Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Literature
Grade 3
Key Ideas and Details
RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
Grade 4
Key Ideas and Details
RL.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
Craft and Structure
RL.4.6
Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
Integration of Knowledge and Ideas
RL.4.9
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.
Grade 5
Key Ideas and Details
RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RL.5.2
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.
Reading: Informational Text
Grade 3
Key Ideas and Details
RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Integration of Knowledge and Ideas
RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade 4
Key Ideas and Details
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Integration of Knowledge and Ideas
RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Grade 5
Key Ideas and Details
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
RI.5.3
Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
Craft and Structure
RI.5.6
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
RI.5.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).
RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Writing
Grade 3
Range of Writing
W.3.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 4
Research to Build and Present Knowledge
W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grade 4 Reading standards to literature (e.g., “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].”).
- Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).
Range of Writing
W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Grade 5
Research to Build and Present Knowledge
W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
- Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
- Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).
Range of Writing
W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Speaking & Listening
Grade 3
Comprehension and Collaboration
SL.3.1
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.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- 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).
- Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.
- Explain their own ideas and understanding in light of the discussion.
Grade 4
Comprehension and Collaboration
SL.4.1
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.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- 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.
- Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
Grade 5
Comprehension and Collaboration
SL.5.1
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.
- Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.
- Follow agreed-upon rules for discussions and carry out assigned roles.
- Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
- Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (K–3)
D.
Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.
E.
Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
Benchmarks (4–7)
A.
Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
B.
Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.
Grade Level Indicators (Grade 3)
1.
Establish a purpose for reading (e.g., to be informed, to follow directions or to be entertained).
3.
Compare and contrast information between texts and across subject areas.
7.
Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
10.
Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
Grade Level Indicators (Grade 4)
1.
Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
3.
Compare and contrast information on a single topic or theme across different text and non-text resources.
7.
Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
11.
Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
Grade Level Indicators (Grade 5)
1.
Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
3.
Make critical comparisons across texts.
7.
Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
11.
Independently read books for various purposes (e.g., for enjoyment, for literary experience, to gain information or to perform a task).
Reading Applications: Literary Text Standard
Benchmarks (4–7)
B.
Analyze the importance of setting.
C.
Identify the elements of plot and establish a connection between an element and a future event.
E.
Demonstrate comprehension by inferring themes patterns and symbols.
Grade Level Indicators (Grade 4)
2.
Identify the influence of setting on the selection.
3.
Identify the main incidents of a plot sequence, identifying the major conflict and its resolution.
5.
Determine the theme and whether it is implied or stated directly.
Grade Level Indicators (Grade 5)
2.
Explain the influence of setting on the selection.
3.
Identify the main incidents of a plot sequence and explain how they influence future action.
5.
Summarize stated and implied themes.
Writing Applications Standard
Grade Level Indicators (Grade 3)
5.
Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.
Grade Level Indicators (Grade 4)
5.
Produce informal writings (e.g., messages, journals, notes and poems) for various purposes.