Common Core ELA Standards & Targets Literature K-4

Common Core ELA Standards & Targets Literature K-4
A beginning framework for guaranteeing the design and delivery of CCSS aligned literacy curriculum to all students An Adaptation of the Common Core Standards. (2010). National Governors Association Center for Best Practices and Council of Chief State School Officers.

College & Career Readiness Anchor Standards for Reading
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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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. 5. Analyze the structure of texts, 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. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 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. 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. 10. Read and comprehend complex literary and informational texts independently and proficiently. College & Career Readiness Anchor Standards for Reading

GRADE K: Key Ideas and Details Student Friendly “I can” Statements
RL.K.1. With prompting and support*, ask and answer questions about key details in a text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to distinguish questions from statements when they hear them.* I can tell the difference between a telling and an asking sentence.* I can tell the difference between a question that is about a text we are reading and a question that is not about the text.* I can wait for someone to finish talking before I answer a question.* Students will be able to answer a question about a text the class is reading.* I can answer a question about something we are reading in class.* Students will be able to ask questions about a text the class is reading.* I can tell the difference between an answer that is about a text we are reading and an answer that is not about the text.* I can ask a question about something we are reading in class.* Students will be able to identify a key detail in a text with details that may not be as important as others.* I can identify a detail in a story we are reading.* I can answer questions about key details in a text.* I can tell the difference between a detail and a key detail in a text that we are reading in class.* I can ask a question about key details in a story*

GRADE K: Key Ideas and Details Student Friendly “I can” Statements
RL.K.2. With prompting and support*, retell familiar stories, including key details Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to use their own words to retell a familiar story.* I can repeat words from a story.* I can sit and listen to reading of a story several times.* I can remember parts of the story by using the illustrations as clues.* I can use my own words to retell the story.* RL.K With prompting and support, identify characters, settings, and major events in a story. Students will be able to identify and/or name characters in a story.* I can identify characters in the story as the people or animals.* I can remember the names of characters in the story.* Students will be able to identify story setting & notice setting changes.* I can identify the setting in the story as where the story takes place.* I can describe the setting in the story using my own words.* Students will be able to identify the major action or events of a story.* I can remember the major actions of characters in a story.* I can describe the major events in a story.*

GRADE 1: Key Ideas and Details Student Friendly “I can” Statements
RL.1.1. Ask and answer questions about key details in a text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to identify key details in a text that provides many details (about characters, setting, action) some not as important as others. I can tell the difference between a telling and an asking sentence. I can tell the difference between a question that is about a text we are reading and a question that is not about the text. I can wait for someone to finish talking before I answer a question. I can identify a detail in a story I can tell the difference between an answer that is about a text we are reading and an answer that is not about the text. I can tell the difference between a detail and a key detail about a character in a story. I can tell the difference between a detail and a key detail about setting of a story. I can tell the difference between a detail and a key detail about events or action in a story. Students will be able to use details to answer a question about a text the class is reading. I can use my memory to answer a question about something we are reading in class. I can use a key detail from the story to answer a question about what we are reading. Students will be able to use key details to ask a question about a text the class is reading. I can ask a question about something we are reading in class. I can use a key detail, like using a character’s name, to ask a question about a story we are reading.

RL.1.2. Retell stories, including key details, and demonstrate understanding of the central message or lesson. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to remember a story and retell the story in their own words. I can sit and listen to reading of a story several times.* I can remember parts of the story by using the illustrations as clues.* I can use my own words to retell the story.* I can use my memory to recount the characters and main events of a story. I can look back in a story and using the pictures, I can retell the story including key details about characters, setting, and events. Students will be able to retell a simple story: introducing the characters, describe the setting, and recount the events. I can explain the central or main idea of a story in my own words after the teacher tells me story’s message.. I can use the key details about a character to explain the central message of a story.. I can use a combination of the key details about the characters and their action to explain the central message of a story. Students will use key details to retell a simple story: introduce the characters, describe the setting, and recount the events in order Given the central message of a story, students will be able to use the key details of characters and action to explain why the message fits the story.

RL.1.3. Describe characters, settings, and major events in a story, using key details. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to identify and/or name characters in a story. I can identify characters in the story as the people or animals.* I can identify the setting in the story as where the story takes place.* I can remember the major actions of characters in a story.* I can remember the names of characters in the story.* I can describe the setting in the story using my own words.* I can describe the major events in a story.* I can identify characters in the story as the people or animals. I can describe characters in a story using a combination of key details and my own words. Students will be able to identify story setting & notice setting changes. I can identify the setting in the story as where the story takes place. I can describe setting of a story using a combination of key details and my own words. Students will be able to identify the major action or events of a story. I can remember and retell the major actions of characters in a story. I can describe the major events of the story using a combination of key details and my own words. Students will be able to describe characters in a story. I can tell the difference between identifying and describing. Students will be able to describe story setting/s. Students will be able to describe major action or events of a story.

GRADE 2: Key Ideas and Details (page 1 of 2
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to ask and answer “who” questions to show understanding of characters and character interaction. I can tell the difference between a detail and a key detail about a character in a story. I can tell the difference between a detail and a key detail about setting of a story. I can tell the difference between a detail and a key detail about events or action in a story. I can ask a question about something we are reading in class. I can use a key detail from the story to answer a question about what we are reading. I can use a key detail, like using a character’s name, to ask a question about a story we are reading. I can start a question with the word “who.” I can start a question with the word “what.” I can start a question with the word “where.” I can start a question with word “when.” I can start a question with the word “why.” I can start a question with the word “how.” I can start a text dependent question with the word “who.” I can start a text dependent question with the word “what.” I can start a text dependent question with the word “where.” I can start a text dependent question with word “when.” I can start a text dependent question with the word “why.” I can start a text dependent question with the word “how.” Students will be able to ask and answer “what” questions to show understanding of character’s actions and the results of their actions. Students will be able to ask and answer “where” and “when” questions to show understanding of setting as time and place. I can start a text dependent question “how” or “why” to ask about ideas the story doesn’t explain very well.

GRADE 2: Key Ideas and Details (Page 2 of 2)
RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to ask and answer “why” and “how” questions to show literal understanding of cause / effect and character motivation. I answer a question that begins with the word “who.” I can answer a question that begins with the word “what.” I can answer a question that begins with the word “where.” I can answer a question that begins with word “when.” I can answer a question that begins with the word “why.” I can answer a question that begins with the word “how.” I can use text details to answer a text dependent question that begins with the word “who.” I can use text details to answer a text dependent question that begins with the word “what.” I can use text details to answer a text dependent question that begins with the word “where.” I can use text details answer a text dependent question that begins with word “when.” I can use text details answer a text dependent question that begins with the word “why.” I can use text details to answer a text dependent question that begins with the word “how.” Students will be able to ask and answer “where” and “when” questions to show understanding of setting as time and place. Students will be able to ask and answer “why” and “how” questions to wonder about ideas not literally explained in the story. (see page 1 of 2)

RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to distinguish a fable, a folktale, & realistic fiction. use my memory to recount the characters and main events of a story. explain the central or main idea of a story in my own words after the teacher tells me story’s message. look back in a story and use pictures to retell the story including key details about characters, setting, and events. use the key details about a character to explain the story’s central message. use a combination of key details about characters and actions to explain the central message of a story. I can tell the difference between (identify) a fable from realistic stories. I can retell a fable, a folktale, or a realistic story. Students will be able to recount a story using past tense. I can tell the difference between (identify) a folktale from realistic stories. Students will be able to recount a unfamiliar story from a culture different from their own. I can define a fable I can explain the lesson behind the moral of the story in a fable. I can determine the central message or lesson of a folktale. I can deteremine the central message of a realistic fiction. Students will be able to identify the moral of a story. I can define a folktale Students will be able to explain the moral of story that is explicilty stated. I can define realistic fiction Students will be able to determine the central messge of moralistic story when the moral is not explicitly given. I can identify differences between cultures as shown in a story I can explain differences between two cultures.

RL.2.3. Describe how characters in a story respond to major events and challenges. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to distinguish major events from minor events in a story. Identify characters in the story as the people or animals. Identify the setting in the story as where the story takes place. Remember & retell the major actions of characters in a story. Tell the difference between identifying and describing. Describe characters using combination of key details & own words. Describe story setting using a combination of key details & own words. Describe major story events using combination of key details & own words. Describe story characters using combination of key details & own words. Describe story setting using combination of key details & own words. I can identify the major or most important events in a story. I can explain why one event in a story is more important than another event. Students will be able to identify the effect of major events on characters. I can identify the minor or less important events in a story I can describe or explain how character/s respond or react to major events in a story. Students will be able to describe how major events affect characters physcially and/or emotionally. I can identify parts of the story that challenge the character/s. I can describe or explain how characters respond or react to to challenges in a story. I can identify characters who are challenged by events in the story.

RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to use the text as a resource to support answers to questions posed either by their classmates or the teacher. I can start a question with the words who, what, when, where, why, and how. I answer a text related question that begins with the words who, what, when, where, why, and how. I can use text details to answer a text dependent question that begins with the word who, what, when, where, why, and how. I can start a text dependent question with the words who, what, when, where, why, and how. I can define the word “explicit.” I can locate a list of words or phrases in a text. I can remember what I read and where to find the information in a text. I can use a combination of my memory and words from the text to answer a question about a story we have read. I can refer to the text “explicilty” when answering a question asked by the teacher. I can locate information in the text as an answer to the teacher’s question when it is found in one place in the text. Students will be able to use the text as a resource to generate text dependent questions. I can tell when a question has one answer or more than one answser. I can locate informaton in more than one place of the text to answer the teacher’s question. I can use the text to ask a question about the text we/I have read. I can think about characters and their actions to ask a question about how they react.

RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to distinguish myths from fables, folktales, and realistic fiction. Identify a fable. Identify realistic stories. Identify a folktale Define a fable Define a folktale Define realistic fiction Identify differences between cultures as shown in a story Explain the difference between fable and realistic stories. Retell a fable, a folktale, or a realistic story. Explain the lesson behind the moral of the story in a fable. Determine the central message or lesson of a folktale. De teremine the central message of a realistic fiction. Explain differences between two cultures. I can define myth I can identify specific qualities of a myth: characters, setting, laws of nature. I can locate specific details in a text to prove a story is a myth. Students will be able to recount distinguish myths from fables, folktales, and realistic fiction. I can tell the difference between a myth, a fable a realistic fiction, and a folktale. I can explain the differences between characters in a myth, a fable, and a folktale. Students will be able to determine the central message of specific fables, folktales, and myths. I can tell the difference between a central message and moral. I can figure out the message of a myth by thinking about what the characters do and say. I can figure out the message of folktale by looking at what the characters do say. Students will be able to explain the how central messages or morals are developed in specific fables, folktales, and myths. I can figure out the message of a realistic fiction by looking at what the characters do say.

RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to describe character’s emotions. Identify the major or most important events in a story. Identify the minor or less important events in a story Identify parts of the story that challenge the character/s. Identify characters who are challenged by events in the story. Explain why one event in a story is more important than another event. Describe or explain how character/s respond or react to major events in a story. Describe or explain how characters respond or react to to challenges in a story. I can define “sequence.” I can put a series of events from a story in the correct order. I can recount the events of a story in the proper order even if the story told the events in a different order. Students will be able to identify what motivates a character to act. I can define “traits.” I can define “motivation.” I can define “feelings” and “emotions.” I can describe the traits of a specific character including physical and emotional traits. Students will be able to explain how a character’s physical characteristics and feelings work to together to cause a character to act. I can match emotions with actions (e.g., love and helping; anger and hurting; jealousy and stealing). I can identify specific places in a text where a character shows emotion and acts on that emotion. Students will be able to sequene a series of events in a story that relate both to a character’s thoughts or feeings and the events in the story. I can explain why a character acts in a certain way based on their emotions or other motivation.

RL.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to identify explicit examples provided in a text. Define “explicit.” Remember what I read and where to find the information in a text. Refer to the text “explicitly” when answering a question Tell when a question has one answer or more than one answer. Use the text to ask a question about the text we/I have read. Locate a list of words or phrases in a text. Use a combination of my memory and words from the text to answer a question about a story we have read. Locate information in the text as an answer to a when it is found in one place in the text. Locate information in more than one place of the text/. Think about characters and their actions to ask a question about how they react. I can define “examples.” I can use examples from a text to explain or support a general answer to a question. Students will be able to use text clues to draw inferences about a text: about characters emotions, about location or setting, about characters actions; about characters thining. I can distinguish literal examples from details. I can use specific text details to provide a specific answer to a text. I can use specific text details as examples when explaining what a text says. Students will be able to use details as examples to support their thinking. I can define “inference.” I can find clues to support an inference already provided in a question. Students will be able to use examples and/or details to support their inferences: when making predictions, when making connections. Given and inference and clues to make that inference, I can match inference and clue. I can use specific examples to explain how I made an inference from the text. I can use examples from the text to explain how I made an inference from the text.

RL.4.2. Determine the theme of story, drama, or poem from details in the text; summarize the text. Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to distinguish prose from poetry. Define myth Identify specific qualities of a myth: characters, setting, laws of nature. Tell the difference between a myth, a fable a realistic fiction, and a folktale. Tell the difference between a central message and moral. Locate specific details in a text to prove a story is a myth. Explain differences between characters in a myth, a fable, and a folktale. Figure out the message of a myth by thinking about what the characters do and say. Figure out the message of folktale by looking at what the characters do say. Figure out the message of a realistic fiction by looking at what the characters do say. I can define drama I can distinguish a drama from a poem or story. I can explain why some types of literature overlap Studnets will be able to identify when authors choose to combine literary approaches: i.e., Dr. Suess (poetry and story) I can define prose I can tell the difference between prose, poetry and drama. I can define “theme.” I can explain how theme is like central message or moral. I can analyze major events in a text as clues to determine/infer theme. Studnets will be able to analyze a story, drama, or poem to determine the text’s theme. I can define “summarize.” I can eliminate less important details to provide a shortened version of a text. I can combine details to help develop a summary. I can identify the most important parts of story to use in summarizing: characters, action, outcomes. Studnets will be able to explain their determination of theme by using details from the text. Students will be able to distill a text (prose story, drama, poem) in order to summarize the text. I can indentify the most important parts of a poem to use in summarizing: ideas and images. I can analyze the author’s use of images to express ideas and emotion to determine the theme of a poem.

RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specfic details in the text (e.g., a character’s thoughts, words, or actions). Teacher Objectives Prerequisite Skills Student Friendly “I can” Statements Performance Task Knowledge Skills/Reasoning Students will be able to look at various details /aspects of a charcater’s descripton and actions to draw a clear picture of the character. Define “sequence.” Put a series of events from a story in the correct order. Define “traits.” Define “motivation.” Dfine “feelings” and “emotions.” Match emotions with actions Recount the events of a story in the proper order even if the story told the events in a different order. Describe the traits of a specific character including physical and emotional traits. Identify specific places in a text where a character shows emotion and acts on that emotion. Explain why a character acts in a certain way based on their emotions or other motivation. I can list the way that characters are developed: words, actions, thoughts, reactions of other characters. I can use describe a character using details about thoughts, words, and actions. . Studnets will attend to the details of setting and be able to fully describe the setting: time, place, conditions. I can identify aspects in a story or drama that develops setting: time, place, weather. I can uset the details of setting across a text to develop a complete description of the setting. I can identify the parts of an event or major action in a story: beginning, the middle, and the end. I can uset the details of an event or major action in a story or drama across a text to develop a complete description of the event. Students will attend to the details of central evnts or action noting inciting events, the high point of a central event, and the culumination of the event. Students will be able to note the relationshiop of setting, characters, and evetns and/or action.

Common Core ELA Standards & Targets Literature K-4

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Common Core ELA Standards & Targets Literature K-4

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