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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 4-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 3: Ask and answer questions to |Grade 4: Refer to details and examples in|Grade 5: Quote accurately from a text |

|demonstrate understanding of a text, |a text when explaining to what a text |when explaining what the text says |

|referring explicitly to the text as the |says explicitly and when drawing |explicitly and when drawing inferences |

|basis for the answers. |inferences from the text. |from the text |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Text references |Authors include key details in literary |Make, test and revise predictions as they|

|Explicit information |texts which can help a reader ask and |read |

|Inference |answer questions. |Use the combination of explicitly stated |

|Prediction | |information, background knowledge, and |

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

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

|Literary elements (e.g., character, |inferences. |Refer to details and examples from the |

|setting, events) | |text when explaining what the text says |

|Details and examples |Good readers use textual evidence, |Make implied inferences about literary |

|Author’s decisions |connections to their own lives and their |elements and author’s decisions in a text|

| |background knowledge to make inferences |Refer to details and examples from the |

| |and draw conclusions about what they |text when drawing inferences |

| |read. | |

| | | |

| |Good readers make meaning using the | |

| |details and examples in a text. | |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text |

|complexity band proficiently, with scaffolding as needed at the high end of the range. |

GRADE 4-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 3: Ask and answer questions to |Grade 4: Refer to details and examples |Grade 5: Quote accurately from a text |

|demonstrate understanding of a text, |in a text when explaining what the text |when explaining what the text says |

|referring explicitly to the text as the |says explicitly and when drawing |explicitly and when drawing inferences |

|basis for the answers. |inferences from the text. |from the text. |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Inference |Authors include key details in |Make, test and revise predictions as they|

|Prediction |informational texts which can help a |read |

|Details and examples |reader ask and answer questions. |Use the combination of explicitly stated |

|Generalizations |Good readers use examples and details |information , background knowledge, and |

|Background knowledge |from the text to support their |connections to the text to answer |

|Explicitly stated information from the |inferences. |questions they have as they read |

|text | |Refer to details and examples from the |

|Author’s decisions (e.g., paragraphing, |Good readers use textual evidence |text when explaining what the text says |

|quotations, organization of text, |connections to their own lives and their |Make implied inferences about author’s |

|formatting devices, mode of development |background knowledge to make inferences |decisions and the content of a text |

|used, notes to readers) |and draw conclusions about what they |Refer to details and examples from the |

| |read. |text when drawing inferences |

| |Good readers make meaning using the | |

| |details and examples in a text. | |

|CCSS – Grade Specific Reading Informational Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, |

|in the grades 4-5 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 4- Key Ideas and Details

Literary Reading Standard 2

|College and Career Readiness (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 3: Recount stories, including |Grade 4: Determine a theme of a story, |Grade 5: Determine a theme of a story, |

|fables, folktales, and myths from diverse|drama, or poem from details in the text; |drama, or poem from details in the text; |

|cultures; determine their central |summarize the text. |including how characters in a story or |

|message, lesson, or moral and explain how| |drama respond to challenges or how the |

|it is conveyed through key details in the| |speaker in a poem reflects upon a topic; |

|text. | |summarize the text |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Literary texts |Authors of literary texts include details|Determine the central idea(s) of literary|

|How to summarize |that help readers determine the theme or |text(s) |

|Central idea(s) |central idea(s). |Determine the theme of literary text(s) |

|Theme | |Identify the difference between central |

|Difference between central ideas and |Good readers create effective summaries |ideas and details in a story |

|details in a story |that capture the central idea(s) or theme|Identify the characteristics of an |

|Characteristics of an effective summary |of the text. |effective summary for literary texts |

|for literary texts | |Determine a theme of a story, drama, or |

| | |poem from details in the text; summarize |

| | |the text |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text |

|complexity band proficiently, with scaffolding as needed at the high end of the range. |

GRADE 4- 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 3: Determine the main idea of a text and |Grade 4: Determine the main idea of a text and |Grade 5: Determine two or more main ideas of a text|

|explain how it is supported by key details. |explain how it is supported by key details; |and explain how they are supported by key details; |

| |summarize the text. |summarize the text. |

|KNOW |UNDERSTAND |DO |

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

|Informational text (both literary nonfiction |Authors of informational text(s) include key |Determine the main idea of an informational text |

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

|Main idea |the text. |informational text |

|Key details | |Describe or graphically represent the relationship |

|Characteristics of explanation (e.g., what and |Good readers use key details in an informational |between main idea and details. |

|why) |text to identify the main topic. |Explain how the main idea is supported by key |

|Difference between main ideas and key details | |details |

|in a text |Good readers develop effective summaries that |Summarize the main idea in an informational text, |

|Informational text features and/or structure(s)|capture the main ideas of informational text(s). |including the most important parts of the piece |

|which help suggest main idea | |Determine the main idea of a text and explain how |

|Characteristics of an effective summary for | |it is supported by key details; summarize the text |

|informational text | | |

|How to summarize | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4-Key Ideas and Details

Literary Reading Standard 3

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

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

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

|Grade 3: Describe characters in a story (e.g., their|Grade 4: Describe in depth a character, |Grade 5: Compare and contrast two or more |

|traits, motivations, or feelings) and explain how |setting, or event in a story or drama, |characters, settings, or events in a story or |

|their actions contribute to the sequence of events. |drawing on specific details in the text |drama, drawing on specific details in the text|

| |(e.g., a character's thoughts, words, or |(e.g., how characters interact). |

| |actions). | |

|KNOW |UNDERSTAND |DO |

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

| | |Thinking) |

|Literary texts |Authors use specific details in a story |Identify important, specific details that |

|Key ideas |or drama to describe characters, |support key ideas |

|Important/supporting key details |settings, or events. |Identify and describe the plot events in a |

|Story Elements | |story or drama |

|Plot (e.g., events, climax/turning point, |Good readers use specific details from a |Describe the setting of a story or drama |

|resolution,) |literary text to support their thinking |Describe or graphically represent characters |

|Conflict (man vs. man, man vs. self, man vs. nature,|about characters, settings or events. |(traits, thoughts, words, feelings and |

|etc.) | |actions) |

|Characters and character roles (hero/villain, major/| |Describe in depth a character, setting, or |

|minor, protagonist/ antagonist) | |event in a story or drama, drawing on specific|

|Setting (e.g., time, place) | |details in a text |

|Drama Elements | | |

|Scenes | | |

|Dialogue | | |

|Stage directions | | |

|Character traits, actions, feelings, words | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band |

|proficiently, with scaffolding as needed at the high end of the range. |

GRADE 4-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 3: Describe the relationship between a |Grade 4: Explain events, procedures, ideas, or |Grade 5: Explain the relationships or |

|series of historical events, scientific ideas |concepts in a historical, scientific, or technical |interactions between two or more individuals, |

|or concepts, or steps in technical procedures |text, including what happened and why, based on |events, ideas, or concepts in a historical, |

|in a text, using language that pertains to |specific information in the text. |scientific, or technical text based on specific |

|time, sequence, and cause/effect. | |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 the events, key ideas/ concepts, steps in |

|expository/technical texts) |explain events, procedures, ideas and |informational texts |

|How to explain (e.g., what and why) |concepts in scientific, technical and |Distinguish between key ideas and explanatory details|

|Key ideas/concepts, events, steps in informational |historical texts and why they occur. |Identify and describe how informational and technical|

|texts. | |texts are structured |

|Specific details that explain key ideas, events, |Good readers understand the relationships |Identify words/phrases that signal explanations |

|steps |between and among events, ideas/concepts or|Explain how ideas, events, steps are connected |

|Key features of content-specific texts (e.g., |steps/procedures and use that information |Use specific information to explain what and why key |

|science, technical and historical texts) based on |to make sense of what they read. |events, ideas, procedures, events happened |

|text features (e.g., events, steps, procedures) | | |

|Text structure in informational texts (e.g., time, | | |

|sequence, cause/effect, steps). | | |

|Connections and relationships (e.g., one piece of | | |

|text “explains” another or stands in “contrast” to | | |

|another or “comes before” another) | | |

|Transition/linking words that signal explanations | | |

|(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 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4-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 3: Determine the meaning of words and |Grade 4: Determine the meaning of words and |Grade 5: Determine the meaning of words and |

|phrases as they are used in a text, |phrases as they are used in a text, including those|phrases as they are used in a text, including |

|distinguishing literal from non-literal |that allude to significant characters found in |figurative language such as metaphors and |

|language. |mythology (e.g., Herculean). |similes. |

|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 |

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

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

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

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

|Words/phrases that reference well-known characters | |Identify and interpret figurative language and |

|or stories (e.g., from well-known mythology, fairy | |literary devices |

|tales, fables, legends) | |Describe how figurative language, literary devices, |

|Literary devices (e.g., alliteration, repetition, | |and other language choices enhance meaning |

|rhythm, rhyme, dialogue) | |Determine the meaning of words and phrases as they |

|Mood | |are used in a text, including those that allude to |

| | |significant characters found in mythology |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 4-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 3: Determine the meaning of general academic |Grade 4: Determine the meaning of general |Grade 5: Determine the meaning of general academic |

|and domain-specific words and phrases in a text |academic and domain-specific words or |and domain-specific words and phrases in a text |

|relevant to a grade 3 topic or subject area. |phrases in a text relevant to a grade 4 |relevant to a grade 5 topic or subject area. |

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

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

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

| | |Identify and interpret figurative language |

| | |Describe how figurative language and other language |

| | |choices enhance meaning |

| | |Determine the meaning of general academic and |

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

| | |to a grade 4 topic or subject area |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4-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 3: Refer to parts of stories, dramas, and |Grade 4: Explain major differences between |Grade 5: Explain how a series of chapters, scenes, or |

|poems when writing or speaking about a text, using |poems, drama, and prose, and refer to the |stanzas fits together to provide the overall structure of|

|terms such as chapter, scene, and stanza; describe |structural elements of poems (e.g. verse, |a particular story, drama, or poem. |

|how each successive part builds on earlier sections |rhythm, meter) and drama (e.g. casts of | |

| |characters, settings, 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,| |Describe the text structure of prose |

|chapter, section, stanza, scenes) |Good readers understand the structure of a text |Describe the structural elements of poems |

|Structural elements of poems (e.g., line, stanza, |and use this information to make sense of what |Describe the structural elements of drama |

|rhyme, verse, rhythm, meter) |they read. |Make predictions about text based on text structures |

|Structural elements of drama (e.g., casts of | |Explain major differences between poems, drama, and prose|

|characters, settings, descriptions, dialogue, stage |Good readers understand that the structure of a |referring to their structural elements |

|directions) |literary text varies by genre. | |

|Structural elements of prose (e.g. sentence, | | |

|paragraph, chapter) | | |

|Relationships between parts of text and whole text | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with |

|scaffolding as needed at the high end of the range. |

GRADE 4-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 3: Use text features and search tools (e.g. |Grade 4: Describe the overall structure (e.g.|Grade 5: Compare and contrast the overall structure (e.g. |

|key words, sidebars, hyperlinks) to locate |chronology, comparison, cause/effect, |chronology, comparison, cause/effect, problem/solution) of |

|information relevant to a given topic efficiently. |problem/solution) of events, ideas, concepts,|events, ideas, concepts, or information in two or more texts.|

| |or information in a text or part of a text. | |

|KNOW |UNDERSTAND |DO |

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

| | |and Extended Thinking) |

|Informational text (both literary nonfiction and |Authors of informational text use various |Describe the overall structure of events in an informational |

|expository/technical texts) |structures to share information. |text or part of a text |

|How to describe | |Describe the overall structure of ideas in an informational |

|Text structure/patterns of organization (e.g., |Good readers use text features to locate |text or part of a text |

|chronology, comparison, cause/effect, |relevant information. |Describe the overall structure of concepts in an |

|problem/solution) | |informational text or part of a text |

| | |Describe the overall structure of information in an |

| | |informational text or part of a text |

| | |Describe the overall text structure of events, ideas, |

| | |concepts, or information in a text or part of a text |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4-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 3: Distinguish their own point of view from |Grade 4: Compare and contrast the point of|Grade 5: Describe how a narrator’s or speaker’s point|

|that of the narrator or those of the characters. |view from which different stories are |of view influences how events are described. |

| |narrated, including the difference between | |

| |first- and third-person narrations. | |

|KNOW |UNDERSTAND |DO |

|(factual) |(conceptual) |(procedural & application) |

|Literary text(s) |An author’s purpose for writing a piece of |Identify the author’s purpose for writing a text |

|Compare |text affects the choices he/she makes in |Identify the point of view of a text |

|Contrast |constructing the text including the point |Describe how point of view affects a literary text |

|Point of View (first-person, third-person) |of view selected. |Differentiate between first-person and third-person |

|Author’s view point | |narration |

|Narrator/Narration |Good readers recognize that there are some |Identify the strengths and weaknesses of using |

|Speaker |similarities and differences between first |first-person and third-person point of view. |

|Audience |and third person point of view. |Compare and contrast the point of view from which |

|Differences between first-person and third-person | |different stories are narrated, including the |

|narrations | |difference between first- and third-person narrations|

|Author’s purpose (e.g., to inform, to persuade, to | | |

|entertain, to describe, to explain how) for writing| | |

|a text | | |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 4-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 3: Distinguish their own point of view from |Grade 4: Compare and contrast a firsthand |Grade 5: Analyze multiple accounts of the same event |

|that of the author of a text. |and secondhand account of the same event or|or topic, noting important similarities and |

| |topic; describe the differences in focus |differences in the point of view they represent. |

| |and the information provided. | |

|KNOW |UNDERSTAND |DO |

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

| | |Extended thinking) |

|Informational text (both literary nonfiction and |An author’s focus/viewpoint affects the |Identify the author’s purpose for writing a text |

|expository/technical texts) |choices he/she makes (e.g., style, word |Identify a firsthand account |

|Compare |choice, content) in shaping a text. |Identify a secondhand account |

|Contrast | |Explain how a firsthand and secondhand account are |

|Firsthand account (primary) of an event or topic |Good readers look at first and secondhand |different |

|Secondhand (secondary) account of an event or topic|account of the same event or topic to obtain |Compare and contrast a firsthand and secondhand |

|Author’s viewpoint/focus/attitude |different information. |account of an event or topic |

|Author’s roles/purposes (to inform, to persuade, to| |Describe differences in focus and information |

|explain how, to entertain) for writing a text |Good readers recognize that the same event |provided by firsthand and secondhand accounts of an|

| |can be interpreted differently when told from|event or topic |

| |different perspectives/viewpoints. |Compare and contrast a firsthand and secondhand |

| | |account of the same event or topic; describe the |

| | |differences in focus and the information provided |

|Range of Reading and Level of Text Complexity |

|CCSS-Grade Specific Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4- 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 3: Explain how specific aspects of a text's |Grade 4: Make connections between the text|Grade 5: Analyze how visual and multimedia elements |

|illustrations contribute to what is conveyed by the|of a story or drama and a visual or oral |contribute to the meaning, tone, or beauty of a text |

|words in a story (e.g., create mood, emphasize |presentation of the text, identifying where|(e.g., graphic novel, multimedia presentation of |

|aspects of a character or setting). |each version reflects specific descriptions|fiction, folktale, myth, poem). |

| |and directions in the text. | |

|KNOW |UNDERSTAND |DO |

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

| | |Extended thinking) |

|How to make connections |Authors/directors make choices which can |Recognize the unique tools used in visual and oral |

|Compare |result in multiple interpretations of the |versions of a text |

|Contrast |same text. |Compare and contrast the written version of text to |

|Illustrations (e.g., pictures, photos, drawings) | |the visual or oral presentation of the same text |

|Narrative elements (e.g., character, setting, |Good readers make connections between the |Make connections between the text of a story or drama|

|plot/events, mood) |written and visual or oral presentations of|and a visual or oral presentation of the text, |

|Versions of text (e.g., written, visual, oral, |a literary text to enhance their |identifying where each version reflects specific |

|print, digital) |understanding. |descriptions and directions in the text |

|Genre (e.g., story, drama) | | |

|Visual tools (e.g., lighting, props) | | |

|Oral tools (e.g., sound effects, music, voice ) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 4- 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 3: Use information gained from illustrations |Grade 4: Interpret information presented |Grade 5: Draw on information from multiple |

|(e.g., maps, photographs) and the words in a text |visually, orally, or quantitatively (e.g., in |print or digital sources, demonstrating the |

|to demonstrate understanding of the text (e.g., |charts, graphs, diagrams, time lines, animations,|ability to locate an answer to a question |

|where, when, why, and how key events occur). |or interactive elements on Web pages) and explain|quickly or to solve a problem efficiently. |

| |how the information contributes to an | |

| |understanding of the text in which it appears. | |

|KNOW |UNDERSTAND |DO |

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

|Characteristics of interpretation |Authors choose details and illustrations to |Identify the information presented in specific |

|Graphics/images/illustrations (e.g., pictures, |include in an informational text in order to |images (e.g., pictures, photographs, charts, |

|photographs, charts, graphs, diagrams, time lines, |convey meaning. |graphs, diagrams, time lines, animations, |

|animations, interactive elements on Web pages, | |interactive elements on Web pages, audio, |

|audio, video) |Good readers use the details and illustrations |video) |

|Kinds of contributions (e.g., clarifies, |available in an informational text to make |Integrate information from graphics/images/ |

|illustrates, exemplifies, opposes, provides |meaning of the text(s). |illustrations with words from the text to make |

|background) | |meaning |

|Media formats (e.g., visual, oral, quantitative) | |Interpret information presented visually, |

| | |orally, or quantitatively (e.g., in charts, |

| | |graphs, diagrams, time lines, animations, or |

| | |interactive elements on Web pages) |

| | |Interpret how information presented visually, |

| | |orally or quantitatively connects to text |

| | |(e.g., clarifies, illustrates, exemplifies, |

| | |opposes, provides background) |

| | |Explain how the information contributes to an |

| | |understanding of the text in which it appears. |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4- Integration of Knowledge and Ideas

Literary Reading Standard 8

There is no Standard 8 for Literature.

GRADE 4- 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 3: Describe the logical connection between |Grade 4: Explain how an author uses reasons |Grade 5: Explain how an author uses reasons and |

|particular sentences and paragraphs in a text |and evidence to support particular points in a|evidence to support particular points in a text, |

|(e.g., comparison, cause/effect, first/second/third|text. |identifying which reasons and evidence support |

|in a sequence). | |which point(s). |

|KNOW |UNDERSTAND |DO |

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

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

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

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

|Main/key ideas | |that support the author’s key ideas/points |

|Supporting details |Good readers identify the |Differentiate between relevant and irrelevant |

|Relevant vs. irrelevant details |reasons/examples/evidence an author uses to |reasons/examples/evidence/details |

|Reasons/examples/evidence |support points and ideas to enhance their |Identify the relevant reasons/examples/evidence an|

|Persuasive techniques (e.g., emotional words, |understanding of an informational text. |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 |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 4- 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 3: Compare and contrast the themes, settings,|Grade 4: Compare and contrast the |Grade 5: Compare and contrast stories in the same |

|and plots of stories written by the same author |treatment of similar themes and topics |genre (e.g., mysteries and adventure stories) on |

|about the same or similar characters (e.g., in |(e.g., opposition of good and evil) and |their approaches to similar themes and topics. |

|books from a series). |patterns of events (e.g., the quest) in | |

| |stories, myths, and traditional literature | |

| |from 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 |

|Culture(s) | |Identify and explain author’s intention/purpose |

|Characteristics of various genres (e.g., |Good readers compare and contrast various |Identify and explain author’s perspective/view point |

|multicultural literature, stories, and myths) |texts to deepen their understanding of |Identify, cite, and explain textual evidence |

|Author’s choices (e.g., audience, word choice, text|themes and topics. |(examples of author’s choices) which reveal the |

|structure, mood) | |author’s intentions/purposes |

|Author’s intention/purpose (e.g., to reveal a | |Compare and contrast the treatment of similar themes |

|conflict, to draw attention to an issue or event, | |and topics and patterns of events in stories, myths, |

|to predict the future, to understand the past) | |and traditional literature from different cultures |

|Author’s perspective/view point | | |

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

|Pattern of events (e.g., the quest, | | |

|problem/solution, cause/effect, explanation of a | | |

|natural phenomenon) | | |

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, |

|with scaffolding as needed at the high end of the range. |

GRADE 4- 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 3: Compare and contrast the most |Grade 4: Integrate information from two texts on |Grade 5: Integrate information from several texts|

|important points and key details presented in |the same topic in order to write or speak about the|on the same topic in order to write or speak |

|two texts on the same topic. |subject knowledgeably. |about the subject knowledgeably. |

|KNOW |UNDERSTAND |DO |

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

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

|expository/technical texts) |information and key details on topics in |Identify the most important points from two texts for|

|Compare/contrast |different ways. |a given purpose |

|Important points/main ideas | |Identify the key/supporting details from two texts |

|Most important vs. least important points |Good readers make meaning of informational |for a given purpose |

|Key/supporting details |texts by integrating important information |Use a method for managing and organizing selected |

|Purpose for gathering information |presented in two texts in order to present |information |

|Methods to manage and organize selected information|it for a specific purpose. |Integrate information from two texts on the same |

|(e.g., graphic organizers, electronic notes) | |topic in order to write or speak about the subject |

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

|Range of Reading and Level of Text Complexity |

|CCSS- Grade Specific Reading Standard 10 (Grade 4) |

|By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 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 |

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

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.

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