CCR READING Anchor Standard 4
CCR READING Anchor 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."
LITERARY TEXT
| |Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |
|CCSS |K.RL.4. Ask and answer questions|1.RL.4. Identify words and |2.RL.4. Describe how words and |3.RL.4. Determine the meaning of|4.RL.4. Determine the meaning of|5.RL.4. Determine the meaning of|
| |about unknown words in text. |phrases in stories or poems that|phrases (e.g., regular beats, |words and phrases as they are |words and phrases as they are |words and phrases as they are |
| | |suggest feelings or appeal to |alliteration, rhymes, repeated |used in a text, distinguishing |used in a text, including those |used in a text, including |
| | |the senses. |lines) supply rhythm and meaning|literal from nonliteral |that allude to significant |figurative language such as |
| | | |in a story, poem, or song. |language. |characters found in mythology |metaphors and similes. |
| | | | | |(e.g., Herculean). | |
CCR READING Anchor 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."
INFORMATIONAL TEXT
| |Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |
|CCSS |K.RI.4. With prompting and |1.RI.4. Ask and answer questions|2.RI.4. Determine the meaning of|3.RI.4. Determine the meaning of|4.RI.4. Determine the meaning of|5.RI.4. Determine the meaning of|
| |support, ask and answer |to help determine or clarify the|words and phrases in a text |general academic and |general academic and |general academic and |
| |questions about unknown words in|meaning of words and phrases in |relevant to a grade 2 topic or |domain-specific words and |domain-specific words or phrases|domain-specific words and |
| |a text. |a text. |subject area. |phrases in a text relevant to a |in a text relevant to a grade 4 |phrases in a text relevant to a |
| | | | |grade 3 topic or subject area. |topic or subject area. |grade 5 topic or subject area. |
CCR LANGUAGE Anchor Standard 4. "Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate."
| |Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |
|CCSS |K.L.4. Determine or clarify the |1.L.4. Determine or clarify the |2.L.4. Determine or clarify the |3.L.4. Determine or clarify the |4.L.4. Determine or clarify the |5.L.4. Determine or clarify the |
| |meaning of unknown and |meaning of unknown and |meaning of unknown and |meaning of unknown and |meaning of unknown and |meaning of unknown and |
| |multiple-meaning words and |multiple-meaning words and |multiple-meaning words and |multiple-meaning word and |multiple-meaning words and |multiple-meaning words and |
| |phrases based on kindergarten |phrases based on grade 1 reading|phrases based on grade 2 reading|phrases based on grade 3 reading|phrases based on grade 4 reading|phrases based on grade 5 reading|
| |reading and content. |and content, choosing flexibly |and content, choosing flexibly |and content, choosing flexibly |and content, choosing flexibly |and content, choosing flexibly |
| |a. Identify new meanings for |from an array of strategies. |from an array of strategies. |from a range of strategies. |from a range of strategies. |from a range of strategies. |
| |familiar words and apply them |a. Use sentence-level context as|a. Use sentence-level context as|a. Use sentence-level context as|a. Use context (e.g., |a. Use context (e.g., cause/ |
| |accurately (e.g., knowing duck |a clue to the meaning of a word |a clue to the meaning of a word |a clue to the meaning of a word |definitions, examples, or |effect relationships and |
| |is a bird and learning the verb |or phrase. |or phrase. |or phrase. |restatements in text) as a clue |comparisons in text) as a clue |
| |to duck). |b. Use frequently occurring |b. Determine the meaning of the |b. Determine the meaning of the |to the meaning of a word or |to the meaning of a word or |
| |b. Use the most frequently |affixes as a clue to the meaning|new word formed when a known |new word formed when a known |phrase. |phrase. |
| |occurring inflections and |of a word. |prefix is added to a known word |affix is added to a known word |b. Use common, grade-appropriate|b. Use common, grade-appropriate|
| |affixes (e.g., -ed, -s, re-, |c. Identify frequently occurring|(e.g., happy/unhappy, |(e.g., agreeable/ disagreeable, |Greek and Latin affixes and |Greek and Latin affixes and |
| |un-, pre-, -ful, -less) as a |root words (e.g., look) and |tell/retell). |comfortable/ uncomfortable, |roots as clues to the meaning of|roots as clues to the meaning of|
| |clue to the meaning of an |their inflectional forms (e.g., |c. Use a known root word as a |care/careless, heat/preheat). |a word (e.g., telegraph, |a word (e.g., photograph, |
| |unknown word. |looks, looked, looking). |clue to the meaning of an |c. Use a known root word as a |photograph, autograph). |photosynthesis). |
| | | |unknown word with the same root |clue to the meaning of an |c. Consult reference materials |c. Consult reference materials |
| | | |(e.g., addition, additional). |unknown word with the same root |(e.g., dictionaries, glossaries,|(e.g., dictionaries, glossaries,|
| | | |d. Use knowledge of the meaning |(e.g., company, companion). |thesauruses), both print and |thesauruses), both print and |
| | | |of individual words to predict |d. Use glossaries or beginning |digital, to find the |digital, to find the |
| | | |the meaning of compound words |dictionaries, both print and |pronunciation and determine or |pronunciation and determine or |
| | | |(e.g., birdhouse, lighthouse, |digital, to determine or clarify|clarify the precise meaning of |clarify the precise meaning of |
| | | |housefly; bookshelf, notebook, |the precise meaning of key words|key words and phrases. |key words and phrases. |
| | | |bookmark). |and phrases. | | |
| | | |e. Use glossaries and beginning | | | |
| | | |dictionaries, both print and | | | |
| | | |digital, to determine or clarify| | | |
| | | |the meaning of words and | | | |
| | | |phrases. | | | |
CCR LANGUAGE Anchor Standard 5: "Demonstrate understanding of figurative language, word relationships, and nuances in word meanings."
| |Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |
|CCSS |K.L.5. With guidance and support|1.L.5. With guidance and support|2.L.5. Demonstrate understanding|3.L.5. Demonstrate understanding|4.L.5. Demonstrate understanding|5.L.5. Demonstrate understanding|
| |from adults, explore word |from adults, demonstrate |of word relationships and |of word relationships and |of figurative language, word |of figurative language, word |
| |relationships and nuances in |understanding of word |nuances in word meanings. |nuances in word meanings. |relationships, and nuances in |relationships, and nuances in |
| |word meanings. |relationships and nuances in |a. Identify real-life |a. Distinguish the literal and |word meanings. |word meanings. |
| |a. Sort common objects into |word meanings. |connections between words and |non-literal meanings of words |a. Explain the meaning of simple|a. Interpret figurative |
| |categories (e.g., shapes, foods)|a. Sort words into categories |their use (e.g., describe foods |and phrases in context (e.g., |similes and metaphors (e.g., as |language, including similes and |
| |to gain a sense of the concepts |(e.g., colors, clothing) to gain|that are spicy or juicy). |take steps). |pretty as a picture) in context.|metaphors, in context. |
| |the categories represent. |a sense of the concepts the |b. Distinguish shades of meaning|b. Identify real-life |b. Recognize and explain the |b. Recognize and explain the |
| |b. Demonstrate understanding of |categories represent. |among closely related verbs |connections between words and |meaning of common idioms, |meaning of common idioms, |
| |frequently occurring verbs and |b. Define words by category and |(e.g., toss, throw, hurl) and |their use (e.g., describe people|adages, and proverbs. |adages, and proverbs. |
| |adjectives by relating them to |by one or more key attributes |closely related adjectives |who are friendly or helpful). |c. Demonstrate understanding of |c. Use the relationship between |
| |their opposites (antonyms). |(e.g., a duck is a bird that |(e.g., thin, slender, skinny, |c. Distinguish shades of meaning|words by relating them to their |particular words (e.g., |
| |c. Identify real-life |swims; a tiger is a large cat |scrawny). |among related words that |opposites (antonyms) and to |synonyms, antonyms, homographs) |
| |connections between words and |with stripes). | |describe states of mind or |words with similar but not |to better understand each of the|
| |their use (e.g., note places at |c. Identify real-life | |degrees of certainty (e.g., |identical meanings (synonyms). |words. |
| |school that are colorful). |connections between words and | |knew, believed, suspected, | | |
| |d. Distinguish shades of meaning|their use (e.g., note places at | |heard, wondered). | | |
| |among verbs describing the same |home that are cozy). | | | | |
| |general action (e.g., walk, |d. Distinguish shades of meaning| | | | |
| |march, strut, prance) by acting |among verbs differing in manner | | | | |
| |out the meanings. |(e.g., look, peek, glance, | | | | |
| | |stare, glare, scowl) and | | | | |
| | |adjectives differing in | | | | |
| | |intensity (e.g., large, | | | | |
| | |gigantic) by defining or | | | | |
| | |choosing them or by acting out | | | | |
| | |the meanings. | | | | |
CCR LANGUAGE Anchor Standard 6: "Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression."
| |Grade K |Grade 1 |Grade 2 |Grade 3 |Grade 4 |Grade 5 |
|CCSS |K.L.6. Use words and phrases |1.L.6. Use words and phrases |2.L.6. Use words and phrases |3.L.6. Acquire and use |4.L.6. Acquire and use |5.L.6. Acquire and use |
| |acquired through conversations, |acquired through conversations, |acquired through conversations, |accurately grade-appropriate |accurately grade-appropriate |accurately grade-appropriate |
| |reading and being read to, and |reading and being read to, and |reading and being read to, and |conversational, general |general academic and |general academic and |
| |responding to texts. |responding to texts, including |responding to texts, including |academic, and domain specific |domain-specific words and |domain-specific words and |
| | |using frequently occurring |using adjectives and adverbs to |words and phrases, including |phrases, including those that |phrases, including those that |
| | |conjunctions to signal simple |describe (e.g., When other kids |those that signal spatial and |signal precise actions, |signal contrast, addition, and |
| | |relationships (e.g., because). |are happy that makes me happy). |temporal relationships (e.g., |emotions, or states of being |other logical relationships |
| | | | |After dinner that night we went |(e.g., quizzed, whined, |(e.g., however, although, |
| | | | |looking for them). |stammered) and that are basic to|nevertheless, similarly, |
| | | | | |a particular topic (e.g., |moreover, in addition). |
| | | | | |wildlife, conservation, and | |
| | | | | |endangered when discussing | |
| | | | | |animal preservation). | |
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