• Key Ideas and Details

    • CCSS.ELA-Literacy.CCRA.R.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.
    • CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
    • CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

     

    Craft and Structure

    • CCSS.ELA-Literacy.CCRA.R.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.
    • CCSS.ELA-Literacy.CCRA.R.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.
    • CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.

     

    Integration of Knowledge and Ideas

    • CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1
    • CCSS.ELA-Literacy.CCRA.R.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.
    • CCSS.ELA-Literacy.CCRA.R.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.

     

    Range of Reading and Level of Text Complexity

     

    Note on range and content of student reading

    To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

     

     

    K

    1

    2

    Key Ideas and Details

    RI.K.2. With prompting and

    support, identify the main topic and retell key details of a text.

    RI.1.1. Ask and answer questions about key details in a text.

    RI.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

     

     

    RI.K.2. With prompting and

    support, identify the main topic

    and retell key details of a text.

     

    RI.1.2. Identify the main topic and retell key details of a text.

     

    RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

     

    RI.K.3. With prompting and

    support, describe the

    connection between two

    individuals, events, ideas, or

    pieces of information in a text.

    RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

    RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

    Craft and Structure

     

    RI.K.4. With prompting and

    support, ask and answer

    questions about unknown words in a text.

     

    RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

     

    RI.2.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

     

    RI.K.5. Identify the front cover, back cover, and title page of a book.

    RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, cons) to locate key facts or information in a text.

    RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

     

    RI.K.6. Name the author and

    illustrator of a text and define

    the role of each in presenting

    the ideas or information in a text.

    RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

    RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

     

     

    K

    1

    2

    Integration of Knowledge and Ideas

    RI.K.7. With prompting and

    support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

    RI.1.7. Use the illustrations and details in a text to describe its key ideas.

    RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

     

    RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.

    RI.1.8. Identify the reasons an author gives to support points in a text.

     

    RI.2.8. Describe how reasons support specific points the author makes in a text.

     

    RI.K.9. With prompting and

    support, identify basic

    similarities in and differences

    between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

    RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

    RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

    Range of Reading and Level of Text Complexity

    RI.K.10. Actively engage in

    group reading activities with

    purpose and understanding.

    RI.1.10. With prompting and

    support, read informational

    texts appropriately complex for grade 1.

    RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range..

     

     

     

     

     

    3

    4

    5

    Key Ideas and Details

    RI.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

    RI.4.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

     

    RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when, drawing inferences from the text.

     

    RI.3.2. Determine the main idea of a text; recount the key details and explain how they support the main idea.

    RI.4.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text.

    RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

     

    RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

    RI.4.3. 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.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

     

    Craft and Structure

     

    RI.3.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

    RI.4.4. Determine the meaning

    of general academic and

    domain-specific words or

    phrases in a text relevant to a

    grade 4 topic or subject area.

    RI.5.4. Determine the meaning of

    general academic and domain specific words and phrases in a text relevant to a grade 5 topic or subject area.

     

     

    RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate

    information relevant to a given topic efficiently.

     

    RI.4.5. Describe the overall

    structure (e.g., chronology,

    comparison, cause/effect,

    problem/solution) of events,

    ideas, concepts, or information

    in a text or part of a text.

     

    RI.5.5. Compare and contrast the

    overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

     

    RI.3.6. Distinguish their own point of view from that of the author of a text.

    RI.4.6. Compare and contrast a firsthand and secondhand

    account of the same event or

    topic; describe the differences in focus and the information

    provided.

    RI.5.6. Analyze multiple accounts of the same event or topic, noting

    important similarities and

    differences in the point of view

    they represent.

     

     

    3

    4

    5

    Integration of Knowledge and Ideas

    RI.3.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

     

    RI.4.7. Interpret information

    presented visually, orally, or

    quantitatively (e.g., in charts,

    graphs, diagrams, time lines,

    animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

     

    RI.5.7. Draw on information from

    multiple print or digital sources,

    demonstrating the ability to locate

    an answer to a question quickly or

    to solve a problem efficiently.

     

    RI.3.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

    RI.4.8. Explain how an author uses reasons and evidence to support particular points in a text.

     

    RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text,

    identifying which reasons and

    evidence support which point(s).

     

     

    RI.3.9. Compare and contrast the most important points and

    key details presented in two texts on the same topic.

    RI.4.9. Integrate information from

    two texts on the same topic in

    order to write or speak about the

    subject knowledgeably

     

    RI.5.9. Integrate information from

    several texts on the same topic in

    order to write or speak about the

    subject knowledgeably

    Range of Reading and Level of Text Complexity

    RI.3.10. By the end of the year, read and comprehend informational texts, including history/social studies,  science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently.

    RI.4.10. 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.5.10. By the end of the year,

    read and comprehend

    informational texts, including

    history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.