Reading Standards for Informational Text & Literature - SAU 14
Reading Standards for Informational Text & Literature - SAU 14
Reading Standards for Informational Text & Literature - SAU 14
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<strong>Reading</strong><br />
<strong>Reading</strong> instruction is divided into two main areas. <strong>Reading</strong> <strong>for</strong> in<strong>for</strong>mation is actually used in all<br />
content areas and is the main reason that we learn to read! Thus the standards here focus more on<br />
reading non-fictional materials including primary sources, textbooks, and other <strong>for</strong>ms of communication<br />
that are not considered literature. The other major area is literature where students learn about the<br />
different genres such as drama, science fiction, historical fiction, and poetry. <strong>Reading</strong> standards in both<br />
in<strong>for</strong>mational text and literary text cycle through all of the grade levels.<br />
Kindergarten<br />
<strong>Reading</strong> <strong>for</strong> In<strong>for</strong>mation<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. With prompting and support, ask and answer<br />
questions about key details in a text.<br />
2. With prompting and support, identify the main<br />
topic and retell key details of a text.<br />
3. With prompting and support, describe the<br />
connection between two individuals, events,<br />
ideas, or pieces of in<strong>for</strong>mation in a text.<br />
Craft and Structure<br />
4. With prompting and support, ask and answer<br />
questions about unknown words in a text.<br />
5. Identify the front cover, back cover, and title<br />
page of a book.<br />
6. Name the author and illustrator of a text and<br />
define the role of each in presenting the ideas<br />
or in<strong>for</strong>mation in a text.<br />
Integration of Knowledge and Ideas<br />
7. With prompting and support, describe the<br />
relationship between illustrations and the text<br />
in which they appear (e.g., what person, place,<br />
thing, or idea in the text an illustration<br />
depicts).<br />
8. With prompting and support, identify the<br />
reasons an author gives to support points<br />
in a text.<br />
9. With prompting and support, identify basic<br />
similarities in and differences between two<br />
I can… Statements<br />
I can ask questions about the story.<br />
I can find the main idea of the story and tell some<br />
details about it.<br />
I can make text to text connections.<br />
I can make text to self connections.<br />
I can make text to world connections.<br />
I can ask and answer questions about unknown<br />
words in a non-fiction text.<br />
I can find the front cover of a book.<br />
I can find the back cover of a book.<br />
I can find the title page of a book.<br />
I can name the author and explain his/her role.<br />
I can name the illustrator and explain his/her role.<br />
I can talk about pictures in a non-fiction text.<br />
I can give details an author gives to help make<br />
points about a text.<br />
I can tell what is the same about two texts.<br />
I can tell the differences between two texts.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 1 of 16
texts on the same topic (e.g., in illustrations,<br />
descriptions, or procedures)<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. Actively engage in group reading activities<br />
with purpose and understanding.<br />
I can read non-fiction at my “just right” level.<br />
Grade One<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer questions about key details<br />
in a text.<br />
2. Identify the main topic and retell key details<br />
of a text.<br />
3. Describe the connection between two<br />
individuals, events, ideas, or pieces of<br />
in<strong>for</strong>mation in a text.<br />
Craft and Structure<br />
4. Ask and answer questions to help determine<br />
or clarify the meaning of words and phrases in<br />
a text.<br />
5. Know and use various text features (e.g.,<br />
headings, tables of contents, glossaries,<br />
electronic menus, icons) to locate key facts or<br />
in<strong>for</strong>mation in a text.<br />
6. Distinguish between in<strong>for</strong>mation provided by<br />
pictures or other illustrations and in<strong>for</strong>mation<br />
provided by the words in a text.<br />
Integration of Knowledge and Ideas<br />
7. Use the illustrations and details in a text to<br />
describe its key ideas.<br />
8. Identify the reasons an author gives to<br />
support points in a text.<br />
9. Identify basic similarities and differences<br />
between two texts on the same topic (e.g., in<br />
illustrations, descriptions, or procedures.)<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. With prompting and support read<br />
in<strong>for</strong>mational texts appropriately complex <strong>for</strong><br />
grade 1.<br />
I can… Statements<br />
I can ask questions be<strong>for</strong>e, during, and after reading<br />
a story.<br />
I can identify a main topic and retell key details in a<br />
story.<br />
I can make text to text connections.<br />
I can make text to self connections.<br />
I can make text to world connections.<br />
I can read <strong>for</strong> meaning in non-fiction.<br />
I can find headings in non-fiction texts.<br />
I can find and use a table of contents.<br />
I can find a glossary.<br />
I can use a glossary with support.<br />
I can read pictures and labels in a non-fiction text.<br />
I can look at pictures to tell key ideas.<br />
I can read “fun facts” or insert boxes.<br />
I can learn new in<strong>for</strong>mation from more than one<br />
text.<br />
I can find the same in<strong>for</strong>mation from text to text.<br />
I can read non-fiction at my “just right” level.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 2 of 16
Grade Two<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer such questions as who, what,<br />
where, when, why, and how to demonstrate<br />
understanding of key details.<br />
2. Identify the main topic of a multi-paragraph<br />
text as well as the focus of specific paragraphs<br />
within the text.<br />
3. Describe the connection between a series of<br />
historical events, scientific ideas or concepts, or<br />
steps in technical procedures in a text.<br />
Craft and Structure<br />
4. Determine the meaning of words and phrases<br />
in a text relevant to a grade 2 topic or subject<br />
area.<br />
5. Know and use various text features (e.g.,<br />
captions, bold print, subheadings, glossaries,<br />
indexes, electronic menus, icons) to locate key<br />
facts or in<strong>for</strong>mation in a text efficiently.<br />
6. Identify the main purpose of a text, including<br />
what the author wants to answer, explain, or<br />
describe.<br />
Integration of Knowledge and Ideas<br />
7. Explain how specific images (e.g., a diagram<br />
showing how a machine works) contribute to<br />
and clarify a text.<br />
8. Describe how reasons support specific points<br />
the author makes in a text.<br />
9. Compare and contrast the most important<br />
points presented by two texts on the same<br />
topic.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. By the end of year, read and comprehend<br />
in<strong>for</strong>mational texts, including history/social<br />
studies, science, and technical texts, in the<br />
grades 2-3 text complexity band proficiently<br />
with scaffolding as needed at the high end of<br />
the range.<br />
Grade Three<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer questions to demonstrate<br />
understanding of a text, referring explicitly to<br />
the text as the basis <strong>for</strong> the answers.<br />
I can… Statements<br />
I can ask who, what, when, why and how to show I<br />
understand the details of a text.<br />
I can identify the main idea in a text of more than<br />
one paragraph.<br />
I can describe the connection between historical<br />
or scientific ideas or concepts or steps in a<br />
procedure.<br />
I can use text to figure out the meaning of words<br />
I can use text features and search tools to find<br />
in<strong>for</strong>mation that is important to my topic.<br />
I can compare my point of view to the author’s.<br />
I can use in<strong>for</strong>mation from illustrations and text to<br />
show I understand how key events occur.<br />
I can compare or show cause/effect and sequence<br />
in sentences and paragraphs.<br />
I can compare and contrast important points and<br />
details in two texts.<br />
I can use and understand in<strong>for</strong>mational text<br />
independently and proficiently.<br />
I can… Statements<br />
I can ask and answer questions to show I<br />
understand my text and refer back to my text <strong>for</strong><br />
the answer.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 3 of 16
2. Determine the main idea of a text, recount the<br />
key details, and explain how the support the<br />
main idea.<br />
3. Describe the relationship between a series of<br />
historical events, scientific ideas or concepts, or<br />
steps in technical procedures in a text using<br />
language that pertains to time, sequence, and<br />
cause/effect.<br />
Craft and Structure<br />
4. Determine the meaning of general academic<br />
and domain-specific words and phrases in a text<br />
relevant to a grade 3 topic or subject area.<br />
5. Use text features and search tools, (e.g., key<br />
words, sidebars, hyperlinks) to locate<br />
in<strong>for</strong>mation relevant to a given topic.<br />
6. Distinguish their own point of view from that of<br />
the author of a text.<br />
Integration of Knowledge and Ideas<br />
7. Use in<strong>for</strong>mation gained from illustrations (e.g.,<br />
maps, photographs) and the words in a text to<br />
demonstrate understanding of the text (e.g.,<br />
where, when, why, and how events occur).<br />
8. Describe the logical connection between<br />
particular sentences and paragraphs in a text<br />
(e.g., comparison, cause/effect,<br />
first/second/third in a sequence).<br />
9. Compare and contrast the most important<br />
points and key details presented in two texts on<br />
the same topic.<br />
10. By the end of the year, read and comprehend<br />
in<strong>for</strong>mational texts, including history/social<br />
studies, science, and technical texts, at the high<br />
end of grades 2-3 text complexity band<br />
independently and proficiently.<br />
I can find the main idea of a text and tell the key<br />
details and explain how they support the main<br />
idea.<br />
I can use language about time, sequence and<br />
cause/effect to describe the relationship between<br />
historical events, scientific ideas, or steps in<br />
procedures.<br />
I can use text to figure out the meaning of words.<br />
I can use text features and search tools to find<br />
in<strong>for</strong>mation that is important to my topic.<br />
I can compare my point of view to the author’s.<br />
I can use in<strong>for</strong>mation from illustrations and text to<br />
show I understand how key events occur.<br />
I can compare or show cause/effect and sequence<br />
sentences and paragraphs.<br />
I can compare and contrast important points and<br />
details in 2 texts.<br />
I can use and understand in<strong>for</strong>mational text<br />
independently and proficiently.<br />
Grade Four<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Refer to details and examples in a text when<br />
explaining what the text says explicitly and<br />
when drawing inferences from the text.<br />
2. Determine the main idea of a text and explain<br />
how it is supported by key details; summarize<br />
the text.<br />
3. Explain events, procedures, ideas, or concepts<br />
in a historical, scientific, or technical text,<br />
I can… Statements<br />
I can show details and explain examples<br />
I can identify the main ides of a text<br />
I can explain events, procedures, ideas, or<br />
concepts in a historical, scientific, or technical text,<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 4 of 16
including what happened and why, based on<br />
specific in<strong>for</strong>mation in the text.<br />
Craft and Structure<br />
4. Determine the meaning of general academic<br />
and domain-specific words or phrases in a text<br />
relevant to a grade 4 topic or subject area.<br />
5. Describe the overall structure (e.g., chronology,<br />
comparison, cause/effect, problem/solution) of<br />
events, ideas, concepts, or in<strong>for</strong>mation in a text<br />
or part of a text.<br />
6. Compare and contrast a firsthand and<br />
secondhand account of the same event or topic;<br />
describe the differences in focus and the<br />
in<strong>for</strong>mation provided.<br />
Integration of Knowledge and Ideas<br />
7. Interpret in<strong>for</strong>mation presented visually, orally,<br />
or quantitatively (e.g., in charts, graphs,<br />
diagrams, time lines, animations, or interactive<br />
elements on Web pages) and explain how the<br />
in<strong>for</strong>mation contributes to an understanding of<br />
the text in which it appears.<br />
8. Explain how an author uses reasons and<br />
evidence to support particular points.<br />
9. Integrate in<strong>for</strong>mation from two texts on the<br />
same topic in order to write or speak about the<br />
subject knowledgeably.<br />
10. By the end of the year, read and comprehend<br />
literature, including stories, dramas, and poetry,<br />
at the high end of the grades 4-5 text<br />
complexity band independently and<br />
proficiently.<br />
including what happened and why.<br />
I can use text to figure out the meaning of words.<br />
I can identify the structure of events, ideas,<br />
concepts, or in<strong>for</strong>mation in a text or part of a text.<br />
I can compare and contrast the firsthand and<br />
secondhand version of the same event or topic.<br />
I can understand in<strong>for</strong>mation given visually and<br />
orally.<br />
I can understand in<strong>for</strong>mation that can be<br />
measured or given in numerical terms.(e.g., in<br />
charts, graphs, diagrams, time lines, animation, or<br />
interactive elements on Web pages) and explain<br />
how the in<strong>for</strong>mation adds to the text in which it<br />
appears.<br />
I can explain how an author uses details, and show<br />
evidence of certain points.<br />
I can add in<strong>for</strong>mation from two texts on the same<br />
topic to write or speak about a topic.<br />
I can use and understand in<strong>for</strong>mational text<br />
independently and proficiently.<br />
Grade Five<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Quote accurately from a text when explaining<br />
what the test says explicitly and when drawing<br />
inferences from the text.<br />
2. Determine two or more main ideas of a text and<br />
explain how they are supported by key details;<br />
summarize the text.<br />
3. Explain the relationships between two or more<br />
individuals, events, ideas, or concepts in a<br />
historical, scientific, or technical text based on<br />
I can… Statements<br />
I can quote accurately from a text.<br />
I can explain two or main ideas and use details to<br />
support my answers.<br />
I can explain a relationship between two or more<br />
individuals, ideas, or concepts in a historical,<br />
scientific, or technical text.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 5 of 16
specific in<strong>for</strong>mation in the text.<br />
Craft and Structure<br />
4. Determine the meaning of general academic and<br />
domain-specific words and phrases in a text<br />
relevant to a grade 5 topic or subject area.<br />
5. Compare and contrast the overall structure (e.g.,<br />
chronology, comparison,<br />
cause/effect/problem/solution) of events, ideas,<br />
concepts, or in<strong>for</strong>mation in two or more texts.<br />
6. Analyze multiple accounts of the same event or<br />
topic, noting important similarities and<br />
differences in the point of view they represent.<br />
Integration of Knowledge and Ideas<br />
7. Draw on in<strong>for</strong>mation from multiple print or<br />
digital sources, demonstrating the ability to<br />
locate an answer to a question quickly or to solve<br />
a problem efficiently.<br />
8. Explain how an author uses reasons and<br />
evidence to support particular points in a text,<br />
identifying which reasons and evidence support<br />
which point(s).<br />
9. Integrate in<strong>for</strong>mation from several texts on the<br />
same topic in order to write or speak about the<br />
subject knowledgeably.<br />
10. By the end of the year, read and comprehend<br />
literature, including stories, dramas, and poetry,<br />
at the high end of the grades 4-5 text complexity<br />
band independently proficiently.<br />
I can use text to figure out words that are grade 5<br />
specific.<br />
I can compare and contrast the structure of<br />
events, ideas, concepts, or in<strong>for</strong>mation in two or<br />
more texts.<br />
I can look at many books on the same topic,<br />
telling the important similarities and differences.<br />
I can use multiple <strong>for</strong>ms of print or digital<br />
sources, to locate an answer to a question quickly<br />
or to solve a problem.<br />
I can use evidence to explain how an author uses<br />
reasons to support certain points in a text.<br />
I can use different texts on the same topic in<br />
order to write or speak about the subject<br />
skillfully.<br />
I can use and understand different texts, stories,<br />
dramas, poetry, independently and skillfully or<br />
expertly.<br />
Key Ideas<br />
and details<br />
Craft and<br />
structure<br />
Middle School<br />
6 th Grade 7 th Grade 8 th Grade<br />
Understand inferences Make inferences<br />
Find main<br />
idea/summarize<br />
Trace the development of<br />
a character<br />
Define words and phrases<br />
used in text<br />
Show how sentences,<br />
paragraphs, or chapters fit<br />
in the overall text<br />
Find two or more main<br />
ideas and trace their<br />
development<br />
Show how characters,<br />
events, and ideas<br />
influence each other<br />
Define words and show<br />
how they affect tone<br />
Figure out how the<br />
structure of the text helps<br />
the development of ideas<br />
Summarize text by<br />
pointing out the main<br />
idea and tracing its<br />
development<br />
Show how characters,<br />
ideas, and events are<br />
connected<br />
Define words and show<br />
how word choice affects<br />
tone<br />
Analyze a paragraph and<br />
show how sentences<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 6 of 16
Integration<br />
of Knowledge<br />
and Ideas<br />
Range of<br />
<strong>Reading</strong> and<br />
Level of <strong>Text</strong><br />
Complexity<br />
Identify author’s point of<br />
view or purpose and<br />
explain how it shows in<br />
the text<br />
Understand in<strong>for</strong>mation<br />
presented in <strong>for</strong>ms other<br />
than words<br />
Find arguments in text<br />
and determine if they are<br />
supported by facts<br />
Compare different<br />
authors’ presentations of<br />
facts on the same subject<br />
Read and understand<br />
literary non-fiction<br />
proficiently<br />
State the author’s<br />
purpose and show how it<br />
differs from other points<br />
of view<br />
Compare and contrast<br />
audio or visual versions of<br />
a text to the text itself<br />
Determine if evidence of<br />
arguments in a text<br />
supports the argument<br />
See if two or more<br />
authors writing about the<br />
same topic offer different<br />
points of view<br />
Read and understand<br />
literary non-fiction<br />
proficiently<br />
develop a main concept.<br />
Determine the author’s<br />
point of view and show<br />
how the author reacts to<br />
other points of view<br />
Show positive or negative<br />
points about using<br />
different types of media<br />
to present an idea<br />
Look at an argument and<br />
decide if the evidence is<br />
valid and find evidence<br />
that is not valid<br />
Look at two or more<br />
pieces of writing on the<br />
same topic and show<br />
where they agree or<br />
disagree<br />
Read and understand<br />
literary non-fiction<br />
proficiently<br />
High School<br />
Grades 9 and 10 Grades 11 and 12<br />
Key Ideas<br />
and details<br />
Craft and<br />
structure<br />
State what the text says and use<br />
evidence to support conclusions and<br />
inferences<br />
Summarize text by pointing out the main<br />
idea and tracing its development<br />
Analyze how ideas and events are<br />
introduced and developed<br />
Show how word choice affects tone<br />
through figurative, connotative, and<br />
technical meanings<br />
Understand how an author’s ideas or<br />
claims are developed<br />
Recognize the author’s point of view and<br />
Recognize when and infer from matters<br />
(that are) left uncertain<br />
Recognize multiple central ideas<br />
Analyze how ideas and events interact<br />
and develop over the course of a text<br />
Understand how the author refines the<br />
meaning of key terms<br />
Evaluate the effectiveness of an<br />
argument’s structure<br />
Analyze how the rhetorical structures of<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 7 of 16
how said author uses rhetoric to<br />
advance that point of view<br />
style and content create effective and<br />
powerful arguments<br />
Integration<br />
of Knowledge<br />
and Ideas<br />
Range of<br />
<strong>Reading</strong> and<br />
Level of <strong>Text</strong><br />
Complexity<br />
Compare the same theme in different<br />
mediums<br />
Delineate and evaluate arguments and<br />
claims<br />
Analyze seminal US documents<br />
Comprehend 9 th -10 th grade text<br />
complexity<br />
Compare the same theme in multiple<br />
mediums<br />
Delineate and evaluate the reasoning in<br />
US texts<br />
Analyze 17 th , 18 th , and 19 th century<br />
foundational US documents <strong>for</strong><br />
rhetorical features.<br />
Comprehend 11 th grade College and<br />
Career Ready (CCR) text complexity<br />
<strong>Reading</strong> <strong>Literature</strong><br />
Kindergarten<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. With prompting and support, ask and<br />
answer questions about key details in a<br />
text.<br />
2. With prompting and support, retell<br />
familiar stories, including key details.<br />
3. With prompting and support, identify<br />
characters, settings, and major events in a<br />
story.<br />
Craft and Structure<br />
4. With prompting and support, ask and<br />
answer questions about unknown words in<br />
a text.<br />
5. Recognize common types of texts (e.g.,<br />
storybooks, poems).<br />
6. With prompting and support, name the<br />
author and illustrator of a story and define<br />
roles of each in telling the story.<br />
I can… Statements<br />
I can ask and answer questions about the<br />
text.<br />
I can retell stories I know.<br />
I can tell the characters of a story.<br />
I can tell the setting of a story.<br />
I can tell the problem of a story.<br />
I can ask and answer questions about words I<br />
don’t know in a story.<br />
I can tell the difference between types of text<br />
(fiction & non-fiction).<br />
I can name the author and define his/her<br />
role.<br />
I can name the illustrator and name his/her<br />
role.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 8 of 16
Integration of Knowledge and Ideas<br />
7. With prompting and support, describe the<br />
relationship between illustrations and the<br />
text in which they appear (e.g., what<br />
person, place, thing, or idea in the text an<br />
illustration depicts).<br />
8. (not applicable to literature) N/A<br />
9. With prompting and support, compare<br />
and contrast the adventures and<br />
experiences of characters in familiar<br />
stories.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong><br />
Complexity<br />
10. Actively engage in group reading<br />
activities with purpose and understanding.<br />
I can use illustrations and details in a story to<br />
tell its characters, setting, or events.<br />
I can compare and/contrast the adventures<br />
and experiences of characters in stories I<br />
know.<br />
I can read in group activities with purpose<br />
and understanding.<br />
Grade One<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer questions about key details in<br />
a text.<br />
2. Retell stories, including key details, and<br />
demonstrate understanding of their central<br />
message or lesson.<br />
3. Describe characters, settings, and major<br />
events in a story using key details.<br />
Craft and Structure<br />
4. Identify words and phrases in stories or poems<br />
that suggest feelings or appeal to the senses.<br />
5. Explain major difference between books that<br />
tell stories and books that give in<strong>for</strong>mation,<br />
drawing on a wide range of texts.<br />
6. Identify who is telling the story at various<br />
I can… Statements<br />
I can ask and answer questions about key details in<br />
text.<br />
I can retell stories with beginning, middle and end.<br />
I can retell stories using story elements.<br />
I can retell the main idea.<br />
I can identify characters, setting, problem, and<br />
solution.<br />
I can highlight words or phrases that create a<br />
mental image.<br />
I can tell the difference between fiction and nonfiction<br />
I can identify which character is telling the story.<br />
points in a text.<br />
(Thinking bubbles, talking bubbles, etc…)<br />
Integration of Knowledge and Ideas<br />
I can use illustrations and details in a story to<br />
7. Use illustrations and details in a story to describe its characters, setting, or events. (first,<br />
describe its characters, setting, or events. then, next…)<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast the adventures and I can make text to text connections.<br />
experiences of characters in stories.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong><br />
I can read poetry in my “reader’s voice.”<br />
Complexity<br />
10. With prompting and support, read prose and<br />
poetry of an appropriate complexity <strong>for</strong> grade<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 9 of 16
Grade Two<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer such questions as who, what,<br />
where, when, why, and how to demonstrate<br />
understanding of key details.<br />
2. Recount stories, including fables and folktales<br />
from diverse cultures, and determine their<br />
central message, lesson, or moral.<br />
3. Describe how characters in a story respond to<br />
major events and challenges.<br />
Craft and Structure<br />
4. Describe how words and phrases (e.g., regular<br />
beats, alliteration, rhymes, repeated lines)<br />
supply rhythm and meaning to a story, poem,<br />
or song.<br />
5. Describe the overall structure of a story,<br />
including describing how the beginning<br />
introduced the story and the ending concludes<br />
the action.<br />
6. Acknowledge differences in the points of view<br />
of characters, including by speaking in a<br />
different voice <strong>for</strong> each character, when<br />
reading dialogue aloud.<br />
Integration of Knowledge and Ideas<br />
7. Use in<strong>for</strong>mation gained from the illustrations<br />
and words in a print or digital text to<br />
demonstrate understanding of its characters,<br />
setting, or plot.<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast two or more versions of<br />
the same story (e.g., Cinderella stories) by<br />
different authors or from different cultures.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. By the end of the year, read and comprehend<br />
literature, including stories and poetry, in the<br />
grade 2-3 text complexity band proficiently with<br />
scaffolding as needed at the high end of the<br />
range.<br />
I can… Statements<br />
I can ask and answer questions to show I<br />
understand the text.<br />
I can retell stories and determine the main<br />
message (lesson or moral) and tell how it is shown<br />
in a text.<br />
I can talk about the character’s traits, motivations<br />
or feelings and how they add to the events of the<br />
text.<br />
I can talk about how words and phrases give<br />
meaning to a story, poem, or song.<br />
I can use story elements to describe the overall<br />
structure of a story to introduce the beginning,<br />
and the end to conclude the action.<br />
I can determine the different points of view of<br />
characters by speaking in a different voice <strong>for</strong> each<br />
character.<br />
I can use illustrations to help me understand<br />
characters, setting or plot.<br />
I can compare and contrast two or more versions<br />
of the same story.<br />
I can read and understand complex stories<br />
independently and accurately.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 10 of 16
Grade Three<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Ask and answer questions to demonstrate<br />
understanding of a text referring explicitly to<br />
the text as the basis <strong>for</strong> the answers.<br />
2. Recount stories including fables, folktales, and<br />
myths from diverse cultures; determine the<br />
central message, lesson, or moral and explain<br />
how it is conveyed through key details in the<br />
text.<br />
3. Describe characters in a story (e.g., their traits,<br />
motivations, or feelings) and explain how their<br />
actions contribute to the sequence of events.<br />
Craft and Structure<br />
4. Determine the meaning of words and phrases<br />
as they are used in a text distinguishing literal<br />
from nonliteral language.<br />
5. Refer to parts of stories, drama, and poems<br />
when writing or speaking about a text using<br />
terms such as chapter, scene, and stanza;<br />
describe how each successive part build on<br />
earlier sections.<br />
6. Distinguish their own point of view from that of<br />
the narrator or those of the characters.<br />
Integration of Knowledge and Ideas<br />
7. Explain how specific aspects of a text’s<br />
illustrations contribute to what is conveyed by<br />
the words in a story (e.g., create mood,<br />
emphasize aspects of a character or setting).<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast the themes, settings,<br />
and plots of stories written by the same author<br />
about the same or similar characters (e.g., in<br />
books from a series).<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. By the end of the year, read and comprehend<br />
literature, including stories, dramas, and<br />
poetry, at the high end of the grades 2-3 text<br />
complexity band independently and<br />
proficiently.<br />
I can… Statements<br />
I can ask and answer questions to show I<br />
understand the text.<br />
I can retell stories and determine the main<br />
message (lesson or moral) and tell how it is shown<br />
in the text.<br />
I can talk about the characters’ traits, motivations,<br />
or feelings, and how they add to the events of the<br />
text.<br />
I can tell what the words and phrases mean and<br />
say if they are literal or non-literal.<br />
I can use words such as chapter, scene, and stanza<br />
when talking or writing about stories, dramas and<br />
poems.<br />
I can distinguish my point of view from that of the<br />
narrator or those of the characters.<br />
I can use illustrations to help me understand the<br />
words of the story.<br />
I can compare and contrast themes, setting and<br />
plots of stories written by the same author.<br />
I can read and understand complex literature<br />
independently and accurately.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 11 of 16
Grade Four<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Refer to details and examples in a text when<br />
explaining what the text says explicitly and<br />
when drawing inferences from the text.<br />
2. Determine a theme of a story, drama, or poem<br />
from details in the text; summarize the text.<br />
3. Describe in depth a character, setting, or event<br />
in a story or drama drawing on specific details in<br />
the text (e.g., a character’s thoughts, words, or<br />
actions).<br />
Craft and Structure<br />
4. Determine the meaning of words and phrases<br />
as they are used in a text including those that<br />
allude to significant characters found in<br />
mythology (e.g. Herculean).<br />
5. Explain major differences between poems,<br />
drama, and prose, and refer to the structural<br />
elements of poems (e.g., verse, rhythm, meter)<br />
and drama (e.g., casts of characters, settings,<br />
descriptions, dialogue, stage directions) when<br />
writing or speaking about a text.<br />
6. Compare and contrast the point of view from<br />
which different stories are narrated including<br />
the difference between first- and third-person<br />
narrations.<br />
Integration of Knowledge and Ideas<br />
7. Make connections between the text of a story<br />
or drama and a visual or oral presentation of<br />
the text identifying where each version reflects<br />
specific descriptions and directions in the text.<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast the treatment of similar<br />
themes and topics (e.g., the quest) in stories,<br />
myths, and traditional literature from different<br />
cultures.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. By the end of the year, read and comprehend<br />
literature, including stories, dramas, and poetry,<br />
at the high end of the grades 4-5 text<br />
complexity band independentlyand proficiently.<br />
I can… Statements<br />
I can state details and examples from text when<br />
explaining what the text says.<br />
I can state in<strong>for</strong>mation from text from inferences.<br />
I can tell what the theme of a story, drama, or<br />
poem is from details in the text.<br />
I can summarize the text.<br />
I can talk about story elements by giving specific<br />
details in a text.<br />
I can tell what the words and phrases used in a<br />
text mean including those that refer to important<br />
characters found in mythology.<br />
I can explain the major differences between<br />
poems, drama, and prose when writing or<br />
speaking about a text.<br />
I can compare and contrast the point of view from<br />
stories .<br />
I can discuss different presentations of text.<br />
I can compare and contrast the treatment of<br />
topics in literature from different cultures.<br />
I can read and understand complex literature<br />
independently and accurately.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 12 of 16
Grade Five<br />
<strong>Standards</strong><br />
Key Ideas and Details<br />
1. Quote accurately from a text when explaining<br />
what the text says explicitly and when drawing<br />
inferences from the text.<br />
2. Determine a theme of a story, drama, or poem<br />
from details in the text, including how<br />
characters in a story or drama respond to<br />
challenges or how the speaker in a poem<br />
reflects upon a topic; summarize the text.<br />
3. Compare and contrast two or more characters,<br />
settings, or events in a story or drama, drawing<br />
on specific details in the text (e.g., how<br />
characters interact).<br />
Craft and Structure<br />
4. Determine the meaning of words and phrases<br />
as they are used in a text, including figurative<br />
language such as metaphors and similes.<br />
5. Explain how a series of chapters, scenes, or<br />
stanzas fits together to provide the overall<br />
structure of a particular story, drama, or poem.<br />
6. Describe how a narrator’s or speaker’s point of<br />
view influences how events are described.<br />
Integration of Knowledge and Ideas<br />
7. Analyze how visual and multimedia elements<br />
contribute to the meaning, tone, or beauty of a<br />
text (e.g., graphic novel, multimedia<br />
presentation of fiction, folktale, myth, poem).<br />
8. (not applicable to literature) N/A<br />
9. Compare and contrast stories in the same genre<br />
(e.g., mysteries and adventure stories) on their<br />
approaches to similar themes and topics.<br />
Range of <strong>Reading</strong> and Level of <strong>Text</strong> Complexity<br />
10. By the end of the year, read and comprehend<br />
literature, including stories, dramas, and<br />
poetry, at the high end of the grades 4-5 text<br />
complexity band independently proficiently.<br />
I can… Statements<br />
I can explain inferences by quoting accurately from<br />
what I have read.<br />
I can summarize the text by discussing theme,<br />
character and/or narrator in a story, drama or<br />
poem.<br />
I can compare and contrast characters, settings<br />
and plot using specific details from the text.<br />
I can determine meaning by using cues in the text<br />
and can discuss figurative language.<br />
I can explain how parts of a story, drama or poem<br />
fit together.<br />
I can describe point of view and how it impacts<br />
how an event is described.<br />
I can analyze how different visual and multimedia<br />
elements contribute to the meaning of text.<br />
I can compare and contrast stories in the same<br />
genre.<br />
I can read and comprehend text written at my<br />
grade level.<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 13 of 16
Middle School<br />
6th Grade 7th Grade 8th Grade<br />
Key Ideas and<br />
details<br />
Craft and<br />
structure<br />
Use evidence to make<br />
inferences<br />
Summarize text and find<br />
theme and main ideas<br />
Relate plot in sequence<br />
and show how characters<br />
react to change<br />
Define words in context<br />
and show how word<br />
choice affects tone<br />
Show how a section of a<br />
text fits in and how it<br />
helps develop themes,<br />
setting, or plots<br />
Recognize the narrator’s<br />
point of view<br />
Show evidence to support<br />
what the text means<br />
Summarize the text and<br />
trace the development of<br />
the main idea or theme<br />
Show how the elements<br />
of a story work together<br />
Define words in context,<br />
interpret figurative<br />
language, understand<br />
rhyme and theme and the<br />
repeating of sounds, and<br />
show how they affect the<br />
text<br />
Show how a drama’s or<br />
poem’s <strong>for</strong>m helps get<br />
across the meaning<br />
Show how the author<br />
develops the different<br />
points of view of the<br />
characters or narrators<br />
Show evidence about<br />
what the text means and<br />
interpret inferences in<br />
the text<br />
Summarize a text and find<br />
the main idea and how it<br />
is supported by details<br />
Show how dialogue or<br />
incidents in a text affect<br />
the action, tell us about<br />
the character, and help<br />
the characters come to a<br />
decision<br />
Define words from<br />
context including<br />
figurative language, and<br />
point out references to<br />
the text<br />
Compare and contrast<br />
two or more texts and<br />
point out the different<br />
structures of the texts<br />
Show how the different<br />
points of view of the<br />
characters and the<br />
audience or reader create<br />
suspense or humor<br />
Integration of<br />
Knowledge<br />
and Ideas<br />
Compare and contrast<br />
reading a story to viewing<br />
or listening to it<br />
Compare and contrast<br />
different <strong>for</strong>ms of<br />
literature on the same<br />
theme or topics<br />
Compare and contrast a<br />
written piece of literature<br />
to its audio, filmed,<br />
staged, or multimedia<br />
version<br />
Compare and contrast<br />
fictional and historical<br />
pieces written about the<br />
same time, place, or<br />
character<br />
Show how filmed or live<br />
per<strong>for</strong>mances of a story<br />
or drama are similar to<br />
the original text<br />
Show how modern<br />
literature refers to myth,<br />
traditional stories, or<br />
religious works<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page <strong>14</strong> of 16
Range of<br />
<strong>Reading</strong> and<br />
Level of <strong>Text</strong><br />
Complexity<br />
Read and understand<br />
literature including<br />
stories, dramas, and<br />
poems proficiently at<br />
grade level<br />
Read and understand<br />
literature including<br />
stories, dramas, and<br />
poems proficiently at<br />
grade level<br />
Read and understand<br />
literature including<br />
stories, dramas, and<br />
poems proficiently at<br />
grade level<br />
High School<br />
Grades 9 and 10 Grades 11 and 12<br />
Key Ideas and<br />
details<br />
Craft and<br />
structure<br />
Integration of<br />
Knowledge<br />
and Ideas<br />
Show evidence about what the text<br />
means and interpret inferences in the<br />
text<br />
Understand how theme emerges<br />
Analyze how characters develop and<br />
interact<br />
Define words from context including<br />
figurative language, and point out<br />
references to the text<br />
Understand how structure manipulates<br />
a story’s timeline<br />
Read literature from outside the USA<br />
Compare the same subject or key scene<br />
in different mediums<br />
Analyze how an author trans<strong>for</strong>ms<br />
material into new <strong>for</strong>ms<br />
Recognize when matters are left<br />
uncertain<br />
Determine two or more themes and<br />
analyze how they interact to produce a<br />
complex account.<br />
Analyze author’s choices <strong>for</strong> developing<br />
elements of a story or drama<br />
Analyze the impact of specific word<br />
choice on meaning and tone, including<br />
words with multiple meanings or<br />
language that is fresh, engaging, or<br />
beautiful (include Shakespeare)<br />
Analyze how an author’s choices <strong>for</strong><br />
structure contribute to the overall<br />
meaning.<br />
Distinguish between what is directly<br />
stated and what is really meant (satire,<br />
sarcasm, irony, and understatement)<br />
Analyze multiple interpretations or a<br />
story, drama, or poem, evaluating how<br />
each interprets the source text (include<br />
Shakespeare and an American<br />
dramatist)<br />
Analyze how two or more texts from<br />
the 18 th , 19 th , and early 20 th Century<br />
foundational American <strong>Literature</strong> treat<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 15 of 16
similar themes<br />
Range of<br />
<strong>Reading</strong> and<br />
Level of <strong>Text</strong><br />
Complexity<br />
Comprehend 9 th -10 th grade text<br />
complexity<br />
Comprehend 11 th grade CCR text<br />
complexity<br />
<strong>Reading</strong> <strong>Standards</strong> – In<strong>for</strong>mational <strong>Text</strong> and <strong>Literature</strong> Epping School District Page 16 of 16