE


Character (the choices and actions taken by the people)

Plot (the selection and arrangement of events in the story usually structured with acts and scenes)

Setting (props and costumes are used to develop the significance of images of time)

Theme (the artist's point of view on the topic addressed)

Dialogue (contributes by moving the story forward to its resolution)

Dialogue creates character growth and development

Dialogue controls the pace of the story (e.g., a relaxed conversation slows the pace of a thriller while short, harsh sentences convey arguments that raises the tension)

Audience - the intended target group for a message regardless of the medium

adaptation.

Analyze

THE SIMILARITIES AND DIFFERENCES BETWEEN AN ORIGINAL TEXT AND ITS DRAMATIC ADAPTATION


Identify the characters, setting, plot, and dialogue in the original text

Identify the characters, setting, plot,and dialogue in the dramatic adaptation

Describe the similarities Describe the differences





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GRADE 3 GRADE 4 GRADE 5Note:What counts in dialogue is not what is said, but how it is said.

Note:The physical presence of an audience can change a performance and inspire actors, setting the performance apart from modernfilms and television.

Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.8A Sequence and summarize the plot’s main

events and explain their influence on future events.

Readiness Standard

Sequence, Summarize

THE PLOT’S MAIN EVENTS

Explain

THEIR INFLUENCE ON FUTURE EVENTS

Including, but not limited to: Predict future outcomes and actions

Plot - the basic sequence of events in a story (includes problem and solution)

Summarize - to reduce large sections of text to their essential points and main ideas

Note:It is still important to attribute summarized

4.6A Sequence and summarize the plot’s main events and explain their influence on future events.

Readiness Standard

Sequence, Summarize

THE PLOT’S MAIN EVENTS

Explain

THEIR INFLUENCE ON FUTURE EVENTS

Including, but not limited to: Predict future outcomes and actions

Plot - the basic sequence of events in a story (includes problem and solution)

Summarize - to reduce large sections of text to their essential points and main ideas

Note:It is still important to attribute summarized

5.6A Describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows futureevents.

Readiness Standard

Describe

INCIDENTS THAT ADVANCE THE STORY OR NOVEL, EXPLAINING HOW EACH INCIDENT GIVES RISE TO OR FORESHADOWS FUTURE EVENTS


Identify actions/incidents (events that happen throughout the story)

Explain how each (action/ incident/event) helps the reader predict future outcomes and actions (foreshadowing)

Foreshadowing - the use of hints or clues ina narrative to suggest what action is to come





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GRADE 3 GRADE 4 GRADE 5ideas to the original source. ideas to the original source.

3.8B Describe the interaction of characters including their relationships and thechanges they undergo.

Readiness Standard

Describe

THE INTERACTION OF CHARACTERS

Including, but not limited to: Relationships among characters Changes

Characters undergo Changes in relationships

Before an event and after an event in the plot

Intellectual, emotional and physical change

4.6B Describe the interaction of characters including their relationships and thechanges they undergo.

Readiness Standard

Describe

THE INTERACTION OF CHARACTERS

Including, but not limited to: Relationships among characters Changes

Characters undergo Changes in relationships

Before an event and after an event in the plot

Intellectual, emotional and physical change

5.6B Explain the roles and functions of characters in various plots, includingtheir relationships and conflicts.

Readiness Standard

Explain

THE ROLES AND FUNCTIONS OF CHARACTERS IN VARIOUS PLOTS

Including, but not limited to: Man vs. man Man vs. self

3.8C Identify whether the narrator or speaker of a story is first or third person.

Identify

WHETHER THE NARRATOR OR SPEAKER OF A STORY IS FIRST OR THIRD PERSON

Including, but not limited to: First-person - The narrator stands

inside the story. The narrator may be the protagonist, a minor character, or a

4.6C Identify whether the narrator or speaker of a story is first or third person.

Supporting Standard

Identify

WHETHER THE NARRATOR OR SPEAKER OF A STORY IS FIRST OR THIRD PERSON

Including, but not limited to: First-person - the narrator stands inside

5.6C Explain different forms of third-person points of view in stories.

Supporting Standard

Explain

DIFFERENT FORMS OF THIRD-PERSON POINTS OF VIEW IN STORIES

Including, but not limited to: Omniscient/third-person omniscient -

the narrator tells the story in third





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GRADE 3 GRADE 4 GRADE 5character who is not directly involved in the action but who functions as anobserver and recorder.

Third-person - told by someone, usually not identified by name- can be in past tense

Point of view - the perspective from which the events in the story are told- the vantage point or stance

the story. The narrator may be the protagonist, a minor character, or acharacter who is not directly involved in the action but who functions as anobserver and recorder.


Point of view - the perspective from which the events in the story are told-the vantage point or stance

person from an all-knowing perspective. The knowledge is notlimited by any one character's view or behavior as the narrator knowseverything about all characters.

Omniscient/third-person limited - the narrator restricts his knowledge to one character's view or behavior


Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: Supporting Standard (Grade 3)CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.9A Explain the difference in point of view

between a biography and autobiography.

Explain

THE DIFFERENCE IN POINT OF VIEW BETWEEN A BIOGRAPHY AND AUTOBIOGRAPHY

Autobiography - the life story of a person as told by himself or herself

Biography - an account or interpretation of a series of events making up a person’s life (written in third person point of view)

Point of view - the perspective from which the events in the story are told-the

4.7A Identify similarities and differences between the events and characters’experiences in a fictional work and the actual events and experiences describedin an author’s biography orautobiography.

Supporting Standard

Identify

SIMILARITIES AND DIFFERENCES BETWEEN THE EVENTS AND CHARACTERS’ EXPERIENCES IN A FICTIONAL WORK AND THE ACTUAL EVENTS AND EXPERIENCES DESCRIBED IN AN AUTHOR’S BIOGRAPHY OR AUTOBIOGRAPHY

5.7A Identify the literary language and devices used in biographies and autobiographies,including how authors present major events in a person’s life.

Supporting Standard

Identify

THE LITERARY LANGUAGE AND DEVICES USED IN BIOGRAPHIES AND AUTOBIOGRAPHIES, INCLUDING HOW AUTHORS PRESENT MAJOR EVENTS IN A PERSON’S LIFE

Including, but not limited to: Sensory detail





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GRADE 3 GRADE 4 GRADE 5vantage point or stance

Note:Subjects of a biography and autobiography do not need to be famous, infamous, or outstanding for their lives to communicate important lessons about people and society.

Including, but not limited to: Compare and contrast events and

characters’ experiences in a fictional work and a biography

Compare and contrast events and characters’ experiences in a fictional work and an autobiography


Biography - an account or interpretations of a series of events making up a person’s life

Note:Subjects of a biography and autobiography do not need to be famous, infamous, or outstanding for their lives to communicate important lessons about people and society.

Imagery Simile Metaphor Non-literal meaning


Biography - an account or interpretation of a series of events making up a person’s life

Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to:3.10A Identify language that creates a graphic

visual experience and appeals to the senses.

Supporting Standard

Identify

LANGUAGE THAT CREATES A GRAPHIC VISUAL EXPERIENCE AND APPEALS TO THE SENSES

Engage in visualization using sensory details

4.8A Identify the author’s use of similes and metaphors to produce imagery.

Supporting Standard

Identify

THE AUTHOR’S USE OF SIMILES AND METAPHORS TO PRODUCE IMAGERY

Including, but not limited to: Engage in visualization by recognizing

5.8A Evaluate the impact of sensory details, imagery, and figurative language in literary text.

Readiness Standard

Evaluate

THE IMPACT OF SENSORY DETAILS, IMAGERY, AND FIGURATIVE LANGUAGE IN LITERARY TEXT





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GRADE 3 GRADE 4 GRADE 5provided in text descriptions that include, but are not limited to:

Characters (e.g., physical and emotional characters)

Details and/or events Setting and mental images

sensory details provided in similes and metaphors

Simile - a comparison of two things that are essentially different, usually using the words like or as (e.g., "O my love islike a red, red rose" from Robert Burns, A Red, Red Rose)

Metaphor - a subtle comparison in which the author describes a person or thing using words that are not meant to be taken literally (e.g., Time is a dressmaker specializing in alterations.)

Imagery - the use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow). Imagery can be used for emotional effect and to intensify the impact on the reader.

Including, but not limited to:Steps in evaluation

Identify sensory detail, imagery, and figurative language (simile, metaphor, and non-literal meaning) in the text

Explain the impact of visualization and its effect on the reader (e.g., stir the emotions, evoke mental images, gain/evoke support)

Imagery - the use of language to create mental images and sensory impressions (e.g., the imagery of the phrase such sweet sorrow). Imagery can be used for emotional effect and to intensify the impact on the reader.

Reading/Comprehension of Text/Independent Reading. Students read independently for sustained periods of time and produce evidence of their reading. Students are expected to:CCRS CDS: D: Academic Behaviors. E: Work Habits. (Grades 3, 4, 5)3.11A Read independently for a sustained

period of time and paraphrase what the reading was about, maintaining meaningand logical order (e.g., generate a readinglog or journal; participate in book talks).

Read Independently

FOR A SUSTAINED PERIOD OF TIME


4.9A Read independently for a sustained period of time and paraphrase what the reading was about, maintaining meaningand logical order (e.g., generate areading log or journal; participate in book talks).

Read Independently


5.9A Read independently for a sustained period of time and summarize or paraphrase what the reading was about,maintaining meaning and logical order(e.g., generate a reading log or journal;participate in book talks).

Read Independently






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GRADE 3 GRADE 4 GRADE 5 Read approximately 4 times a week

Read silently for 20 minutes by the end of the year

Read independent level materials (1 in20 words is difficult for the reader)

Read regularly, self-selected (e.g., drawing on personal interest, by relying on knowledge of authors and different types of texts), and/or teacher-selected material

Adjust method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the details), reading a nonfiction articlemore slowly and noting critical concepts

Paraphrase

WHAT THE READING IS ABOUT, MAINTAINING MEANING AND LOGICAL ORDER

Including, but not limited to: Generate a reading log or journal Participate in book talks


Including, but not limited to: Read approximately 4 times a week

Read silently for 20-30 minutes by the end of the year



Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details), reading a nonfiction article more slowly and noting critical concepts

Paraphrase



Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or

Including, but not limited to: Read approximately 4 times a week

Read silently for 30-35 minutes by the end of the year



Adjust his or her method and rate of reading to the purpose of the assignment or material (e.g., reading a fiction selection quickly and paying attention to the plot details), reading a nonfiction article more slowly and noting critical concepts

Paraphrase, Summarize



Paraphrase - restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or





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GRADE 3 GRADE 4 GRADE 5information without evaluation or interpretation.

information without evaluation or interpretation.


Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: Supporting Standard (Grades 3, 4)CCRS E/LAS: Reading: C. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical

periods. (Grades 3, 4, 5)3.12A Identify the topic and locate the author’s

stated purposes in writing the text.

Identify

THE TOPIC

Locate

THE AUTHOR’S STATED PURPOSE IN WRITING THE TEXT

Author’s purpose includes, but is not limited to:

Tell about Explain Tell how to do something Reflect

Topic - what the author is writing about- the subject (e.g., polar bears)

4.10A Explain the difference between a stated and an implied purpose for an expository text.

Explain

THE DIFFERENCE BETWEEN A STATED AND AN IMPLIED PURPOSE FOR AN EXPOSITORY TEXT


Stated purpose - declared, explicit purpose

Implied purpose - indirect, implicit purpose

5.10A Draw conclusions from the information presented by an author and evaluate how well the author’s purpose was achieved.

Supporting Standard

Draw Conclusions

FROM THE INFORMATION PRESENTED BY AN AUTHOR AND EVALUATE HOW WELL THE AUTHOR’ S PURPOSE WAS ACHIEVED

Including, but not limited to: (to draw conclusions students often have to evaluate)Steps in evaluation

Identify the stated or implied author’s purpose

Locate and identify information provided by the author (e.g., visuals, text features, key points, details)





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Stated purpose - declared, explicit purpose

Determine if the information provided supports the author’s purpose

Evaluate the effectiveness of the information in supporting the author’s intended purpose

Draw conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. The students are expected to:CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.13A Identify the details or facts that support

the main idea.

Readiness Standard

Identify

THE DETAILS OR FACTS THAT SUPPORT THE MAIN IDEA

Main Idea - the central message that the author is trying to convey

Facts/Details - support the main idea by telling how, when, what, where, why, how much, and how many

4.11A Summarize the main idea and supporting details in text in ways that maintainmeaning.

Readiness Standard

Summarize

THE MAIN IDEA AND SUPPORTING DETAILS IN TEXT IN WAYS THAT MAINTAIN MEANING

Summary includes, but is not limited to: Brief, coherent sentences that

communicate the key information (short paragraph)

A main idea (the central meaning)

5.11A Summarize the main ideas and supporting details in a text in ways thatmaintain meaning and logical order.

Readiness Standard

Summarize

THE MAIN IDEAS AND SUPPORTING DETAILS IN A TEXT IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER

Summary includes, but is not limited to: Brief, coherent sentences that

communicate the key information in logical order (short paragraph)





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GRADE 3 GRADE 4 GRADE 5 Details that come from the beginning,

middle, and end

Must remain true to the author's interpretation and emphasis

Focus on what the author is saying

Summary - to reduce large sections of text to their essential points and main idea.

Note: It is still important to attribute summarized ideas to the original source.

A main idea (the central meaning)


Adherence to the author's interpretation and emphasis


Summary - to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Logical order - the writer may present ideas or information in a sequence that makes sense to him and addresses the audience's needs

3.13B Draw conclusions from the facts presented in text and support thoseassertions with textual evidence.

Readiness Standard

Draw Conclusions

FROM THE FACTS PRESENTED IN TEXT AND SUPPORT THOSE ASSERTIONS WITH TEXTUAL EVIDENCE

Draw Conclusions - a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece

4.11B Distinguish fact from opinion in a text and explain how to verify what is a fact.

Supporting Standard

Distinguish

FACT FROM OPINION IN A TEXT AND EXPLAIN HOW TO VERIFY WHAT IS A FACT

A “factual statement” contains no value language.

An “opinion statement” contains value language (e.g., good, difficult, easy, beautiful, should, etc.).

5.11B Determine the facts in text and verify them through established methods.

Supporting Standard

Determine

THE FACTS IN TEXT AND VERIFY THEM THROUGH ESTABLISHED METHODS


Verify through the use of reliable sources

Determine if the sources are valid and credible

Example of reliable source:





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GRADE 3 GRADE 4 GRADE 5of information.


Note:Speak to the form of the statement, not to its truth.

Encyclopedia

Reliable source - a credible or believable source

3.13C Identify explicit cause and effect relationships among ideas in texts.

Readiness Standard

Identify

EXPLICIT CAUSE AND EFFECT RELATIONSHIPS AMONG IDEAS IN TEXTS

Explicit - relationships are stated clearly

Cause-and-effect - cause is an event. Effect is the result of the event (a conclusion about why something happened).

4.11C Describe explicit and implicit relationships among ideas in textsorganized by cause-and-effect, sequence, or comparison.

Readiness Standard

Describe

EXPLICIT AND IMPLICIT RELATIONSHIPS AMONG IDEAS IN TEXTS ORGANIZED BY CAUSE-AND-EFFECT, SEQUENCE, OR COMPARISON

Including, but not limited to: Cause-and-effect Compare and contrast Sequential order Logical order Order of importance Classification scheme Description

Explicit - relationships are stated clearly

Implicit - students must be taught how to"read between the lines"

Cause-and-effect - a conclusion about why

5.11C Analyze how the organizational pattern of a text (e.g., cause-and-effect, compare-and-contrast, sequential order, logical order, classification schemes) influencesthe relationships among the ideas.

Readiness Standard

Analyze

HOW THE ORGANIZATIONAL PATTERN OF A TEXT INFLUENCES THE RELATIONSHIPS AMONG IDEAS

Including, but not limited to: Cause-and-effect Compare and contrast Sequential order Logical order Order of importance Classification scheme Description

Cause-and-effect - a conclusion about why something happened; cause is an event, and effect is the result of the event (cue words for cause and effect: consequently, therefore, as a result, thereby, leads to, reasons why, because, since, so that,





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GRADE 3 GRADE 4 GRADE 5something happened; cause is an event, and effect is the result of the event (cuewords for cause-and-effect: consequently, therefore, as a result, thereby, leads to,reasons why, because, since, so that,hence, if/then, thus)

Compare and contrast - similarities and differences

Sequential order - order in which events occur

Logical order - ideas or information in a sequence that makes sense to him and addressed the audience's needs

Classification - events or ideas grouped in specific categories

hence, if/then, thus)

Compare and contrast - similarities and differences

Sequential order - order in which events occur

Logical order - ideas or information in a sequence that makes sense to him and addresses the audience's needs

Classification - events or ideas grouped in specific categories

3.13D Use text features (e.g., bold print, captions, key words, italics) to locate information and make and verifypredictions about contents of texts.

Readiness Standard

Use

TEXTUAL FEATURES TO LOCATE INFORMATION AND MAKE AND VERIFY PREDICTIONS ABOUT CONTENTS OF TEXT

Including, but not limited to: Titles

4.11D Use multiple text features (e.g., guide words, topic and concluding sentences) to gain an overview of the contents oftext and to locate information.

Readiness Standard

Use

MULTIPLE TEXT FEATURES TO GAIN AN OVERVIEW OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION

Including, but not limited to: Titles and topics Captions

5.11D Use multiple text features and graphics to gain an overview of the contents of text and to locate information.

Readiness Standard

Use

MULTIPLE TEXT FEATURES AND GRAPHICS TO GAIN AN OVERVIEW OF THE CONTENTS OF TEXT AND TO LOCATE INFORMATION

Including, but not limited to: Titles and topics Captions





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GRADE 3 GRADE 4 GRADE 5 Captions Sub titles Key words Bold print Italics Table of contents Glossary Index Heading Illustrations/photos Graphics

Sub titles Key words Bold print Italics Table of contents Glossary Index Heading Illustrations/photos Topic sentences Concluding sentences Guide words

Sub titles Key words Bold print Italics Table of contents Glossary Index Heading Illustrations/photos Topic sentences Concluding sentences Guide words Diagrams Charts Maps Graphs Tables Timelines

5.11E Synthesize and make logical connections between ideas within a text and acrosstwo or three texts representing similar ordifferent genres.

Readiness Standard

Synthesize, Make

LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT AND ACROSS





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GRADE 3 GRADE 4 GRADE 5TWO OR THREE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES

Including, but not limited to: Steps in synthesis

Identify similar/related information from multiple texts of the same genre or different genres

Draw conclusions/make generalizations about the overall connections/relationships between the two genres

Synthesize - combine together two or more texts resulting in the formation of something new


Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.14A Identify what the author is trying to

persuade the reader to think or do.

Identify

WHAT THE AUTHOR IS TRYING TO

4.12A Explain how an author uses language to present information to influence what the reader thinks or does.

Explain

5.12A Identify the author’s viewpoints or position and explain the basic relationships among ideas (e.g.,parallelism, comparison, causality) in theargument.





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GRADE 3 GRADE 4 GRADE 5PERSUADE THE READER TO THINK OR DO

HOW AN AUTHOR USES LANGUAGE TO PRESENT INFORMATION TO INFLUENCEWHAT THE READER THINKS OR DOES

Including, but not limited to: Facts and statistics Humor Words that play on emotions

Supporting Standard

Identify

THE AUTHOR’S VIEWPOINTS OR POSITION

Explain

THE BASIC RELATIONSHIP AMONG IDEAS IN THE ARGUMENT

Including, but not limited to: Parallelism - the author creates a

balance in information to support his/her viewpoint or position

Comparison - the author differentiates (similarities and differences) information to support his/her viewpoint or position

Causality - the author provides causes and their effects to support his/her viewpoint or position

Position - an opinion about a particular subject

Viewpoint - the specific bias or perspective

5.12B Recognize exaggerated, contradictory, or misleading statements in text.

Supporting Standard

Recognize

EXAGGERATED, CONTRADICTORY, OR





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GRADE 3 GRADE 4 GRADE 5MISLEADING STATEMENTS IN TEXT

Exaggerate - overstatement of the facts

Contradictory - declare against a statement

Misleading - unreliable; to be regarded with suspicion

Reading/Comprehension Of Procedural Text. Students understand how to glean and use information in procedural texts and documents. Students are expected to:CCRS E/LAS: Reading: A. Locate explicit textual information, draw complex inferences, and analyze and evaluate the information within and across

texts of varying length. (Grades 3, 4, 5)3.15A Follow and explain a set of written multi-

step directions.

Follow, Explain

A SET OF WRITTEN MULTI-STEP DIRECTIONS

Including, but not limited to: Four-step directions

Examples of procedural text: Instructions/Directions Manuals Recipes

4.13A Determine the sequence of activities needed to carry out a procedure (e.g.,following a recipe).

Supporting Standard

Determine

THE SEQUENCE OF ACTIVITIES NEEDED TO CARRY OUT A PROCEDURE

Examples of procedural text: Instructions/Directions Manuals Recipes

5.13A Interpret details from procedural text to complete a task, solve a problem, orperform procedures.

Supporting Standard

Interpret

DETAILS FROM PROCEDURAL TEXT TO COMPLETE A TASK, SOLVE A PROBLEM, OR PERFORM PROCEDURES

Examples of procedural text: Instructions/Directions Procedures Manual Recipe

3.15B Locate and use specific information in graphic features of text.

Supporting Standard

4.13B Explain factual information presented graphically (e.g., charts, diagrams,graphs, illustrations).

5.13B Interpret factual or quantitative information presented in maps, charts,illustrations, graphs, timelines, tables, and diagrams.





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Locate, Use

SPECIFIC INFORMATION IN GRAPHIC FEATURES OF TEXT

Including, but not limited to: Charts Tables Graphic organizers Captions Illustrations Keys Graphs Diagrams

Supporting Standard

Explain

FACTUAL INFORMATION PRESENTED GRAPHICALLY

Including, but not limited to: Charts Tables Graphic organizers Captions Illustrations Keys Graphs Diagrams

Supporting Standard

Interpret

FACTUAL OR QUANTITATIVE INFORMATION PRESENTED IN

Including, but not limited to: Charts Tables Graphic organizers Captions Illustrations Keys Graphs Diagrams Maps Timelines

Quantitative - refers to numbers and statistics

Factual knowledge - a statement of information

Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:Supporting Standard (Grades 3, 4)CCRS E/LAS: Listening: A. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions,

conversations, team projects, presentations, interviews). (Grades 3, 4, 5)CDS: I. Key Cognitive Skills: B. Reasoning (Grades 3, 4, 5) CDS: II. Foundational Skills: E. Technology (Grades 3, 4, 5)





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GRADE 3 GRADE 4 GRADE 53.16A Understand how communication changes

when moving from one genre of media toanother.

Understand

HOW COMMUNICATION CHANGES WHEN MOVING FROM ONE GENRE OF MEDIA TO ANOTHER


Identify and explain the differences/similarities in how different media forms present information on the same topic (e.g.,differences/similarities between atelevision commercial and a print advertisement)

Examples of media genre: Albums Documentaries Film Music Video games Photography Television Radio Newspapers Magazines Web pages

4.14A Explain the positive and negative impacts of advertisement techniquesused in various genres of media to impact consumer behavior.

Explain

THE POSITIVE AND NEGATIVE IMPACTS OF ADVERTISEMENT TECHNIQUES USED IN VARIOUS GENRES OF MEDIA TO IMPACT CONSUMER BEHAVIOR

Including, but not limited to: Identify and describe common

advertising techniques (e.g., using celebrities, humor, statistics, and testimonials)

Identify and describe ads that entertain or inform vs. ads that misrepresent or manipulate

Examples of media genre: Television Radio Newspapers Magazines Web pages Product label Flyers Brochures Posters

5.14A Explain how messages conveyed in various forms of media are presenteddifferently (e.g., documentaries, online information, televised news).

Explain

HOW MESSAGES CONVEYED IN VARIOUS FORMS OF MEDIA ARE PRESENTED DIFFERENTLY

Including, but not limited to: Documentaries Online information Televised news

Example of documentary format: Nonfiction film without actors

Journalistic record - conveys factual data

No rumors or unsupported opinions Slow pace In-depth information

Example of online format:

Appears up-to-date

Provides text and graphics Usually provides links to additional

information May or may not be accurate





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GRADE 3 GRADE 4 GRADE 5 Product label Examples of televised news:

Up-to-date information Anchor person Fast pace Short synopsis of information

Note:Each form of media is unique in format and characteristics.

3.16B Explain how various design techniques used in media influence the message (e.g., shape, color, sound).

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE THE MESSAGE

Including, but not limited to: Sound (background music, volume)

Movement (feet moving quickly, hair blowing in the wind)

Visuals (pictures, graphs, graphics, color, shape)

4.14B Explain how various design techniques used in media influence the message (e.g., pacing, close-ups, sound effects).

Explain

HOW VARIOUS DESIGN TECHNIQUES USED IN MEDIA INFLUENCE THE MESSAGE


Sound (background music, volume, sound effects)

Movement (feet moving quickly, hair blowing in the wind, pacing)

Visuals (pictures, graphs, graphics, colors, shapes, close- ups)

5.14B Consider the difference in techniques used in media (e.g., commercials, documentaries, news).

Consider

THE DIFFERENCE IN TECHNIQUES USED IN MEDIA


Compare and contrast different media and their particular techniques

Example of documentary technique: Nonfiction film without actors

Journalistic record - conveys factual data

No rumors or unsupported opinions Slow pace In-depth information

Examples of televised news technique:





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GRADE 3 GRADE 4 GRADE 5 Up-to-date information Anchor person Fast pace Short synopsis of information

5.14C Identify the point of view of media presentations.

Supporting Standard

Identify

THE POINT OF VIEW OF MEDIA PRESENTATIONS

Point of view - the specific bias or perspective that an image maker brings to a particular scene or subject about a person, idea, or event

3.16C Compare various written conventions used for digital media (e.g., language inan informal e-mail vs. language in a web-based news article).

Compare

VARIOUS WRITTEN CONVENTIONS USED FOR DIGITAL MEDIA

Including, but not limited to: Compare and contrast language in an

informal e-mail vs. language in a web- based article

Examples:

4.14C Compare various written conventions used for digital media (e.g., language inan informal e-mail vs. language in a web-based news article).

Compare

VARIOUS WRITTEN CONVENTIONS USED FOR DIGITAL MEDIA

Including, but not limited to: Compare and contrast language in an

informal e-mail vs. language in a web based article

Examples:

5.14D Analyze various digital media venues for levels of formality and informality.

Analyze

VARIOUS DIGITAL MEDIA VENUES FOR LEVELS OF FORMALITY AND INFORMALITY


Examine a digital media venue Identify the language conventions,

presentation, style and design techniques and their effect on overall





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GRADE 3 GRADE 4 GRADE 5 E-mail (e.g., subject line, address in

electronic format)

Website (e.g., URL, banners, phrases, etc.)

Video game (e.g., codes)

Digital media - all data generated in a computer. Each type of media has its unique conventions.

E-mail (e.g., subject line, address in electronic format)

Website (e.g., URL, banners, phrases, etc.)

Video game (e.g., codes)

Digital media - all data generated in a computer. Each type of media has its unique conventions.

production

Examples of digital media: TV Photography Cell phone – text messaging CD DVD Video conferencing E-books Chat rooms Instant messaging

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