Literacy in History/Social Studies, Science, and Technical Subjects

Reading Standards for Literature K–5 [RL]

Grade 3 students:

Grade 4 students:

Grade 5 students:

Key Ideas and Details

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

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

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

      1. 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.

  1. Determine a theme of a story, drama, or poem from details in the text; summarize the text.

  1. 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.

      1. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

  1. 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).

  1. 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).

Craft and Structure

  1. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language, including figurative language such as similes.

  1. Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).

      1. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

  1. Refer to parts 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.

  1. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

      1. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.

  1. Distinguish their own point of view from that of the narrator or those of the characters.

  1. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

      1. Describe how a narrator’s or speaker’s point of view influences how events are described.

Integration of Knowledge and Ideas

  1. 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).

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.

  1. 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).

  1. (Not applicable to literature)

8. (Not applicable to literature)

  1. (Not applicable to literature)

  1. 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).

9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

  1. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

  1. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

a. Self select text for personal enjoyment and interest.

    1. b. Recognize the contributions of American Indian tribes and other diverse cultures within the Minnesota community through literature past and present. (Note: This concept will be further embedded in the second draft of the standards.)

10. By the end of the year, read and comprehend literature and other texts including stories, drama, and poetry, in the grades 4-5 text complexity band proficiently and independently with scaffolding as needed at the high end of the range.

a. Self select text for personal enjoyment and interest.

    1. b.Recognize the contributions of American Indian tribes and other diverse cultures within the Minnesota community through literature past and present. (Note: This concept will be further embedded in the second draft of the standards.)

  1. By the end of the year, read and comprehend literature and other texts including stories, dramas, and poetry at the high end of the grades 4–5 text complexity band proficiently and independently.

a. Self select text for personal enjoyment and interest.

    1. b. Recognize the contributions of American Indian tribes and other diverse cultures within the Minnesota community through literature past and present. (Note: This concept will be further embedded in the second draft of the standards.)

Reading Standards for Informational Text K–5 [RI]

Kindergartners:

Grade 1 students:

Grade 2 students:

Key Ideas and Details

  1. With prompting and support, ask and answer questions about key details in a text.

  1. Ask and answer questions about key details in a text.

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

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

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

  1. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

  1. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

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

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

Craft and Structure

  1. With prompting and support, ask and answer questions about unknown words in a text.

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

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

  1. Identify the front cover, back cover, and title page of a book.

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

  1. 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.

  1. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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

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

Integration of Knowledge and Ideas

  1. 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).

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

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

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

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

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

  1. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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

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

Range of Reading and Level of Text Complexity

10. Actively engage in group reading activities with purpose and understanding.

10.With prompting and support, read informational texts appropriately complex for grade 1.

  1. 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

Reading Standards for Informational Text K–5 [RI]

Grade 3 students:

Grade 4 students:

Grade 5 students:

Key Ideas and Details

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

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

  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

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

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

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

  1. 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.

  1. 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.

  1. 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

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

  1. Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

  1. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

  1. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

  1. 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.

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.

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

  1. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

  1. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

Integration of Knowledge and Ideas

  1. 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).

  1. 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.

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.

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

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

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).

  1. Compare and contrast the most important points and key details presented in two texts on the same topic.

  1. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

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

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.

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.

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.

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