COMMON CORE STATE STANDARDS FOR English Language Arts Literacy in ...

COMMON CORE STATE STANDARDS FOR

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

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Appendix B: Grades 4-5 Text Exemplars and Sample Performance Tasks

OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grades 4-5

Exemplars of Reading Text Complexity, Quality, and Range & Sample Performance Tasks Related to Core Standards

Selecting Text Exemplars

The following text samples primarily serve to exemplify the level of complexity and quality that the Standards require all students in a given grade band to engage with. Additionally, they are suggestive of the breadth of texts that students should encounter in the text types required by the Standards. The choices should serve as useful guideposts in helping educators select texts of similar complexity, quality, and range for their own classrooms. They expressly do not represent a partial or complete reading list.

The process of text selection was guided by the following criteria:

? Complexity. Appendix A describes in detail a three-part model of measuring text complexity based on qualitative and quantitative indices of inherent text difficulty balanced with educators' professional judgment in matching readers and texts in light of particular tasks. In selecting texts to serve as exemplars, the work group began by soliciting contributions from teachers, educational leaders, and researchers who have experience working with students in the grades for which the texts have been selected. These contributors were asked to recommend texts that they or their colleagues have used successfully with students in a given grade band. The work group made final selections based in part on whether qualitative and quantitative measures indicated that the recommended texts were of sufficient complexity for the grade band. For those types of texts--particularly poetry and multimedia sources--for which these measures are not as well suited, professional judgment necessarily played a greater role in selection.

? Quality. While it is possible to have high-complexity texts of low inherent quality, the work group solicited only texts of recognized value. From the pool of submissions gathered from outside contributors, the work group selected classic or historically significant texts as well as contemporary works of comparable literary merit, cultural significance, and rich content.

? Range. After identifying texts of appropriate complexity and quality, the work group applied other criteria to ensure that the samples presented in each band represented as broad a range of sufficiently complex, high-quality texts as possible. Among the factors considered were initial publication date, authorship, and subject matter.

Copyright and Permissions

For those exemplar texts not in the public domain, we secured permissions and in some cases employed a conservative interpretation of fair use, which allows limited, partial use of copyrighted text for a nonprofit educational purpose as long as that purpose does not impair the rights holder's ability to seek a fair return for his or her work. In instances where we could not employ fair use and have been unable to secure permission, we have listed a title without providing an excerpt. Thus, some short texts are not excerpted here, as even short passages from them would constitute a substantial portion of the entire work. In addition, illustrations and other graphics in texts are generally not reproduced here. Such visual elements are particularly important in texts for the youngest students and in many informational texts for readers of all ages. (Using the qualitative criteria outlined in Appendix A, the work group considered the importance and complexity of graphical elements when placing texts in bands.)

Appendix B ? Grades 4-5 | 2

OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grades 4-5

When excerpts appear, they serve only as stand-ins for the full text. The Standards require that students engage with appropriately complex literary and informational works; such complexity is best found in whole texts rather than passages from such texts.

Please note that these texts are included solely as exemplars in support of the Standards. Any additional use of those texts that are not in the public domain, such as for classroom use or curriculum development, requires independent permission from the rights holders. The texts may not be copied or distributed in any way other than as part of the overall Common Core State Standards Initiative documents.

Sample Performance Tasks

The text exemplars are supplemented by brief performance tasks that further clarify the meaning of the Standards. These sample tasks illustrate specifically the application of the Standards to texts of sufficient complexity, quality, and range. Relevant Reading standards are noted in brackets following each task, and the words in italics in the task reflect the wording of the Reading standard itself. (Individual grade- specific reading standards are identified by their strand, grade, and number, so that RI.4.3, for example, stands for Reading, Informational Text, grade 4, standard 3.)

How to Read This Document

The materials that follow are divided into text complexity grade bands as defined by the Standards: K?1, 2?3, 4?5, 6?8, 9?10, and 11?CCR. Each band's exemplars are divided into text types matching those required in the Standards for a given grade. K?5 exemplars are separated into stories, poetry, and informational texts (as well as read-aloud texts in kindergarten through grade 3). The 6?CCR exemplars are divided into English language arts (ELA), history/social studies, and science, mathematics, and technical subjects, with the ELA texts further subdivided into stories, drama, poetry, and informational texts. (The history/social studies texts also include some arts-related texts.) Citations introduce each excerpt, and additional citations are included for texts not excerpted in the appendix. Within each grade band and after each text type, sample performance tasks are included for select texts.

Media Texts

Selected excerpts are accompanied by annotated links to related media texts freely available online at the time of the publication of this document.

This document contains text excerpted from the CCSS ELA Appendix B.

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OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grades 4-5

Table of Contents

Grades 4?5 Text Exemplars...................................................................................................... 5

Stories ................................................................................................................................. 5

Carroll, Lewis. Alice's Adventures in Wonderland. ............................................................................... 5 Burnett, Frances Hodgson. The Secret Garden. ................................................................................... 5 Farley, Walter. The Black Stallion......................................................................................................... 6 Saint-Exup?ry, Antoine de. The Little Prince. ....................................................................................... 6 Babbitt, Natalie. Tuck Everlasting. ....................................................................................................... 6 Singer, Isaac Bashevis. "Zlateh the Goat." ........................................................................................... 7 Hamilton, Virginia. M. C. Higgins, the Great. ....................................................................................... 7 Erdrich, Louise. The Birchbark House. .................................................................................................. 8 Curtis, Christopher Paul. Bud, Not Buddy. ........................................................................................... 8 Lin, Grace. Where the Mountain Meets the Moon. ............................................................................. 9

Poetry................................................................................................................................ 10

Blake, William. "The Echoing Green." ................................................................................................ 10 Lazarus, Emma. "The New Colossus." ................................................................................................ 10 Thayer, Ernest Lawrence. "Casey at the Bat.".................................................................................... 11 Dickinson, Emily. "A Bird Came Down the Walk.".............................................................................. 12 Sandburg, Carl. "Fog." ........................................................................................................................ 13 Frost, Robert. "Dust of Snow." ........................................................................................................... 13 Dahl, Roald. "Little Red Riding Hood and the Wolf." ......................................................................... 13 Nichols, Grace. "They Were My People." .......................................................................................... 13 Mora, Pat. "Words Free As Confetti." ................................................................................................ 13

Sample Performance Tasks for Stories and Poetry ............................................................. 14

Informational Texts ........................................................................................................... 15

Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet. ........................................ 15 Carlisle, Madelyn Wood. Let's Investigate Marvelously Meaningful Maps. ...................................... 15 Lauber, Patricia. Hurricanes: Earth's Mightiest Storms. .................................................................... 15 Otfinoski, Steve. The Kid's Guide to Money: Earning It, Saving It, Spending It, Growing It, Sharing It.

....................................................................................................................................................... 16 Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions............................................. 16 Schleichert, Elizabeth. "Good Pet, Bad Pet." ..................................................................................... 16 Kavash, E. Barrie. "Ancient Mound Builders.".................................................................................... 16 Koscielniak, Bruce. About Time: A First Look at Time and Clocks. ..................................................... 16 Banting, Erinn. England the Land. ...................................................................................................... 17 Hakim, Joy. A History of US. ............................................................................................................... 17 Ruurs, Margriet. My Librarian Is a Camel: How Books Are Brought to Children Around the World. . 18 Simon, Seymour. Horses..................................................................................................................... 18 Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. 19 Simon, Seymour. Volcanoes. .............................................................................................................. 19 Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball. .............................................. 20 Hall, Leslie. "Seeing Eye to Eye." ........................................................................................................ 20 Ronan, Colin A. "Telescopes." ............................................................................................................ 22 Buckmaster, Henrietta. "Underground Railroad." ............................................................................. 23

Sample Performance Tasks for Informational Texts ........................................................... 23

Appendix B ? Grades 4-5 | 4

OREGON COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grades 4-5

Grades 4?5 Text Exemplars

Stories

Carroll, Lewis. Alice's Adventures in Wonderland. Illustrated by John Tenniel. New York: William Morrow, 1992. (1865) From Chapter 1: "Down the Rabbit-Hole"

Alice was beginning to get very tired of sitting by her sister on the bank, and of having nothing to do: once or twice she had peeped into the book her sister was reading, but it had no pictures or conversations in it, `and what is the use of a book,' thought Alice `without pictures or conversation?'

So she was considering in her own mind (as well as she could, for the hot day made her feel very sleepy and stupid), whether the pleasure of making a daisy-chain would be worth the trouble of getting up and picking the daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so VERY remarkable in that; nor did Alice think it so VERY much out of the way to hear the Rabbit say to itself, `Oh dear! Oh dear! I shall be late!' (when she thought it over afterwards, it occurred to her that she ought to have wondered at this, but at the time it all seemed quite natural); but when the Rabbit actually TOOK A WATCH OUT OF ITS WAISTCOAT-POCKET, and looked at it, and then hurried on, Alice started to her feet, for it flashed across her mind that she had never before seen a rabbit with either a waistcoat-pocket, or a watch to take out of it, and burning with curiosity, she ran across the field after it, and fortunately was just in time to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how in the world she was to get out again.

Burnett, Frances Hodgson. The Secret Garden. New York: HarperCollins, 1985. (1911) From "There's No One Left"

When Mary Lennox was sent to Misselthwaite Manor to live with her uncle everybody said she was the most disagreeable-looking child ever seen. It was true, too. She had a little thin face and a little thin body, thin light hair and a sour expression. Her hair was yellow, and her face was yellow because she had been born in India and had always been ill in one way or another. Her father had held a position under the English Government and had always been busy and ill himself, and her mother had been a great beauty who cared only to go to parties and amuse herself with gay people. She had not wanted a little girl at all, and when Mary was born she handed her over to the care of an Ayah, who was made to understand that if she wished to please the Mem Sahib she must keep the child out of sight as much as possible. So when she was a sickly, fretful, ugly little baby she was kept out of the way, and when she became a sickly, fretful, toddling thing she was kept out of the way also. She never remembered seeing familiarly anything but the dark faces of her Ayah and the other native servants, and as they always obeyed her and gave her her own way in everything, because the Mem Sahib would be angry if she was disturbed by her crying, by the time she was six years old she was as tyrannical and selfish a little pig as ever lived. The young English governess who came to teach her to read and write disliked her so much that she gave up her place in three months, and when other governesses came to try to fill it they always went away in a shorter time than the first one. So if Mary had not chosen to really want to know how to read books she would never have learned her letters at all.

Appendix B ? Grades 4-5 | 5

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