Diary of a Reluctant Picky Reader - The Reading & Writing Project

Reading Standards for Literature K–56. Distinguish their own point of view from that ofthe narrator or those of the characters.Grade 3 students:Integration Key Ideas and of Knowledge Details and Ideas3. from Describe a series). characters in a story (e.g., their traits,motivations, or feelings) and explain how theiractions contribute to the sequence of events.10. By the end of the year, read and comprehendCraft literature, and Structure including stories, dramas, and poetry,4. at Determine the high end the meaning of the grades of words 2–3 and text phrases complexity asband they are independently used a text, and distinguishing proficiently. literal fromnonliteral language.writing or speaking about a text.6. Compare and contrast the point of view from whichdifferent stories are narrated, including the differencebetween first- and third-person narrations.Grade 4 students:7. 1. Explain Ask and how answer specific questions aspects to of demonstrate a text’s1. 7. Refer Make to connections details and between examples the in a text text of when a story 1. 7.illustrations understanding contribute of a text, to referring what is conveyed explicitly to theby text the as words the basis in a for story the (e.g., answers. create mood,explaining or drama and what a the visual text or says oral explicitly presentation and of whendrawing the text, inferences identifying from where the each text. version reflects2.8.emphasize aspects of a character or setting).Recount stories, including fables, folktales, and(Not myths applicable from diverse to literature) cultures; determine the2.8.specific descriptions and directions in the text.Determine a theme of a story, drama, or poemfrom (Not details applicable in the to text; literature) summarize the text.2.8.9.central message, lesson, or moral and explainCompare and contrast the themes, settings, and 9. Compare and contrast the treatment of similarhow it is conveyed through key details in the text.plots of stories written by the same author about themes and topics (e.g., opposition of good and9.the same or similar characters (e.g., in booksevil) and patterns of events (e.g., the quest) inRange of Reading and Level of Text Complexity3. Describe stories, myths, in depth and a character, traditional setting, literature or event fromin different a story or cultures. drama, drawing on specific detailsin the text (e.g., a character’s thoughts, words, oractions).10. By the end of the year, read and comprehendliterature, including stories, dramas, and poetry, in4. Determine the grades the 4–5 meaning text complexity of words band phrases proficiently,as with they scaffolding are used in as a needed text, including at the high those end of thethatrange.allude to significant characters found inmythology (e.g., Herculean).3.4.6.105. Refer to parts of stories, dramas, and poemswhen writing or speaking about a text, usingterms such as chapter, scene, and stanza;describe how each successive part builds onearlier sections.6. Distinguish their own point of view from that ofthe narrator or those of the characters.5. Explain major differences between poems,drama, and prose, and refer to the structuralelements of poems (e.g., verse, rhythm, meter)and drama (e.g., casts of characters, settings,descriptions, dialogue, stage directions) whenwriting or speaking about a text.6. Compare and contrast the point of view from whichdifferent stories are narrated, including the differencebetween first- and third-person narrations.5.6.