Www.ode.state.or.us



HOW TO READ A…Delaware English Language Arts Literacy Concept Organizer

The ELA Literacy Concept Organizers* were created to assist teachers in aligning their instruction to the Common Core State Standards in ELA. These ELA Literacy Concept Organizers are not replacements for teachers’ individual units. They are deconstructions of the Common Core State Standards.  These Literacy Concept Organizers are a resource from which teachers can select appropriate Knowledge, Understandings, and Dos to develop their own unit(s) of instruction.

Knowledge: Refers to information such as vocabulary terms, definitions, and facts that may or may not need explicit instruction, however, are the foundation on which the lesson will be built.

Understandings: Refers to the important ideas, principles, and generalizations that allow students to make connections and see patterns and relationships among content.  These are the goals of the instruction, outcomes you expect to achieve.

Dos: Refers to demonstration of skills.  These are the skills that require explicit instruction.  By the completion of a lesson/unit, students should have mastered the selected skill(s).

GRADE 1-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says |

|explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn |

|from the text. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade K: With prompting and support, ask and|Grade 1: Ask and answer questions about key |Grade 2: Ask and answer such questions as |

|answer questions about key details in a text.|details in a text. |who, what, where, when, why and how to |

| | |demonstrate understanding of key details in |

| | |the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended |

| | |Thinking) |

|Texts |Authors include key details in informational |Make reasonable predictions as they read |

|Questions |texts which can help a reader ask and answer |Use information from the text and background|

|Answers |questions. |knowledge to make inferences |

|Key details | |Ask and answer questions which begin with |

|Predictions |Good readers know a question is different |who, what, where, when why, and how |

|Inferences |from a statement and requires an answer. |Ask and answer questions about key details in|

|Background knowledge | |a text |

|5 W’s + H questions (who, what, where, when, | | |

|why and how) | | |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 1) |

|With prompting and support, read informational texts appropriately complex for grade 1. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including |

|directions, forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

Reading Recursive Strategies:

o Assimilating prior knowledge

o Rereading to clarify information

o Seeking meaning of unknown vocabulary

o Making and revising predictions

o Using critical and divergent thinking and assimilating prior knowledge to draw conclusions

o Making connections and responding to text

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA

GRADE 5-Key Ideas and Details

Literary Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says explicitly |

|and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |

|CCSS – Grade Specific Reading Standard 1 (Literary) |

|Grade 4: Refer to details and examples in a text |Grade 5: Quote accurately from a text when |Grade 6: Cite textual evidence to support |

|when referring to what a text says explicitly and |explaining what the text says explicitly and|analysis of what the text says explicitly as|

|when drawing inferences from the text |when drawing inferences from the text |well as inferences drawn from the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Textual evidence/text support |Authors include key details in literary |Make, test and revise predictions as they |

|Inference |texts which can help a reader ask and answer|read |

|Prediction |questions. |Use the combination of explicitly stated |

|Author’s decisions (e.g., word choice, point of | |information, personal connections, |

|view, literary elements) |Good readers use examples, details, and |background knowledge, and connections to the|

|Generalizations |quotes from the text to support their |text to answer questions they have as they |

|Background knowledge |inferences. |read |

|Explicitly stated information | |Make implied inferences about author’s |

|Conclusion |Good readers use textual evidence, |decisions and literary elements in a text |

| |connections to their own lives and their |Differentiate between appropriate and |

| |background knowledge to make inferences and |inappropriate textual support |

| |draw conclusions about what they read. |Use quotes from a text when explaining what |

| | |the text says |

| | |Use quotes from the text when drawing |

| | |inferences from the text |

| | |Use quotes from the text to support |

| | |inferences |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5-Key Ideas and Details

Informational Reading Standard 1

|College and Career Readiness (CCR) Anchor Reading Standard Key Ideas and Details (1): Read closely to determine what the text says explicitly |

|and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. |

|CCSS – Grade Specific Reading Standard 1 (Informational) |

|Grade 4: Refer to details and examples in a text |Grade 5: Quote accurately from a text when |Grade 6: Cite strong and thorough textual |

|when referring to what a text says explicitly and |explaining what the text says explicitly and|evidence to support analysis of what the |

|when drawing inferences from the text. |when drawing inferences from the text. |text says explicitly as well as inferences |

| | |drawn from the text. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural and Application) |

|Text support |Authors include key details in informational|Make, test and revise predictions as they |

|Inference |texts which can help a reader ask and answer|read |

|Prediction |questions. |Use the combination of explicitly stated |

|Direct quotations | |information, background knowledge, and |

|Generalizations |Good readers use examples, details, and |connections to the text to answer questions |

|Background knowledge |quotes from the text to support their |they have as they read |

|Explicitly stated information from the text |inferences. |Make inferences about author’s decision and|

|Author’s decisions (e.g., paragraphing, quotations, | |the content of a text |

|organization of text, formatting devices, mode of |Good readers use textual evidence, |Differentiate between appropriate and |

|development used, notes to readers) |connections to their own lives and their |inappropriate textual support |

| |background knowledge to make inferences and |Use quotes from a text when explaining what |

| |draw conclusions about what they read. |the text says |

| | |Use quotes from the text when drawing |

| | |inferences from the text |

| | |Use quotes from the text to support |

| | |inferences |

| | |Quote accurately from a text when explaining|

| | |what the text says explicitly and when |

| | |drawing inferences from the text |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, |

|forms and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5- Key Ideas and Details

Literary Reading Standard 2

|College and Career Ready (CCR) Anchor Reading Standard (2): |

|Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|CCSS – Grade Specific Reading Standard 2 (Literary) |

|Grade 4: Determine a theme of a story, drama, or |Grade 5: Determine a theme of a story, |Grade 6: Determine a theme or central idea |

|poem from details in the text; summarize the text. |drama, or poem from details in the text; |of a text and how it is conveyed through |

| |including how characters in a story or drama|particular details; provide a summary of the|

| |respond to challenges or how the speaker in |text distinct from personal opinions or |

| |a poem reflects upon a topic; summarize the |judgments. |

| |text | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary texts |Authors of literary texts include details |Describe or graphically represent the |

|How to summarize |that help readers determine the theme or |relationship between central idea(s) and |

|Central idea(s) |central idea(s). |details |

|Theme | |Determine a theme in literary text(s) |

|Difference between central ideas and details in a |Good readers create effective summaries that|Determine characters’ or speakers’ roles in |

|story |capture the central idea(s) or theme of the |stories, dramas, poems (e.g., actions and |

|Role characters or speakers play in stories, drama, |text. |reactions) |

|or poems. | |Explain how particular details (e.g., |

|Characteristics of an effective summary for literary| |characters’ or speakers’ actions and |

|texts | |reactions) reveal a theme |

| | |Summarize a text, including the central |

| | |idea(s) in the original piece |

| | |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 |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5- Key Ideas and Details

Informational Reading Standard 2

|College and Career Ready (CCR) Anchor Reading Standard (2): |

|Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. |

|CCSS – Grade Level Reading Standard 2 (Informational) |

|Grade 4: Determine the main idea of a text and |Grade 5: Determine two or more main ideas of a |Grade 6: Determine a central idea of a text and |

|explain how it is supported by key details; |text and explain how they are supported by key |how it is conveyed through particular details; |

|summarize the text. |details; summarize the text. |provide a summary of the text distinct from |

| | |personal opinions or judgments. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text(s) include key |Determine two or more main ideas of a text |

|expository/technical texts) |details in order to help readers make meaning of |Recognize how ideas are organized in an |

|How to explain (e.g., what and why) |the text. |informational text |

|Central/main idea | |Describe or graphically represent the relationship|

|Types of text structures (e.g. sequence/ |Good readers use key details in an informational |between main ideas and details |

|chronological order, classification, definition, |text to identify the main topic. |Explain how the main ideas are supported by key |

|simple process, description, comparison) | |details |

|Different purposes for graphic organizers, based |Good readers develop effective summaries that are|Summarize the main ideas in an informational text,|

|on structure of text |supported by key details in informational |capturing the most important parts of the piece |

|Difference between main ideas and key details in |text(s). |Determine two or more main ideas of a text and |

|a text | |explain how they are supported by key details; |

|Characteristics of an effective summary for | |summarize the text |

|informational texts | | |

|How to summarize | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5-Key Ideas and Details

Literary Reading Standard 3

|College and Career Ready (CCR) Anchor Reading Standard (3): |

|Analyze how and why individual, events, and ideas develop and interact over the course of a text. |

|CCSS – Grade Specific Reading Standard 3 (Literary) |

|Grade 4: Describe in depth a character, setting, |Grade 5: Compare and contrast two or more |Grade 6: Describe how a particular story's or |

|or event in a story or drama, drawing on specific |characters, settings, or events in a story |drama's plot unfolds in a series of episodes as |

|details in the text (e.g., a character's thoughts,|or drama, drawing on specific details in the|well as how the characters respond or change as |

|words, or actions). |text (e.g., how characters interact). |the plot moves toward a resolution. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary texts |Authors use specific details in a story or |Identify and describe the plot events in a story|

|Key ideas |drama to describe characters, settings, or |or drama |

|Important/supporting details |events. |Describe the setting of a story or drama |

|Comparison (compare and contrast) | |Determine important details that support key |

|Story Elements |Good readers use details from literary texts|ideas |

|Plot (e.g., events, climax/turning point, |to support their thinking about and analysis|Describe (or graphically represent) characters |

|resolution,) |of characters, setting or events. |and their interactions using specific details |

|Conflict | |from the text |

|Characters and character roles (hero/villain, | |Compare and contrast characters, settings, |

|major/ minor, protagonist/ antagonist) | |events using appropriate graphic or written |

|Setting (e.g., time, place) | |representations, and using specific details from|

|Drama Elements | |the text(s) |

|Scenes | | |

|Dialogue | | |

|Stage directions | | |

|Character actions, feelings, words | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5-Key Ideas and Details

Informational Reading Standard 3

|College and Career Ready (CCR) Anchor Reading Standard (3): |

|Analyze how and why individuals, events, and ideas develop and interact over the course of a text. |

|CCSS – Grade Level Reading Standard 3 (Informational) |

|Grade 4: Explain events, procedures, ideas, or |Grade 5: Explain the relationships or |Grade 6: Analyze in detail how a key individual, |

|concepts in a historical, scientific, or |interactions between two or more individuals, |event, or idea is introduced, illustrated, and |

|technical text, including what happened and why, |events, ideas, or concepts in a historical, |elaborated in a text (e.g., through examples or |

|based on specific information in the text. |scientific, or technical text based on |anecdotes). |

| |specific information in the text. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors include specific information to |Identify multiple individuals, events, key |

|expository/technical texts) |explain the what and why of individuals, |ideas/concepts, procedures, etc. in a variety of |

|How to explain (e.g., what and why) |events, procedures, ideas and concepts in |informational/ technical texts |

|Key ideas/concepts, individuals, events, steps in|scientific, technical and historical texts |Distinguish between key ideas/concepts, procedures, |

|informational texts. | |individuals, events and explanatory |

|Specific details that explain key ideas, |Good readers understand the relationships |details/information |

|individuals, events, steps, etc. |between and among events, ideas/concepts or |Identify the specific details/information that |

|Key features of content-specific texts (e.g., |steps/procedures and use that information to |explain individuals, events, procedures, ideas, or |

|science, technical and historical texts) based on|make sense of what they read. |concepts in informational and technical texts |

|text features (e.g., events, steps, procedures) | |Identify words/phrases that signal explanations |

|Text structure in informational texts (e.g., | |between and among ideas, events, procedures, |

|time, sequence, cause/effect, steps) | |individuals |

|Relationships and interactions (e.g., one piece | |Use text-specific language(e.g., text structure or |

|of text “explains” another or stands in | |text features) to explain the relationships or |

|“contrast” to another or “comes before” another) | |interactions between two or more individuals in an |

|Transition/linking words that signal explanations| |informational/technical text |

|(e.g., because, then, as a consequence, in | | |

|contrast) for informational texts | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5-Craft and Structure

Literary Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (4): |

|Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific |

|word choices shape meaning or tone. |

|CCSS – Grade Level Reading Standard 4 (Literary) |

|Grade 4: Determine the meaning of words and |Grade 5: Determine the meaning of words and |Grade 6: Determine the meaning of words and phrases as |

|phrases as they are used in a text, including |phrases as they are used in a text, including |they are used in a text, including figurative and |

|those that allude to significant characters found|figurative language such as metaphors and |connotative meanings; analyze the impact of a specific |

|in mythology (e.g., Herculean). |similes. |word choice on meaning and tone. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Literary text |Authors make purposeful language choices to |Read and reread other sentences, paragraphs, and |

|Word choice |enhance the meaning of literary text(s). |non-linguistic images in the text to identify context |

|Context clues | |clues |

|Literal/ Denotative meaning |Good readers actively seek the meaning of |Use context clues to help unlock the meaning of unknown |

|Connotative meaning |unknown words/phrases to deepen their |words/phrases |

|Figurative or non-literal meaning (e.g., simile, |understanding of literary text(s). |Determine the appropriate definition of words that have |

|metaphor, personification, hyperbole/ | |more than one meaning |

|exaggeration, idiom) | |Differentiate between literal and non-literal meaning |

|Literary devices (e.g., alliteration, repetition,| |Identify and interpret figurative language and literary |

|rhythm, rhyme, dialogue) | |devices |

|Mood | |Describe how figurative language, literary devices, and |

| | |other language choices enhance and extend meaning |

| | |Determine the meaning of words and phrases as they are |

| | |used in a text, including figurative language such as |

| | |metaphors and similes |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5-Craft and Structure

Informational Reading Standard 4

|College and Career Ready (CCR) Anchor Reading Standard (4): Interpret words and phrases as |

|they are used in a text, including determining technical, connotative, and figurative meanings, and |

|analyze how specific word choices shape meaning or tone. |

|CCSS – Grade Level Reading Standard 4 (Literary) |

|Grade 4: Determine the meaning of general academic |Grade 5: Determine the meaning of general |Grade 6: Determine the meaning of words and phrases |

|and domain-specific words or phrases in a text |academic and domain-specific words and |as they are used in a text, including figurative, |

|relevant to a grade 4 topic or subject area. |phrases in a text relevant to a grade 5 |connotative, and technical meanings. |

| |topic or subject area. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text |Authors make purposeful language choices to|Read and reread other sentences, paragraphs, and |

|Word choice |enhance the meaning of informational |non-linguistic images in the text to identify context|

|Context clues |text(s). |clues |

|Literal/ Denotative meaning | |Use context clues to help unlock the meaning of |

|Connotative meaning |Good readers actively seek the meaning of |unknown words/phrases |

|Figurative or non-literal meaning (e.g., simile, |unknown words/phrases to deepen their |Determine the appropriate definition of words that |

|metaphor, personification, hyperbole/ exaggeration)|understanding of informational text(s). |have more than one meaning |

| | |Differentiate between literal and non-literal meaning|

| | |Identify and interpret figurative language |

| | |Describe how figurative language and other language |

| | |choices enhance and extend meaning |

| | |Determine the meaning of general academic and |

| | |domain-specific words and phrases in a text relevant |

| | |to a grade 5 topic or subject area |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5-Craft and Structure

Literary Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): Analyze the structure of text, including how specific sentences, paragraphs, and larger |

|portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. |

|CCSS – Grade Level Reading Standard 5 (Literary) |

|Grade 4: Explain major differences between poems, |Grade 5: Explain how a series of chapters, |Grade 6: Analyze how a particular sentence, chapter, scene, or|

|drama, and prose, and refer to the structural |scenes, or stanzas fits together to provide|stanza fits into the overall structure of a text and |

|elements of poems (e.g. verse, rhythm, meter) and |the overall structure of a particular |contributes to the development of the theme, setting, or plot. |

|drama (e.g. casts of characters, settings, |story, drama, or poem. | |

|descriptions, dialogue, stage directions) when | | |

|writing or speaking about a text. | | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text |Authors’ choices of text structures vary |Identify genre |

|How to explain |according to genre. |Identify text structures |

|Various text structures (e.g., sentences, paragraph,| |Explain how a series of chapters fit together to provide the |

|chapter, section, stanza, scenes) |Good readers understand the structure of a |overall structure of a story |

|Characteristics of genres (e.g., poetry, drama, |text and use this information to make sense|Explain how a series of scenes fit together to provide the |

|stories) |of what they read. |overall structure of a drama |

|Relationships between parts of text and whole text | |Explain how the stanzas fit together to provide the overall |

| | |structure of a poem |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5-Craft and Structure

Informational Reading Standard 5

|College and Career Ready (CCR) Anchor Literary Reading Standard (5): |

|Analyze the structure of text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to|

|each other and the whole. |

|CCSS – Grade Level Reading Standard 5 (Informational) |

|Grade 4: Describe the overall structure (e.g. |Grade 5: Compare and contrast the overall |Grade 6: Analyze how a particular sentence, paragraph, |

|chronology, comparison, cause/effect, problem/solution)|structure (e.g. chronology, comparison, |chapter, or section fits into the overall structure of a |

|of events, ideas, concepts, or information in a text or|cause/effect, problem/solution) of events, |text and contributes to the development of the ideas. |

|part of a text. |ideas, concepts, or information in two or more | |

| |texts. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text use various |Compare the overall structure of events, ideas, concepts, |

|expository/technical texts) |structures to share information. |or information in two or more texts |

|Compare | |Contrast the overall structure of events, ideas, concepts,|

|Contrast |The structure of events, ideas, concepts, or |or information in two or more texts |

|Text structure/patterns of organization (e.g., |information can vary from one text to another. |Identify the overall structure of events, ideas, concepts,|

|chronology, comparison, cause/effect, problem/solution)| |and information in a text |

| |Good readers recognize the similarities and |Compare and contrast the overall structure of events, |

| |differences in text structure to better |ideas, concepts, or information in two or more texts |

| |understand the information in texts. | |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of |

|the range. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and information |

|displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5-Craft and Structure

Literary Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

|Assess how point of view or purpose shapes the content and style of a text. |

|CCSS – Grade Level Reading Standard 6 (Literary) |

|Grade 4: Compare and contrast the point of view |Grade 5: Describe how a narrator’s or |Grade 6: Explain how an author develops the point of |

|from which different stories are narrated, |speaker’s point of view influences how |view of the narrator or speaker in a text. |

|including the difference between first- and |events are described. | |

|third-person narrations. | | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application |

| | |and Extended Thinking) |

|Literary text(s) |An author develops texts by making choices,|Describe the author’s overall purpose for writing a |

|How to describe |including point of view, to achieve his/her|text |

|Author’s purpose (e.g., to inform, to persuade, to |purpose. |Describe how point of view affects a literary text |

|entertain, to describe, to explain how) for writing| |Describe how a narrator’s or speaker’s point of view |

|a text |Authors use the narrator and speaker (point|influences how events are described |

|Point of view (limited, first-person, third-person,|of view) to develop plot, character, and | |

|all-knowing) |central message or theme. | |

|Perspective | | |

|View point/Attitude |Good readers recognize that the narrator’s | |

|Author’s purpose |or speaker’s point of view influences how | |

|Speaker/Narrator |events are described. | |

|Audience | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5-Craft and Structure

Informational Reading Standard 6

|College and Career Ready (CCR) Anchor Reading Standard (6): |

|Assess how point of view or purpose shapes the content and style of a text. |

|CCSS – Grade Level Reading Standard 6 (Informational) |

|Grade 4: Compare and contrast a firsthand and |Grade 5: Analyze multiple accounts of the |Grade 6: Determine an author's point of view or purpose |

|secondhand account of the same event or topic; |same event or topic, noting important |in a text and explain how it is conveyed in the text. |

|describe the differences in focus and the |similarities and differences in the point | |

|information provided. |of view they represent. | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and |

| | |Extended thinking) |

|Informational text (both literary nonfiction and |Authors control what the reader knows |Describe the author’s overall purpose for writing a text |

|expository/technical texts) |through the choices they make (e.g., |Identify the intended audience |

|How to analyze |content, point of view, style, word |Describe how the author addresses the needs of the |

|Point of view |choice). |audience |

|Author’s viewpoint/focus/attitude/bias | |Describe how the author’s choices reflect his/her |

|Author’s roles/purposes (to inform, to persuade, to|Good readers recognize that multiple |viewpoint, focus, attitude or bias |

|explain how, to entertain) for writing a text |accounts of the same event will have |Describe how the author’s choices shape the content |

|Audience |similarities and differences based on the |Explain how the viewpoint of the author is conveyed in a |

|Compare and Contrast |point of view they represent. |text |

| | |Analyze multiple accounts of the same event or topic, |

| |Good readers analyze the text to better |noting similarities and differences in the viewpoint |

| |understand the author’s viewpoint/attitude |represented in a text |

| |and purpose. | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5- Integration of Knowledge and Ideas

Literary Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): |

|Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|CCSS – Grade Level Reading Standard 7 (Literary) |

|Grade 4: Make connections between the text of a |Grade 5: Analyze how visual and multimedia |Grade 6: Compare and contrast the experience of |

|story or drama and a visual or oral presentation of|elements contribute to the meaning, tone, |reading a story, drama, or poem to listening to or |

|the text, identifying where each version reflects |or beauty of a text (e.g., graphic novel, |viewing an audio, video, or live version of the text,|

|specific descriptions and directions in the text. |multimedia presentation of fiction, |including contrasting what they "see" and "hear" when|

| |folktale, myth, poem). |reading the text to what they perceive when they |

| | |listen or watch. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and |

| | |Extended thinking) |

|How to analyze |Authors’/directors’ choices of visual and |Identify the visual and multimedia elements in a |

|Visual and multimedia elements (e.g., text, |multimedia elements in a literary text |literary text |

|graphics, sound, photos, pictures, animations, |convey meaning and contribute to/create an |Determine the meaning and tone of a literary text |

|audio, video) |aesthetic appeal. |Explain how authors’/directors’ choices contribute to|

|Versions of text (e.g., written, audio, visual, | |the meaning of a literary text |

|live, print, digital) |Good readers analyze the visual and oral |Analyze how visual and multimedia elements contribute|

|Genres (e.g., graphic novel, multimedia |elements in a literary text to enhance |to the meaning, tone, or beauty of a text |

|presentation, fiction, folktale, myth, poem) |their understanding. | |

|Narrative elements (e.g., character, setting, plot,| | |

|tone, mood, theme/central idea) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5- Integration of Knowledge and Ideas

Informational Reading Standard 7

|College and Career Ready (CCR) Anchor Reading Standard (7): Integrate and evaluate content |

|presented in diverse media and formats, including visually and quantitatively, as well as in words. |

|CCSS – Grade Level Reading Standard 7 (Informational) |

|Grade 4: Interpret information presented visually, |Grade 5: Draw on information from multiple print |Grade 6: Integrate information presented in |

|orally, or quantitatively (e.g., in charts, graphs, |or digital sources, demonstrating the ability to |different media or formats (e.g., visually, |

|diagrams, time lines, animations, or interactive |locate an answer to a question quickly or to |quantitatively) as well as in words to develop a |

|elements on Web pages) and explain how the |solve a problem efficiently. |coherent understanding of a topic or issue. |

|information contributes to an understanding of the | | |

|text in which it appears. | | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Digital sources |Authors present information in diverse formats |Identify media sources |

|Graphics/images/illustrations (e.g., pictures, |and media. |Differentiate between relevant and irrelevant |

|photographs, charts, graphs, diagrams, time lines, | |information |

|animations, interactive elements on Web pages, audio,|Readers’ and viewers’ make choices about the most|Differentiate between reliable and unreliable |

|video) |efficient way to retrieve information. |resources |

|Media formats (e.g., visual, oral, quantitative) | |Deconstruct questions/problems to identify needed |

|Relevant vs. irrelevant information |Good readers’ and viewers’ use information from a|information |

|Reliable vs. unreliable resources |variety of text/media sources to answer questions|Access media sources to solve a problem or answer |

| |and solve problems. |a question |

| | |Use relevant information to solve a problem or |

| | |answer a question |

| | |Use a variety of media sources to solve a problem|

| | |or answer a question |

| | |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 |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms and |

|information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE 5- Integration of Knowledge and Ideas

Informational Reading Standard 8

|College and Career Ready (CCR) Anchor Reading Standard (8): Delineate and evaluate the argument and specific claims in a text, including the |

|validity of the reasoning as well as the relevance and sufficiency of the evidence. |

|CCSS – Grade Level Reading Standard 8 (Informational) |

|Grade 4: Explain how an author uses reasons and |Grade 5: Explain how an author uses reasons|Grade 6: Trace and evaluate the argument and specific |

|evidence to support particular points in a text. |and evidence to support particular points |claims in a text, distinguishing claims that are |

| |in a text, identifying which reasons and |supported by reasons and evidence from claims that are |

| |evidence support which point(s). |not. |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors provide reasons/examples/ evidence |Identify the author’s key ideas/points |

|expository/technical texts) |in informational text to support their |Identify (e.g., by telling, writing, graphically |

|How to explain |points and ideas. |representing) reasons/examples/evidence/details that |

|Main/key ideas/points |Good readers identify the reasons/examples/|support the author’s key ideas/points |

|Supporting details |evidence an author uses to support points |Differentiate between relevant and irrelevant |

|Relevant vs. irrelevant details |and ideas to enhance their understanding of|reasons/examples/evidence |

|Reasons/examples/evidence |an informational text. |Identify the relevant reasons/examples/evidence an |

|Persuasive techniques (e.g., emotional words, | |author gives to support points in a text |

|repetition, name calling) | |Explain how an author uses reasons and evidence to |

| | |support particular points in a text, identifying which |

| | |reasons and evidence support which point(s) |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

GRADE 5- Integration of Knowledge and Ideas

Literary Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (9): |

|Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|CCSS – Grade Level Reading Standard 9 (Literary) |

|Grade 4: Compare and contrast the treatment of |Grade 5: Compare and contrast stories in |Grade 6: Compare and contrast texts in different |

|similar themes and topics (e.g., opposition of good|the same genre (e.g., mysteries and |forms or genres (e.g., stories and poems; historical |

|and evil) and patterns of events (e.g., the quest) |adventure stories) on their approaches to |novels and fantasy stories) in terms of their |

|in stories, myths, and traditional literature from |similar themes and topics. |approaches to similar themes and topics. |

|different cultures. | | |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Compare/Contrast |Authors’ approaches to themes and topics |Identify the characteristics of various genres |

|Theme(s) |are influenced by their perspectives and |Identify the theme of a text |

|Topic(s) |their intentions. |Distinguish between a topic and theme |

|Characteristics of various genres (e.g., mysteries,|Good readers compare and contrast various |Identify and explain author’s intention/purpose |

|adventure stories) |texts to deepen their understanding of |Identify and explain author’s perspective/view point |

|Author’s choices (e.g., audience, word choice, text|themes and topics. |Identify, cite, and explain textual evidence |

|structure, mood) | |(examples of author’s choices) which reveal the |

|Author’s intention/purpose (e.g., to reveal a | |author’s intentions/purposes |

|conflict, to draw attention to an issue or event, | |Compare and contrast stories in the same genre on |

|to predict the future, to understand the past) | |their approaches to similar themes and topics |

|Author’s perspective/view point | | |

|Text-to-text, text-to-world connections | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

GRADE 5- Integration of Knowledge and Ideas

Informational Reading Standard 9

|College and Career Ready (CCR) Anchor Reading Standard (9): |

|Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. |

|CCSS – Grade Level Reading Standard 9 (Informational) |

|Grade 4: Integrate information from two texts on |Grade 5: Integrate information from several texts|Grade 6: Compare and contrast one author's |

|the same topic in order to write or speak about |on the same topic in order to write or speak |presentation of events with that of another (e.g.,|

|the subject knowledgeably. |about the subject knowledgeably. |a memoir written by and a biography on the same |

| | |person). |

|KNOW |UNDERSTAND |DO |

|(Factual) |(Conceptual) |(Procedural, Application and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text provide information|Establish a purpose for gathering information |

|expository/technical texts) |and key details on topics in different ways. |Identify the most important points from several |

|Compare/contrast | |texts for a given purpose |

|Important points/main ideas |Good readers make meaning of informational texts |Identify the key/supporting details from several |

|Most important vs. least important points |by integrating important information presented in|texts for a given purpose |

|Key/supporting details |several texts in order to present it for a |Use a method for managing and organizing selected |

|Purpose for gathering information |specific purpose. |information |

|Methods to manage and organize selected | |Integrate information from several texts on the |

|information (e.g., graphic organizers, electronic| |same topic in order to write or speak about the |

|notes) | |subject knowledgeably |

|How to integrate information in a purposeful way | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 5) |

|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. |

| |

|Informational Text-Literary Nonfiction and Historical, Scientific, and Technical Texts |

|Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms |

|and information displayed in graphs, charts or maps; and digital sources on a range of topics |

-----------------------

The shaded areas highlight both the College and Career Readiness Anchor Reading Standard Key Ideas and Details and the CCSS for the grade level indicated.

This arrow indicates the CCSS of grade level prior to the grade level you are working. This allows you to see the progression of from grade to grade.

This arrow indicates the CCSS of grade level above the grade level you are working. This allows you to see the progression of from grade to grade.

These recursive strategies are the basic reading strategies that students must know and use to become successful readers.  Some of the strategies are not explicitly stated in the Common Core State Standards for ELA.

The Know, Understand and Do columns align to the shaded grade level.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download