Your Literacy Standards Companion, Grades 3-5. Leslie Blauman
of steps or stages than others; one must be able to discern this so they can understand why they are so important and how they affect other people or events.
Notes
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Planning to Teach
Standard: _________________________________________________________________________
Whole Class
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Small Group
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Individual Practice/Conferring
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Craft and Structure
Grades 3–5 Common Core Reading Standards: Craft and Structure
Reading 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.
Literature
3 Determine the meanings of words and phrases as they are used in a text, distinguishing literal from nonliteral language.
4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
5 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Informational Text
3 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
5 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
Source: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Grades 3–5 Common Core Reading Standard 4: What the Student Does
Literature
3 Gist: Students determine what words and phrases mean in text. They discern if the language is literal or nonliteral.
They consider:
Which words or phrases on this page (in this chapter) seem most important?
What does the author’s word choice here make me think of?
Which words or phrases help me understand what’s happening?
Which words or phrases get me to “read between the lines” and infer meaning?
How can I use words I do know to figure out the meaning of words I don’t know?
4 Gist: Students determine what words and phrases mean in text. They recognize that specific words refer to significant characters in mythology (e.g., Herculean, Trojan Horse, Achilles’ Heel); these words often provide insight into characters or descriptions.
They consider:
Which words or phrases on this page(s) seem most important?
What does the author’s word choice here make me think of? How can I connect that to the event here?
Which words or phrases help me understand the literal action?
Which words or phrases get me to “read between the lines” and infer meaning?
How does the language in this section set a tone? How does the tone help me understand what the characters are thinking right now?
Are there any words from Greek mythology that are used to describe characters?
What do these mythological words mean in the context of this text?
5 Gist: Students figure out what words mean and how context affects the meaning of words and phrases, by examining if meaning is literal or figurative, especially metaphors and similes.
They consider:
What words or phrases tell me the most about characters, actions, events, or the setting?
Which words or phrases help me understand the meaning of this portion or the text as a whole?
Which words or phrase are figurative language and why is the author using them?
What types