Standard(s):
[ELA2015] (3) 1 : 1 ) Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL.3.1]
[ELA2015] (3) 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. [RL.3.3]
[ELA2015] (3) 6 : 6 ) Distinguish their own point of view from that of the narrator or those of the characters. [RL.3.6]
[ELA2015] (3) 7 : 7 ) Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL.3.7]
[ELA2015] (4) 9 : 9 ) 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. [RL.4.10]
[ELA2015] (4) 10 : 10 ) Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [RI.4.1]
[ELA2015] (4) 11 : 11 ) Determine the main idea of a text and explain how it is supported by key details; summarize the text. [RI.4.2]
[ELA2015] (4) 12 : 12 ) Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. [RI.4.3]
[ELA2015] (4) 17 : 17 ) Explain how an author uses reasons and evidence to support particular points in a text. [RI.4.8]
[ELA2015] (4) 19 : 19 ) 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. [RI.4.10]
[ELA2015] (5) 21 : 21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.5.4]
a. Read on-level text with purpose and understanding. [RF.5.4a]
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF.5.4b]
c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.5.4c]
[ELA2015] (5) 24 : 24 ) Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W.5.3]
a. Orient the reader by establishing a situation and introducing a narrator, characters, or both; organize an event sequence that unfolds naturally. [W.5.3a]
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. [W.5.3b]
c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. [W.5.3c]
d. Use concrete words and phrases and sensory details to convey experiences and events precisely. [W.5.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.5.3e]
[ELA2015] (5) 25 : 25 ) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 22-24 above.) [W.5.4]
[ELA2015] (5) 26 : 26 ) With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-5.) [W.5.5]
[ELA2015] (5) 28 : 28 ) Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. [W.5.7]
[ELA2015] (5) 29 : 29 ) Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. [W.5.8]
[ELA2015] (5) 30 : 30 ) Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.5.9]
a. Apply Grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]"). [W.5.9a]
b. Apply Grade 5 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]"). [W.5.9b]
[ELA2015] (5) 31 : 31 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.5.10]
[ELA2015] (6) 39 : 39 ) Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]
a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]
b. Maintain consistency in style and tone.* [L.6.3b]
[ELA2015] (6) 40 : 40 ) Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of strategies. [L.6.4]
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [L.6.4a]
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). [L.6.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). [L.6.4d]
[ELA2015] (6) 42 : 42 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.6.6]
