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Reading Standards – Informational Text and Literature Epping School District of 16

Reading

Reading instruction is divided into two main areas. Reading for information is actually used in all

content areas and is the main reason that we learn to read! Thus the standards here focus more on

reading non-fictional materials including primary sources, textbooks, and other forms of communication

that are not considered literature. The other major area is literature where students learn about the

different genres such as drama, science fiction, historical fiction, and poetry. Reading standards in both

informational text and literary text cycle through all of the grade levels.

Reading for Information

Kindergarten

Standards I can… Statements Key Ideas and Details 1. With prompting and support, ask and answer

questions about key details in a text.

I can ask questions about the story.

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

I can find the main idea of the story and tell some details about it.

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

I can make text to text connections. I can make text to self connections. I can make text to world connections.

Craft and Structure 4. With prompting and support, ask and answer

questions about unknown words in a text.

I can ask and answer questions about unknown words in a non-fiction text.

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

I can find the front cover of a book. I can find the back cover of a book. I can find the title page of a book.

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

I can name the author and explain his/her role. I can name the illustrator and explain his/her role.

Integration of Knowledge and Ideas 7. 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).

I can talk about pictures in a non-fiction text.

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

I can give details an author gives to help make points about a text.

9. With prompting and support, identify basic similarities in and differences between two

I can tell what is the same about two texts. I can tell the differences between two texts.


texts on the same topic (e.g., in illustrations, descriptions, or procedures)

Range of Reading and Level of Text Complexity 10. Actively engage in group reading activities

with purpose and understanding.

I can read non-fiction at my “just right” level.

Grade One

Standards I can… Statements Key Ideas and Details 1. Ask and answer questions about key details

in a text.

I can ask questions before, during, and after reading a story.

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

I can identify a main topic and retell key details in a story.

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

I can make text to text connections. I can make text to self connections. I can make text to world connections.

Craft and Structure 4. Ask and answer questions to help determine

or clarify the meaning of words and phrases in a text.

I can read for meaning in non-fiction.

5. 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.

I can find headings in non-fiction texts. I can find and use a table of contents. I can find a glossary. I can use a glossary with support.

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

I can read pictures and labels in a non-fiction text.

Integration of Knowledge and Ideas 7. Use the illustrations and details in a text to

describe its key ideas.

I can look at pictures to tell key ideas.

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

I can read “fun facts” or insert boxes.

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

I can learn new information from more than one text. I can find the same information from text to text.

Range of Reading and Level of Text Complexity 10. With prompting and support read

informational texts appropriately complex for grade 1.

I can read non-fiction at my “just right” level.


Grade Two

Standards I can… Statements Key Ideas and Details 1. Ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details.

I can ask who, what, when, why and how to show I understand the details of a text.

2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.

I can identify the main idea in a text of more than one paragraph.

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

I can describe the connection between historical or scientific ideas or concepts or steps in a procedure.

Craft and Structure 4. Determine the meaning of words and phrases

in a text relevant to a grade 2 topic or subject area.

I can use text to figure out the meaning of words

5. 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.

I can use text features and search tools to find information that is important to my topic.

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

I can compare my point of view to the author’s.

Integration of Knowledge and Ideas 7. Explain how specific images (e.g., a diagram

showing how a machine works) contribute to and clarify a text.

I can use information from illustrations and text to show I understand how key events occur.

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

I can compare or show cause/effect and sequence in sentences and paragraphs.

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

I can compare and contrast important points and details in two texts.

Range of Reading and Level of Text Complexity 10. 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.

I can use and understand informational text independently and proficiently.

Grade Three

Standards I can… Statements 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.

I can ask and answer questions to show I understand my text and refer back to my text for the answer.


2. Determine the main idea of a text, recount the key details, and explain how the support the main idea.

I can find the main idea of a text and tell the key details and explain how they support the main idea.

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.

I can use language about time, sequence and cause/effect to describe the relationship between historical events, scientific ideas, or steps in procedures.

Craft and Structure 4. Determine the meaning of general academic

and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

I can use text to figure out the meaning of words.

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

I can use text features and search tools to find information that is important to my topic.

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

I can compare my point of view to the author’s.

Integration of Knowledge and Ideas 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 events occur).

I can use information from illustrations and text to show I understand how key events occur.

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

I can compare or show cause/effect and sequence sentences and paragraphs.

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

I can compare and contrast important points and details in 2 texts.

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 grades 2-3 text complexity band independently and proficiently.


Grade Four

Standards I can… Statements Key Ideas and Details 1. Refer to details and examples in a text when

explaining what the text says explicitly and when drawing inferences from the text.

I can show details and explain examples

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

I can identify the main ides of a text

3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text,

I can 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.

including what happened and why.

Craft and Structure 4. Determine the meaning of general academic

and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

I can use text to figure out the meaning of words.

5. 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.

I can identify the structure of events, ideas, concepts, or information in a text or part of a text.

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

I can compare and contrast the firsthand and secondhand version of the same event or topic.

Integration of Knowledge and Ideas 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.

I can understand information given visually and orally. I can understand information that can be measured or given in numerical terms.(e.g., in charts, graphs, diagrams, time lines, animation, or interactive elements on Web pages) and explain how the information adds to the text in which it appears.

8. Explain how an author uses reasons and evidence to support particular points.

I can explain how an author uses details, and show evidence of certain points.

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

I can add information from two texts on the same topic to write or speak about a topic.

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


Grade Five

Standards I can… Statements Key Ideas and Details 1. Quote accurately from a text when explaining

what the test says explicitly and when drawing inferences from the text.

I can quote accurately from a text.

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

I can explain two or main ideas and use details to support my answers.

3. Explain the relationships between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on

I can explain a relationship between two or more individuals, ideas, or concepts in a historical, scientific, or technical text.


specific information in the text.

Craft and Structure 4. Determine the meaning of general academic and

domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

I can use text to figure out words that are grade 5 specific.

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.

I can compare and contrast the structure of events, ideas, concepts, or information in two or more texts.

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

I can look at many books on the same topic, telling the important similarities and differences.

Integration of Knowledge and Ideas 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.

I can use multiple forms of print or digital sources, to locate an answer to a question quickly or to solve a problem.

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).

I can use evidence to explain how an author uses reasons to support certain points in a text.

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

I can use different texts on the same topic in order to write or speak about the subject skillfully.

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

I can use and understand different texts, stories, dramas, poetry, independently and skillfully or expertly.

Middle School 6th Grade 7th Grade 8th Grade Key Ideas and details

Understand inferences Find main idea/summarize Trace the development of a character

Make inferences Find two or more main ideas and trace their development Show how characters, events, and ideas influence each other

Summarize text by pointing out the main idea and tracing its development Show how characters, ideas, and events are connected

Craft and structure

Define words and phrases used in text Show how sentences, paragraphs, or chapters fit in the overall text

Define words and show how they affect tone Figure out how the structure of the text helps the development of ideas

Define words and show how word choice affects tone Analyze a paragraph and show how sentences


Identify author’s point of view or purpose and explain how it shows in the text

State the author’s purpose and show how it differs from other points of view

develop a main concept. Determine the author’s point of view and show how the author reacts to other points of view

Integration of Knowledge and Ideas

Understand information presented in forms other than words Find arguments in text and determine if they are supported by facts Compare different authors’ presentations of facts on the same subject

Compare and contrast audio or visual versions of a text to the text itself Determine if evidence of arguments in a text supports the argument See if two or more authors writing about the same topic offer different points of view

Show positive or negative points about using different types of media to present an idea Look at an argument and decide if the evidence is valid and find evidence that is not valid Look at two or more pieces of writing on the same topic and show where they agree or disagree

Range of Reading and Level of Text Complexity

Read and understand literary non-fiction proficiently



High School Grades 9 and 10 Grades 11 and 12

Key Ideas and details

State what the text says and use evidence to support conclusions and inferences Summarize text by pointing out the main idea and tracing its development Analyze how ideas and events are introduced and developed

Recognize when and infer from matters

(that are) left uncertain

Recognize multiple central ideas

Analyze how ideas and events interact

and develop over the course of a text

Craft and structure

Show how word choice affects tone through figurative, connotative, and technical meanings Understand how an author’s ideas or claims are developed Recognize the author’s point of view and

Understand how the author refines the

meaning of key terms

Evaluate the effectiveness of an

argument’s structure

Analyze how the rhetorical structures of


how said author uses rhetoric to advance that point of view

style and content create effective and

powerful arguments


Compare the same theme in different

mediums

Delineate and evaluate arguments and

claims

Analyze seminal US documents

Compare the same theme in multiple

mediums

Delineate and evaluate the reasoning in

US texts

Analyze 17th, 18th, and 19th century

foundational US documents for

rhetorical features.


Comprehend 9th-10th grade text

complexity

Comprehend 11th grade College and

Career Ready (CCR) text complexity

Reading Literature

Kindergarten

Standards I can… Statements Key Ideas and Details 1. With prompting and support, ask and

answer questions about key details in a text.

I can ask and answer questions about the text.

2. With prompting and support, retell familiar stories, including key details.

I can retell stories I know.

3. With prompting and support, identify characters, settings, and major events in a story.

I can tell the characters of a story. I can tell the setting of a story. I can tell the problem of a story.

Craft and Structure 4. With prompting and support, ask and

answer questions about unknown words in a text.

I can ask and answer questions about words I don’t know in a story.

5. Recognize common types of texts (e.g., storybooks, poems).

I can tell the difference between types of text (fiction & non-fiction).

6. With prompting and support, name the author and illustrator of a story and define roles of each in telling the story.

I can name the author and define his/her role. I can name the illustrator and name his/her role.


Integration of Knowledge and Ideas 7. 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).

I can use illustrations and details in a story to tell its characters, setting, or events.

8. (not applicable to literature) N/A

9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

I can compare and/contrast the adventures and experiences of characters in stories I know.


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

I can read in group activities with purpose and understanding.

Grade One

Standards I can… Statements Key Ideas and Details 1. Ask and answer questions about key details in

a text.

I can ask and answer questions about key details in text.

2. Retell stories, including key details, and demonstrate understanding of their central message or lesson.

I can retell stories with beginning, middle and end. I can retell stories using story elements. I can retell the main idea.

3. Describe characters, settings, and major events in a story using key details.

I can identify characters, setting, problem, and solution.

Craft and Structure 4. Identify words and phrases in stories or poems

that suggest feelings or appeal to the senses.

I can highlight words or phrases that create a mental image.

5. Explain major difference between books that tell stories and books that give information, drawing on a wide range of texts.

I can tell the difference between fiction and non-fiction

6. Identify who is telling the story at various points in a text.

I can identify which character is telling the story. (Thinking bubbles, talking bubbles, etc…)

Integration of Knowledge and Ideas 7. Use illustrations and details in a story to

describe its characters, setting, or events.

I can use illustrations and details in a story to describe its characters, setting, or events. (first, then, next…)


9. Compare and contrast the adventures and experiences of characters in stories.

I can make text to text connections.


10. With prompting and support, read prose and poetry of an appropriate complexity for grade

I can read poetry in my “reader’s voice.”


Grade Two

Standards I can… Statements Key Ideas and Details 1. Ask and answer such questions as who, what,

where, when, why, and how to demonstrate understanding of key details.

I can ask and answer questions to show I understand the text.

2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

I can retell stories and determine the main message (lesson or moral) and tell how it is shown in a text.

3. Describe how characters in a story respond to major events and challenges.

I can talk about the character’s traits, motivations or feelings and how they add to the events of the text.

Craft and Structure 4. Describe how words and phrases (e.g., regular

beats, alliteration, rhymes, repeated lines) supply rhythm and meaning to a story, poem, or song.

I can talk about how words and phrases give meaning to a story, poem, or song.

5. Describe the overall structure of a story, including describing how the beginning introduced the story and the ending concludes the action.

I can use story elements to describe the overall structure of a story to introduce the beginning, and the end to conclude the action.

6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character, when reading dialogue aloud.

I can determine the different points of view of characters by speaking in a different voice for each character.

Integration of Knowledge and Ideas 7. Use information gained from the illustrations

and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

I can use illustrations to help me understand characters, setting or plot.


9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

I can compare and contrast two or more versions of the same story.

Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend

literature, including stories and poetry, in the grade 2-3 text complexity band proficiently with scaffolding as needed at the high end of the range.

I can read and understand complex stories independently and accurately.


Grade Three

Standards I can… Statements 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.

I can ask and answer questions to show I understand the text.

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.

I can retell stories and determine the main message (lesson or moral) and tell how it is shown in the text.

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

I can talk about the characters’ traits, motivations, or feelings, and how they add to the events of the text.


as they are used in a text distinguishing literal from nonliteral language.

I can tell what the words and phrases mean and say if they are literal or non-literal.

5. Refer to parts of stories, drama, and poems when writing or speaking about a text using terms such as chapter, scene, and stanza; describe how each successive part build on earlier sections.

I can use words such as chapter, scene, and stanza when talking or writing about stories, dramas and poems.

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

I can distinguish my point of view from that of the narrator or those of the characters.

Integration of Knowledge and Ideas 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).

I can use illustrations to help me understand the words of the story.


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).

I can compare and contrast themes, setting and plots of stories written by the same author.


literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.

I can read and understand complex literature independently and accurately.


Grade Four

Standards I can… Statements Key Ideas and Details 1. Refer to details and examples in a text when

explaining what the text says explicitly and when drawing inferences from the text.

I can state details and examples from text when explaining what the text says. I can state information from text from inferences.

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

I can tell what the theme of a story, drama, or poem is from details in the text. I can summarize the text.

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).

I can talk about story elements by giving specific details in a text.


as they are used in a text including those that allude to significant characters found in mythology (e.g. Herculean).

I can tell what the words and phrases used in a text mean including those that refer to important characters found in mythology.

5. 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.

I can explain the major differences between poems, drama, and prose when writing or speaking about a text.

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

I can compare and contrast the point of view from stories .

Integration of Knowledge and Ideas 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.

I can discuss different presentations of text.


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

I can compare and contrast the treatment of topics in literature from different cultures.


literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independentlyand proficiently.

I can read and understand complex literature independently and accurately.


Grade Five

Standards I can… Statements Key Ideas and Details 1. Quote accurately from a text when explaining

what the text says explicitly and when drawing inferences from the text.

I can explain inferences by quoting accurately from what I have read.

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.

I can summarize the text by discussing theme, character and/or narrator in a story, drama or poem.

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).

I can compare and contrast characters, settings and plot using specific details from the text.


as they are used in a text, including figurative language such as metaphors and similes.

I can determine meaning by using cues in the text and can discuss figurative language.

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

I can explain how parts of a story, drama or poem fit together.

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

I can describe point of view and how it impacts how an event is described.

Integration of Knowledge and Ideas 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).

I can analyze how different visual and multimedia elements contribute to the meaning of text.


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

I can compare and contrast stories in the same genre.


literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently proficiently.

I can read and comprehend text written at my grade level.


Middle School

6th Grade 7th Grade 8th Grade


Use evidence to make inferences Summarize text and find theme and main ideas Relate plot in sequence and show how characters react to change

Show evidence to support what the text means Summarize the text and trace the development of the main idea or theme Show how the elements of a story work together

Show evidence about what the text means and interpret inferences in the text Summarize a text and find the main idea and how it is supported by details Show how dialogue or incidents in a text affect the action, tell us about the character, and help the characters come to a decision

Craft and structure

Define words in context and show how word choice affects tone Show how a section of a text fits in and how it helps develop themes, setting, or plots Recognize the narrator’s point of view

Define words in context, interpret figurative language, understand rhyme and theme and the repeating of sounds, and show how they affect the text Show how a drama’s or poem’s form helps get across the meaning Show how the author develops the different points of view of the characters or narrators

Define words from context including figurative language, and point out references to the text Compare and contrast two or more texts and point out the different structures of the texts Show how the different points of view of the characters and the audience or reader create suspense or humor


Compare and contrast reading a story to viewing or listening to it Compare and contrast different forms of literature on the same theme or topics

Compare and contrast a written piece of literature to its audio, filmed, staged, or multimedia version Compare and contrast fictional and historical pieces written about the same time, place, or character

Show how filmed or live performances of a story or drama are similar to the original text Show how modern literature refers to myth, traditional stories, or religious works



Read and understand literature including stories, dramas, and poems proficiently at grade level



High School Grades 9 and 10 Grades 11 and 12


Show evidence about what the text means and interpret inferences in the text Understand how theme emerges Analyze how characters develop and interact

Recognize when matters are left

uncertain

Determine two or more themes and

analyze how they interact to produce a

complex account.

Analyze author’s choices for developing

elements of a story or drama

Craft and structure

Define words from context including figurative language, and point out references to the text Understand how structure manipulates a story’s timeline Read literature from outside the USA

Analyze the impact of specific word

choice on meaning and tone, including

words with multiple meanings or

language that is fresh, engaging, or

beautiful (include Shakespeare)

Analyze how an author’s choices for

structure contribute to the overall

meaning.

Distinguish between what is directly

stated and what is really meant (satire,

sarcasm, irony, and understatement)


Compare the same subject or key scene

in different mediums

Analyze how an author transforms

material into new forms

Analyze multiple interpretations or a

story, drama, or poem, evaluating how

each interprets the source text (include

Shakespeare and an American

dramatist)

Analyze how two or more texts from

the 18th, 19th, and early 20th Century

foundational American Literature treat


similar themes


Comprehend 9th-10th grade text

complexity

Comprehend 11th grade CCR text

complexity

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