alignment of ccss with ckla - core knowledge foundation distinguish literal language from figurative

Download Alignment of CCSS with CKLA - Core Knowledge Foundation Distinguish literal language from figurative

Post on 28-Jan-2020

0 views

Category:

Documents

0 download

Embed Size (px)

TRANSCRIPT

  • Alignment of CCSS with CKLA: Reading Standards for Literature Grade 3 Page 1

    Alignment of CCSS with CKLA

    Reading Standards for Literature: Grade 3

    Key Ideas and Details

    STD RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    CKLA GOAL(S)

    LL Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details of a fiction read-aloud

    LL Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is heard in a fiction read-aloud, including asking and answering why questions that require recognizing or inferring cause/effect relationships

    SK Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details of a fiction text read independently by explicitly referring to the text

    SK Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is read independently in a fiction text, by explicitly referring to the text, including asking and answering why questions that require recognizing or inferring cause/effect relationships

    STD RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

    CKLA GOAL(S)

    LL Recount fiction read-alouds from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

    SK Recount stories read independently, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

    STD RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

    CKLA GOAL(S)

    LL Describe characters in a fiction read-aloud (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

    LL Identify and express mental states and emotions of self and others, including the narrator and/or characters of a fiction read-aloud

    SK Describe characters in a fiction text read independently (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events

  • Alignment of CCSS with CKLA: Reading Standards for Literature Grade 3 Page 2

    Craft and Structure

    STD RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

    CKLA GOAL(S)

    LL Distinguish literal language from figurative language as used in a fiction read-aloud

    LL Determine the literal and nonliteral meanings of and appropriately use common sayings and phrases

    SK Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

    STD RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

    CKLA GOAL(S)

    LL Refer to parts of fiction read-alouds and poems when writing or speaking about a text, using terms such as introduction, conclusion, chapter, and stanza; describe how each successive part builds on earlier sections

    SK Refer to parts of stories and dramas that are read independently, when writing or speaking about a text, using terms such as introduction, conclusion, chapter, and scene; describe how each successive part builds on earlier sections

    STD RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters.

    CKLA GOAL(S)

    LL Distinguish their own point of view from that of the narrator or those of the characters

    SK Distinguish their own point of view from that of the narrator or those of the characters

  • Alignment of CCSS with CKLA: Reading Standards for Literature Grade 3 Page 3

    Integration of Knowledge and Ideas

    STD RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

    CKLA GOAL(S)

    LL Describe images, orally or in writing, and how they contribute to what is conveyed by the words in a fiction read-aloud (e.g., create mood, emphasize aspects of a character or setting)

    LL Use images (e.g., maps, photographs) accompanying a fiction read-aloud to check and support understanding

    LL Sequence four to six pictures or sentences illustrating/describing events in a fiction read-aloud

    SK Explain how specific aspects of an independently read fiction text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

    STD RL.3.8 (Not applicable to literature)

    STD RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

    CKLA GOAL(S)

    LL Compare and contrast the characters, themes, settings, and plots of chapters read aloud within a single novel

    SK Compare and contrast the characters, themes, settings, and plots of stories, read independently, from different chapters of the same reader

  • Alignment of CCSS with CKLA: Reading Standards for Literature Grade 3 Page 4

    Range of Reading and Level of Text Complexity

    STD RL.3.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades 2–3 text complexity band independently and proficiently.

    CKLA GOAL(S)

    SK By the end of the year, read and comprehend literature, including stories and dramas, at the high end of the Grades 2–3 text complexity band independently and proficiently

    Additional CKLA Goals

    LL Listen to and understand a variety of texts, including fictional stories and poems

    LL Distinguish the following forms of literature: various fictional genres and poetry

    LL Change some story events and provide a different story ending (orally or in writing)

    LL Evaluate and select read-alouds, books, or poems on the basis of personal choice for rereading

    SK Change some story events and provide a different story ending (orally or in writing)

  • Alignment of CCSS with CKLA: Reading Standards for Informational Text Grade 3 Page 5

    Alignment of CCSS with CKLA

    Reading Standards for Informational Text: Grade 3

    Key Ideas and Details

    STD RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    CKLA GOAL(S)

    LL Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud

    LL Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read- aloud, including asking and answering why questions that require recognizing or inferring cause/effect relationships

    SK Ask and answer questions to demonstrate understanding of a nonfiction/informational text read independently, referring explicitly to the text as the basis for the answers

    SK Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details a of a nonfiction/informational text read independently by explicitly referring to the text

    SK Ask and answer questions, orally or in writing, that require making interpretations, judgments, or giving opinions about what is read independently in a nonfiction/informational text, by explicitly referring to the text, including asking and answering why questions that require recognizing or inferring cause/effect relationships

    STD RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

    CKLA GOAL(S)

    LL Determine the main idea of a nonfiction/informational read-aloud; recount the key details and explain how they support the main idea

    SK Determine the main idea of a nonfiction/informational text read independently; recount the key details and explain how they support the main idea

  • Alignment of CCSS with CKLA: Reading Standards for Informational Text Grade 3 Page 6

    Key Ideas and Details

    STD RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

    CKLA GOAL(S)

    LL With assistance, create and/or interpret timelines and lifelines related to content in a nonfiction/informational read-aloud

    LL Sequence four to six pictures or sentences illustrating/describing events from a nonfiction/informational read-aloud

    LL Describe the relationship between a series of historical events, scientific idea

Recommended

View more >