COMMON CORE ALIGNMENT
What is Common Core?
Common Core is a high-quality set of academic standards in both mathematics and English language arts that outlines what students should know and be able to do by the end of each academic year. Common Core standards aim to ensure that no matter where a student lives, they are equipped with the skills they need to graduate from high school and succeed in college and beyond.
The standards are:
- Research-and evidence-based
- Clear, understandable, and consistent
- Aligned with college and career expectations
- Based on rigorous content and application of knowledge through higher-order thinking skills
- Built upon the strengths and lessons of current state standards
- Informed by other top performing countries in order to prepare all students for success in our global economy and society
** (retrieved August 17 2014 from www.corestandards.org)
Why is Common Core Important to the Charles M. Schulz Museum?
According to Common Core’s website, “Forty-three states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core” (retrieved on August 17, 2014). Beginning in the 2014-2015 year, California schools will be implementing the Common Core Standards in their classrooms. In order to better serve their schools, teachers and students, the Charles M. Schulz Museum has aligned its school programs with the Common Core.
At a Glance: Common Core Alignment
Field Trip Topic: Who is Snoopy?
KINDERGARTEN:
(K.RL.1) – With prompting and support, ask and answer questions about key details in a text.
(K.RL.2) – With prompting and support, retell familiar stories, including key details.
(K.RL.3) – With prompting and support, identify characters, settings, and major events in a story.
(K.RL.9) – With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories
(K.RL.10a) – Actively engage in group reading activities with purpose and understanding.
a. Activate prior knowledge related to the information and events in texts. CA specific
standard
(K.RF.1a-d) – Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific
sequences of letters.
c. Understand that words are separated by spaces in print
d. Recognize and name all upper- and lowercase letters of the alphabet
(K.W.3) – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
(K.SL.1a&b) – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
b. Continue a conversation through multiple exchanges.
(K.SL.4) – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
(K.L.1d) – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
FIRST GRADE:
(1.RL.1) – Ask and answer questions about key details in a text.
(1.RL.2) – Retell stories, including key details, and demonstrate understanding of their central message or lesson.
(1.RL.3) – Describe characters, settings, and major events in a story, using key details.
(1.SL.1a&b) – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with
care, speaking one at a time about the topics and texts under
discussion).
b. Build on others’ talk in conversations by responding to the com
(1.SL.2) – Ask and answer questions about key details in a text read aloud or information presented orally or through other media
(1.SL.4) – Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
(1.L.1c) – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking
c. Use singular and plural nouns with matching verbs in basic sentences
(e.g., He hops; We hop).
SECOND GRADE:
(2.RL.1) – Ask and answer such questions as who, what, where, when,
why, and how to demonstrate understanding of key details in a text.
(2.RL.2) – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.3) – Describe how characters in a story respond to major events and challenges.
Field Trip Topic: Local Hero
SECOND GRADE:
(2.RL.1) – Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
(2.RL.2) – Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
(2.RL.3) – Describe how characters in a story respond to major events and challenges.
(2.SL.1a-c) – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in
respectful ways listening to others with care, speaking one at a time
about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the
remarks of others.
c. Ask for clarification and further explanation as needed about the
topics and texts under discussion.
(2.SL.2a) – Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
a. Give and follow three- and four-step oral directions. CA specific
standard
(2.SL.3) – Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
THIRD GRADE:
(3.RL.1) – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
(3.RL.2) – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
FOURTH GRADE:
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; summarize the text
(4.RL.3) – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(4.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
Field Trip Topic: The Art of the Story
THIRD GRADE:
(3.RL.3) – Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
(3.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
FOURTH GRADE:
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; summarize the text.
(4.RL.3) – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(4.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
FIFTH GRADE:
(5.RL.2) – Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
(5.RL.3) – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).
(5.RL.5) – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
(5.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
Field Trip Topic: The Art of Cartooning
THIRD GRADE:
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
(3.W.3) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters;
organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to
develop experiences and events or show the response of characters
to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
FOURTH GRADE:
(4.RL.2) – Determine a theme of a story, drama, or poem from details in the text; summarize the text.
(4.RL.3) – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(4.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned
roles.
FIFTH GRADE:
(5.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
SIXTH GRADE:
(6.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
(6.RH.2) – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Field Trip Topic: The Creative Process
FIRST GRADE:
(1.RL.3) – Describe characters, settings, and major events in a story, using key details.
(1.RL.7) – Use illustrations and details in a story to describe its characters, setting, or events.
(1.RI.7) – Use the illustrations and details in a text to describe its key ideas.
(1.W.8) – With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
(1.SL.5) – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SECOND GRADE:
(2.RL.3) – Describe how characters in a story respond to major events and challenges
(2.RL.7) – Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot
(2.RI.3) – Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
(2.W.8) – Recall information from experiences or gather information from provided sources to answer a question.
THIRD GRADE
(3.RL.3) – Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
(3.W.3a,b,d) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
d. Provide a sense of closure.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
FOURTH GRADE:
(4.RL.7) – Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
(4.RI.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.
(4.W.3b,e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use dialogue and descriptions to develop experiences and events or show the responses of characters to situations.
e. Provide a conclusion that follows from the narrated experiences or events.
FIFTH GRADE:
(5.RL.3) – Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)
(5.RL.6) – Describe how a narrator’s or speaker’s point of view influences how events are described.
(5.W.3b,e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
e. Provide a conclusion that follows from the narrated experience or events.
SIXTH GRADE:
(6.W.3b,e) – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
e. Provide a conclusion that follows from the narrated experiences or events.
(6.SL.2) – Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
(6.SL.5) – Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Field Trip Topic: Character Creation
SIXTH GRADE:
(6.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
(6.RL.3) – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
(6.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
SEVENTH GRADE:
(7.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
(7.RL.3) – Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
EIGHTH GRADE:
(8.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
(8.RL.3) – Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.
NINTH GRADE:
(9.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 9 topics, texts, and issues, building on others’ ideas and expressing their own clearly
TENTH GRADE:
(10.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
ELEVENTH GRADE:
(11.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11 topics, texts, and issues, building on others’ ideas and expressing their own clearly
TWELFTH GRADE:
(12.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly
Classroom Outreach: Peanuts on the Go
KINDERGARTEN:
(K.RL.3) – With prompting and support, identify characters, settings, and major events in a story
(K.RL.5) – Recognize common types of texts (e.g., storybooks, poems, fantasy, realistic text). CA specific standard.
(K.W.3) – Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
(K.SL.1a) – Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. A: Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
(K.SL.2) – Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. A: Understand and follow one and two step oral directions. CA specific standard.
(K.SL.4) – Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
(K.SL.5) – Add drawings or other visual displays to descriptions as desired to provide additional detail.
(K.RL.6) – With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
(K.RL.7) – With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
FIRST GRADE:
(1.RL.3) – Describe characters, settings, and major events in a story, using key details.
(1.RL.7) – Use illustrations and details in a story to describe its characters, setting, or events.
(1.SL.1a-c) – Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. A: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). B: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. C: Ask questions to clear up any confusion a
(1.SL.2) – Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
(1.SL.5) – Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
(1.SL.3) – Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.
SECOND GRADE:
(2.SL.1a-c) – Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. A: Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways listening to others with care, speaking one at a time about the topics and texts under discussion). B: Build on others’ talk in conversations by linking their comments to the remarks of others. C: Ask for clarification and further explanation as needed about the topics and texts under discussion.
(2.RL.5) – Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.
(2.W.8) – Recall information from experiences or gather information from provided sources to answer a question.
(2.SL.3) – Ask and Answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
Classroom Outreach: Cartooning in Your Classroom
THIRD GRADE:
( 3.RL.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)
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
(3.SL.1) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(3.W.3a-d) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. A. Establish a situation and introduce a narrator and /or characters; organize an event sequence that unfolds naturally. B. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of character to situations. C. Use temporal words and phrases to signal event order. D. Provide a sense of closure.
FOURTH GRADE:
(4.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. B. Follow agreed-upon rules for discussions and carry out assigned roles.
(4.RI.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.
(4.L.3a-b) – Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Choose words and phrases to convey ideas precisely. B. Choose punctuation for effect.
FIFTH GRADE:
(5.RL.5) – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
(5.SL.1b-c) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. B. Follow agreed-upon rules for discussions and carry out assigned roles. C. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
(5.L.4a) – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibility from a range of strategies. A. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
SIXTH GRADE:
(6.RL.3) – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
(6.SL.1b) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts and issues, building on others’ ideas and expressing their own clearly.
(6.RH.2) – Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
Classroom Outreach: The Creative Process
THIRD GRADE:
(3.RL.5) – Refer to pars of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.
(3.RL.6) – Distinguish their own point of view from that of the narrator or those of the characters.
(3.RL.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).
(3.RL.9) – Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)
(3.RI.6) – Distinguish their own point of view from that of the author of a text.
(3.RI.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).
(3.W.3a,b,d) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
d. Provide a sense of closure.
(3.W.4) – With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
(3.W.5) – With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
(3.W.8) – Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
(3.SL.1b,c.d) – Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions.
c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
(3.SL.2) – Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(3.SL.3) – Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
(3.L.3a) – Use knowledge of language and its conventions when writing, speaking, reading or listening. A. Choose words for effect.
FOURTH GRADE:
(4.RI.2) – Determine the main idea of a text and explain how it is supported by key details; summarize the text.
(4.RI.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.
(4.RI.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.
(4.RI.8) – Explain how an author uses reasons and evidence to support particular points in a text.
(4.W.3a,b,e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and description to develop experiences and events or show the responses of characters to situations.
e. Provide a conclusion that follows from the narrated experiences or events.
(4.SL.1b,c,d) – Engage effectively in a range of collaborative discussions with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
(4.SL.2) – Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
(4.L.3a,b) – Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Choose words and phrases to convey ideas precisely.
b. Choose punctuation for effect.
FIFTH GRADE:
(5.RL.5) – Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.
(5.RL.6) – Describe how a narrator’s or speaker’s point of view influences how events are described.
(5.RL.7) – Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
(5.W.3a,b,e) – Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.
e. Provide a conclusion that follows from the narrated experiences or events.
(5.SL.1b,c) – Engage effectively in a range of collaborative discussions with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
(5.SL.2) – Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
SIXTH GRADE:
(6.RL.3) – Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
(6.RI.7) – Integrate information presented in different media or formats as well as in words to develop a coherent understanding of a topic or issue.
(6.W.3a,b,e) – Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
e. Provide a conclusion that follows from the narrated experience or events.
(6.W.5) – With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
(6.SL.1c,d) – Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
(6.SL.2) – Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
(6.SL.5) – Include multimedia components and visual displays in presentations to clarify information.
(6.L.5a) – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (personification) in context.
(6.L.6) – 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.
(6.RH.6) – Identify aspects of a text that reveal an author’s point of view or purpose.
(6.RH.7) – Integrate visual information with other information in print and digital texts.
