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Common Core applied to “Changes” book

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Common Core applied to “Changes” book

“Changes” and the Common Core Reading Standards for Informational Text

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
  2. Determine the main idea of a text; recount the key details and explain how they support the main idea.
  3. Describe the relationship between a series of scientific ideas or concepts, using language that pertains to time, sequence, cause/effect.
  1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine the main idea of a text and explain how it is supported by key details; summarize the text
  3. Explain events, ideas, or concepts in a scientific text, including what happened and why, based on specific information in the text.
  1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
  2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
  3. Explain the relationships or interactions between two or more events, ideas or concepts in a scientific text based on specific information in the text.
Craft and Structure
  1. Distinguish their own point of view from that of the author of a text.
  1. Describe the overall structure (e.g., cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.
  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).
  2. Describe the logical connection between particular sentences in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
  1. Interpret information presented visually, orally, or quantitatively (e.g., in charts, maps, diagrams, time lines) and explain how the information contributes to an understanding of the text in which it appears.
  2. Explain how an author uses reasons and evidence to support particular points in a text.
  1. 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.
  2. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

“Changes” and the Common Core Reading Standards for Literature

Grade 3 Students: Grade 4 Students: Grade 5 Students:
Craft and Structure
  1. Refer to parts of poems/songs when writing or speaking about a text, using terms such as stanza or verse; describe how each successive part builds on earlier sections.
  1. Explain major differences between poems/songs, drama, and prose, and refer to the structural elements of poems/songs (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. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors, similes and personification.
  2. Explain how a series of stanzas fits together to provide the overall structure of a particular poem/song.
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).
  1. 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 (poem/song).

“Changes” and the Common Core Speaking and Listening Standards

Grade 3 Students: Grade 4 Students: Grade 5 Students:
Presentation of Knowledge and Ideas
  1. Create engaging audio recordings of stories or poems/songs that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
  1. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
  1. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.