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Reading Unpacked Benchmarks: Grades 3-5
Reading CDAS Unpacked Benchmarks: Grades 3-5, All
A joint project of AUSL & Life Long learning & Associates, May 2011.
Page 1 of40
Goal 1: Read with understanding and fluency.
Standard 1A: Apply word analysis and vocabulary skills to comprehend selections.
Benchmark 1A2a:
Read and comprehend
unfamiliar words using
root words, synonyms,antonyms, word origins
and derivations.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
Grade 3 Grade 4 Grade 5Knowledge
(1.3.02) (1.3.03) Know the termsroot/base, prefix, suffix, synonym,
antonym, affix, consonant digraph,
silent letters
(1.3.01) 3rd grade roots/affixes:
-ed, -ing, -s, -es, -er, -est, -less, -ar,
-er, -or, dis-, -en, -ful, -ly, re-, un-, -y
Taken from the IAF on isbe.net
Know the terms root/base, prefix,suffix, synonym, antonym,
homophone (two, too, to)
(1.4.01) 4th grade roots/affixes:
-able, -ible, -al, -ance, bi-, ex-, fact,
geo, -ic, il-, ir-, in-, im-, -ish, non-,
over, port, pre-, struct, tri
Taken from the IAF on isbe.net
Know the purpose of prefixes,suffixes, and root/base words
Know the terms root/base, prefix,suffix, synonym, antonym, idiom,
homophone/homonym,
homograph (she did not shed a
tear when she saw the tear in her
dress)
(1.5.01) 5th grade roots/affixes:
-age, -ate, auto, co-, con-, com-,
coll-, demo, dict, en-, graph,
human, inter-, -ion, -ian, -ity, -ize,
-ment, meter, mis-, multi-, -ous, pro,
sphere, sub, trans-, -ual
Taken from the IAF on isbe.net
Skills/Understanding(1.3.03) Identify words that begin
with the same sound including:
consonant digraphs, different
letters having the same sound,
silent letters
(1.3.04) Identify words having thesame vowel sound
(1.3.05) Identify rhyming words with
different spelling patterns
(1.3.01) Identify prefixes, suffixes,
and root words
Decode words using knowledge of
affixes and roots/base words
(1.4.01) Identify how a prefix or
suffix changes the meaning of a
base/root word
(1.4.02) Identify and compare
root/base words
(1.4.05) (1.4.06) Identify word pairs
as synonyms or antonyms
Identify prefixes, suffixes, and
base/root words
Compare words to identify
common root/base word
Identify examples of multiplemeaning words (homograph)
Identify an idiom in the text
(1.5.03) (1.5.04) Identify synonyms
and antonyms (i.e.: Which word is
an antonym for ______.)
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Reading Unpacked Benchmarks: Grades 3-5
Reading CDAS Unpacked Benchmarks: Grades 3-5, All
A joint project of AUSL & Life Long learning & Associates, May 2011.
Page 2 of40
Benchmark 1A2a:
Read and comprehend
unfamiliar words using
root words, synonyms,
antonyms, word origins
and derivations.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
(1.3.01) Recognize the relationship
between words that share the
same root/base word
(1.3.01) Decode words using
knowledge of affixes and
roots/base words
(1.3.06) Recognize and solve
compound words
Recognize and solve words using
irregular plural forms (i.e.: calf to
calves)
(1.3.02) Identify the word base of
familiar words with affixes from the
3rd grade roots/affixes list
(1.3.09) (1.3.10) Identify and use
synonyms and antonyms
Identify the originating words of
contractions, including those that
are irregular (i.e.: will not to wont)
Recognize and use homographs
and homophones
Recognize words with multiple
meanings
(1.4.07) Create a new context for a
previously unfamiliar word
(1.4.02) Identify the word base of
familiar words with affixes from
Roots and Affixes list (e.g.,
precooked, realistic)
(1.4.03) Determine the meaning of
unknown compound words by
applying knowledge of known
individual words (e.g., watchman)
(1.4.08) Determine the correct use
of homonyms using context clues
Reasoning(1.3.01) Ability to generate new
words using knowledge of word
parts (affixes, roots/base)
(1.4.01) Infer the meaning of
unfamiliar words using the
knowledge of word parts
(1.5.01) Infer the meaning of
unfamiliar words using the
knowledge of word parts
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Reading Unpacked Benchmarks: Grades 3-5
Reading CDAS Unpacked Benchmarks: Grades 3-5, All
A joint project of AUSL & Life Long learning & Associates, May 2011.
Page 3 of40
Benchmark 1A2a:
Read and comprehendunfamiliar words using
root words, synonyms,
antonyms, word origins
and derivations.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
(1.3.01) Infer the meaning of
unfamiliar words using knowledge
of word parts
Ability to generate new words using
knowledge of word parts. (affixes,
roots/base)
Ability to generate new words
using knowledge of word parts.
(affixes, roots/base)
Determine the meaning of a wordin context and transfer that
interpretation to another context
(i.e.: Which sentence uses the
word strain in the same way as the
sentence above?)
(1.5.06) Use context clues or
background knowledge to explain
the meaning of an idiom
The word or phrase ______________
means that _________________
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Reading Unpacked Benchmarks: Grades 3-5
Reading CDAS Unpacked Benchmarks: Grades 3-5, All
A joint project of AUSL & Life Long learning & Associates, May 2011.Page 4 of40
Goal 1: Read with understanding and fluency.
Standard 1A: Apply word analysis and vocabulary skills to comprehend selections.
Benchmark 1A2b:
Clarify word meaning
using context clues and
a variety of resources
including glossaries,dictionaries and
thesauruses.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
Grade 3 Grade 4 Grade 5Knowledge
(1.3.09, 1.3.10) Know the followingtypes of context clues (synonym,
antonym, example, and
explanation)
Know that language is not always
literal
Know the difference between
literal and figurative language
Students should be able to perform
the following using grade leveltexts
Know the kinds of information to
be located in a glossary,
dictionary, and thesaurus
Locate information in a dictionary
entry (including multiple definitions
of one word)
(1.3.08) Know common words thatsignal use of context clues as well
as where context clues can
commonly be found (within a
sentence, in the sentence
immediately preceding or
following)
Students should be able to performthe following using grade level
texts
(1.4.04) Know common words that
signal use of context clues as well
as where context clues can
commonly be found (within a
sentence, in the sentence
immediately preceding or
following, after signal words)
Locate information in a dictionaryor thesaurus entry (including parts
of speech and multiple definitions
of one word)
Understand the significance of the
order of definitions in a dictionary
entry (i.e., the first entry is the most
common usage)
Students should be able to performthe following using grade level
texts
(1.5.02) Know common words that
signal use of context clues as well
as where context clues can
commonly be found (within a
sentence, in the sentence
immediately preceding or
following, after signal words)
Know the kinds of information tobe located in a glossary,
dictionary, and a thesaurus
Locate information in a dictionary
entry (including parts of speech,
multiple definitions of one word)
Understand the significance of the
order of definitions in a dictionary
entry (i.e., the first entry is the most
common usage)
(1.5.03) Use synonyms to define
words
(1.5.04) Use antonyms to define
words
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Reading Unpacked Benchmarks: Grades 3-5
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Benchmark 1A2b:
Clarify word meaning
using context clues and
a variety of resources
including glossaries,
dictionaries and
thesauruses.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
(1.5.05) Determine the meaning of
a word in context when the word
has multiple meanings
Skills/Understanding(1.3.11) Determine the word that
best fits a given context
(1.3.07) Use context clues to
determine the meaning of an
unknown word or phrase
(including common idioms)
Differentiate between multiple
definitions of a word in a
dictionary entry
Identify instances of common
meanings of multiple-meaning
words (i.e. Which sentence uses
the word bright in the same way
as the example?)
(1.4.05) Use synonyms to define
words
(1.4.06) Use antonyms to define
words
(1.4.07) Determine the word that
best fits a given context
(1.4.04) Use context clues to
determine the meaning of an
unknown word
Differentiate between multiple
definitions of a word in a dictionary
entry
Identify the meaning of common
idioms
Identify instances of common
meanings of multiple-meaning
words (i.e. Which sentence uses
the word bright in the same way as
the example?)
Use a dictionary, glossary, or
thesaurus to locate information
(1.5.02) Use context clues to
determine the meaning of anunknown word
Differentiate between multiple
definitions of a word in a
dictionary entry
Identify the meaning of common
idioms
Identify instances of common
meanings of multiple-meaning
words (i.e. Which sentence uses
the word bright in the same way
as the example?)
(1.5.06) Determine the correct use
of homonyms, idioms, and
analogies using context clues
Use a dictionary, glossary, or
thesaurus to locate information
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Reading Unpacked Benchmarks: Grades 3-5
Reading CDAS Unpacked Benchmarks: Grades 3-5, All
A joint project of AUSL & Life Long learning & Associates, May 2011.Page 6 of40
Benchmark 1A2b:
Clarify word meaning
using context clues and
a variety of resources
including glossaries,
dictionaries andthesauruses.
ISAT Percent:
3rd10-15%
4th10-15%
5th10-15%
ReasoningExplain how context clues were
used to determine the meaning of
an unknown word or phrase
Justify choice of one dictionary
definition over another for a given
word
(1.4.04) Explain how context clueswere used to determine the
meaning of an unknown word
Justify use of dictionary, glossary, or
thesaurus to locate specific
information
Justify choice of one dictionary
definition over another for a given
word (based on context)
Explain how context clues wereused to determine the meaning of
an unknown word
Justify use of dictionary, glossary,
or thesaurus to locate specific
information
Goal 1: Read with understanding and fluency.
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Reading Unpacked Benchmarks: Grades 3-5
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Standard 1B: Apply reading strategies to improve understanding and fluency.
Benchmark 1B2a:
Establish purposes for
reading; survey materials;
ask questions; makepredictions; connect,
clarify and expand ideas.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
Grade 3 Grade 4 Grade 5Knowledge
Students should be able to
demonstrate this knowledge in the
context of grade-level texts
(1.3.12) Know that readers read for
a variety of purposes and writers
write for a variety of purposes.
(Describe, inform, entertain,
persuade, narrate)
(1.3.12) Define prior knowledge
(1.3.17) Define topic sentence
(1.3.17) Define main idea as the
most important idea in a text
(1.3.25) Define fact and opinion
(2.3.10) Identify the different forms
of fiction (realistic, fantasy, etc)
and nonfiction (information,
biography)
Identify nonfiction text features,including titles, headings, sub-
headings, charts, graphs,
diagrams, keys
Students should be able to
demonstrate this knowledge in the
context of grade-level texts
(1.4.09) Know that readers read for
a variety of purposes and writers
write for a variety of purposes
(describe, inform, entertain,
persuade, narrate)
(1.4.09) Activate prior knowledge
to establish purpose for reading a
given passage
Define main idea as the most
important idea in a text
Know that the main idea may be
implicitly or explicitly stated
Students should be able to
demonstrate this knowledge in the
context of grade-level texts
Know that readers read for a
variety of purposes and writers
write for a variety of purposes
(describe, inform, entertain,
persuade, narrate)
(1.5.07) Identify purpose for
reading depending on text
Define main idea as the mostimportant idea in a text
Know that the main idea may be
implicitly or explicitly stated
Skills/Understanding(1.3.24) Make a wide range of
predictions based on personal
experiences, content knowledge,
and knowledge of similar texts
Students should be able to
demonstrate these skills in the
context of grade-level texts
Students should be able to
demonstrate these skills in the
context of grade-level texts
Benchmark 1B2a: (1.3.28) Identify readers purpose (1.4.26) Identify readers purpose (1.5.07) Adjust purpose for reading
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Reading Unpacked Benchmarks: Grades 3-5
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Establish purposes for
reading; survey materials;
ask questions; make
predictions; connect,
clarify and expand ideas.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
and authors purpose for a given
passage for writing a fiction or
nonfiction text (e.g., to entertain or
inform)
Make connections (text-to-text,
text-to-self, and text-to-world) that
will further comprehension and
clarify a text
(1.3. 17) Identify the explicit main
idea of a text
(1.3.17) Identify the implicit main
idea of a text)
(1.3.22) Identify the main idea of a
text when it is not explicitly stated(choosing an alternative title, etc.)
(1.3.25) Differentiate between fact
and opinion
(1.3.13) Identify probable
outcomes or actions
(1.3.24) Search for and use
information to confirm or
disconfirm predictions(1.3.24) Identify information in a
text to support predictions
Ask questions to clarify
understanding during and after
reading
and authors purpose for a given
passage (e.g., to entertain, inform,
persuade)
(1.4.22) Make connections (text-to-
text, text-to-self, and text-to-world)
that will further comprehension and
clarify a text
(1.4.14) Identify the implicit or
explicit main idea of a text
(1.4.10) Identify probable outcomes
or actions
Survey a text before reading to
identify text structure, including title,
topic sentence and illustrations
depending on text (what will this
look like?)
(1.5.08) Identify probable
outcomes or actions
(1.5.22) Make connections (text-
to-text, text-to-self, and text-to-
world) that will further
comprehension and clarify a text
(1.5.12) Identify the implicit or
explicit main idea of a text
(1.5.27) Identify readers purpose
and authors purpose for a given
passageSurvey a text before reading to
identify text structure, key words,
and photos/illustrations, maps
charts and diagrams
Connect the text to the elements
above
(1.5.17) Identify supporting details
in a text(1.5.11) Distinguish between minor
and supporting details in a text
(1.5.11) Distinguish between minor
and significant details in a
passage
Benchmark 1B2a: Understand that nonfiction is
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Establish purposes for
reading; survey materials;
ask questions; make
predictions; connect,
clarify and expand ideas.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
organized differently than fiction
Survey a text before reading to
identify text structure, including
bold words
Reasoning(1.3.24) Justify predictions by citingtextual evidence
(1.3.24) Modify predictions during
reading and provide justifications
for these modifications
(1.3.21) Analyze and synthesize
main idea of a text
(1.4.22) Justify predictions by use of
prior knowledge and textual
evidence
Explain how an authors purpose
changes the way a reader
approaches a text
Formulate questions to guide
understanding of a text
(1.4.14) Analyze and synthesize
main idea of a text
(1.5.22) Justify predictions using
prior knowledge and textual
evidence
(1.5.08) Predict probable endings
or conclusions based on a
characters feelings and
motivations using evidence from
the text
Explain how an authors purpose
changes the way a reader
approaches a text
Make judgments about a text
based on prior knowledge
Formulate inferential questions to
guide understanding of a text
(1.5.18) Synthesize an appropriate
title for a text
Formulate an alternate
ending/sequel based on text
examples and understanding of
main idea
(1.5.18) Analyze and synthesize
main idea of a text
Goal 1: Read with understanding and fluency.
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Reading Unpacked Benchmarks: Grades 3-5
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Standard 1B: Apply reading strategies to improve understanding and fluency.
Benchmark 1B2b:
Identify structure (e.g.,
description,
compare/contrast,
cause and effect,sequence) of nonfiction
texts to improve
comprehension.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms description,
compare/contrast, cause and
effect, sequence, fact/opinion
Know that nonfiction texts can be
structured in different ways
(sequential, cause and effect,
description, compare/contrast,
problem/solution.)
Know the terms description,
compare/contrast, cause and
effect, sequence, fact/opinion
Know that nonfiction texts can be
structured in different ways
(sequential, cause and effect,
etc.)
Know the terms description,
compare/contrast, cause and
effect, sequence, fact/opinion
Know that nonfiction texts can be
structured in different ways
(sequential, cause and effect,
etc.)
Skills/Understanding(1.3.18) Locate information using
simple graphic organizers
(1.3.23) Identify or summarize theorder of events in a story in
sequence in a text
Identify the cause or effect of
events in a passage
(1.3.21) Identify main ideas and
supporting details in a passage
(1.3.25) Determine whether a given
statement from a piece of text wasfactual or opinion
Identify how a text was structured
Identify how a text is organized
(1.4.21) Identify or summarize the
order of events in sequence in a
text
Identify the cause(s) or effects(s) of
events in a passage
(1.4.13) (1.4.18) Identify main ideas
and supporting details in a
passage
Determine whether a given
statement from a piece of text was
factual or opinion
(1.4.23) Differentiate between fact
and opinion
(1.4.15) Outline information from a
passage by using a graphic
organizer
(1.5.20) Identify events in sequence
in a text
(1.5.21) Identify the cause(s) oreffects(s) of events in a passage
(1.5.15) Identify cause and effect
organizational patterns in fiction
(1.5.17) Identify main ideas and
supporting details in a passage
(1.5.23) Determine whether a given
statement from a piece of text was
factual or opinion
Identify the structural pattern of a
text
(1.5.13) Organize information from
a passage by using a graphic
organizer or outline (i.e. mapping,
time lines, Venn Diagrams, etc.)
Benchmark 1B2b: (1.4.15) Demonstrate (1.5.13) Demonstrate
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Reading Unpacked Benchmarks: Grades 3-5
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Identify structure (e.g.,
description,
compare/contrast,
cause and effect,
sequence) of nonfiction
texts to improve
comprehension.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
understanding by using graphic
organizers (e.g., Venn diagrams
and semantic webs) to represent
passage content
Identify how a nonfiction text was
structured
understanding by using
sophisticated graphic organizers
(e.g. cause-effect organizers,
semantic webs) to represent
passage content
Identify how a nonfiction text was
structured
ReasoningExplain why different text structures
help improve comprehension
(1.3.21) (1.3.24) Use text evidence
to explain if/ how the main idea is
supported
Explain why a certain structural
pattern was used to convey
meaning in a non-fiction selection
Judge the effectiveness of certain
structural patterns
Explain why a certain structural
pattern was used to convey
meaning in a non-fiction selection
Judge the effectiveness of certain
structural patterns
Compare and contrast two
selections with differing structural
patterns about the same topic
Goal 1: Read with understanding and fluency.
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Reading Unpacked Benchmarks: Grades 3-5
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Standard 1B: Apply reading strategies to improve understanding and fluency.
Benchmark 1B2c:
Continuously check and
clarify for understanding
(e.g., in addition to
previous skills, clarifyterminology, seek
additional information).
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms titles, headings,
sub-headings, charts, graphs,
diagrams, keys, illustrations,photographs, captions, maps
Identify non-fiction and fiction text
features including titles, headings,
sub-headings, charts, graphs,
diagrams, keys, illustrations,
photographs, captions, and maps
Identify story elements
Able to retell sections of passage
Identify purposes for reading
(entertain, inform, persuade)
(1.3.12)Activate prior knowledge
to establish purpose for reading a
given passage
Know the terms titles, headings,
sub-headings, charts, graphs,
diagrams, keys, illustrations,photographs, captions, maps
Identify non-fiction and fiction text
features including titles, headings,
sub-headings, charts, graphs,
diagrams, keys, illustrations,
photographs, captions, and maps
Identify story elements
Able to retell sections of passage
Identify purposes for reading
(entertain, inform, persuade)
(1.4.09)Activate prior knowledge
to establish purpose for reading a
given passage
Know the terms titles, headings, sub-
headings, charts, graphs, diagrams,
keys, illustrations, photographs,captions, maps
Identify non-fiction and fiction text
features including titles, headings, sub-
headings, charts, graphs, diagrams,
keys, illustrations, photographs,
captions, and maps
Identify story elements
Able to retell sections of passage
Identify purposes for reading (entertain,
inform, persuade, explain)
(1.5.07)Establish and adjust purposes
for reading
Skills/UnderstandingClarify understanding by
responding to text using sentence
stems such as This reminds me of,This is similar to, I wonder, I think, I
feel, I like
Make meaningful text-to-self, text-
to-text, text-to-world connections
before, during, and after reading
Monitor
comprehension/understanding of
Clarify understanding by
responding to text using sentence
stems such as This reminds me of,This is similar to, I wonder, I think
and In the text it says
Make meaningful text-to-self, text-
to-text, and text to-to-world
connections before, during, and
after reading
Monitor comprehension and
Clarify understanding by responding to
text using sentence stems such as This
reminds me of, This is similar to, Iwonder, and In the text it says
Make meaningful text-to-self, text-to-
text, and text to-to-world connections
before, during, and after reading
Monitor comprehension and
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text using graphic organizers such
as story maps, Venn Diagrams, and
KWL charts
Clarify understanding of text by
rereading
Clarify understanding by retelling
the important ideas of the text
(1.3.14)Use information in
illustrations to help understand a
reading passage
(1.3.15)Determine which
illustrations support the meaning of
a passage
(1.3.16)Determine which charts
and graphs support the meaning
of a passage
(1.3.18)Locate information using
simple graphic organizers such as
Venn diagrams
Use reference materials
(dictionary, thesaurus,
encyclopedia) to locateadditional information about the
topic of a text and/or to clarify
understanding/terminology
understanding of text using
graphic organizers such as story
plot, Venn Diagrams, KWL Charts,
sequential order chart, cause and
effect chart, and FQR (Fact,
Question, Response)
Clarify understanding of text by
rereading
Clarify understanding by
summarizing the important ideas
and the supporting details of the
text (10-word summary)
(1.4.11)Use information in charts,
graphs, and diagrams to help
understand a readingpassage
(1.4.12)Determine the purpose of
features of informational text (e.g.,
bold print, key words, graphics)
(1.4.15)Demonstrate
understanding by using graphic
organizers (e.g., Venn diagrams
and semantic webs) to represent
passage content
Use reference materials
(dictionary, thesaurus,
encyclopedia) to locate
additional information about the
topic of a text and/or to clarify
understanding/terminology
understanding of text using graphic
organizers such as story plot, Venn
Diagrams, KWL Charts, sequential order
chart, cause and effect chart, FQR
(Fact, Question, Response),
Anticipation Guides, VIP (Very
Important Point)
Clarify understanding of text by
rereading
Clarify understanding by summarizing
the important ideas and the supporting
details of the text (1 paragraph
summary)
(1.5.09)Use information in tables, maps,
and charts to help understand areading
passage
(1.5.10)Determine the purpose of
features of informational text (e.g., bold
print, organization of content, key
words, graphics)
(1.5.13)Demonstrate understanding by
using sophisticated graphic organizers
(e.g., cause-effect organizers, semanticwebs) to represent passage content
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Benchmark 1B2c:
Continuously check and
clarify for understanding
(e.g., in addition to
previous skills, clarify
terminology, seek
additional information).
ISAT Percent:3rd8-12%
4th8-12%
5th8-12%
Use reference materials (dictionary,
thesaurus, encyclopedia) to locate
additional information about the topic
of a text and/or to clarify
understanding/terminology
ReasoningEvaluate how sentence stems (This
reminds me of, This is similar to, I
wonder, I think, I feel, and I like)
support comprehension of the text
Explain how text-to-self, text-to-
text, and text-to-world connections
help clarify understanding of text
Explain how non-fiction and fiction
text features including titles,headings, sub-headings, charts,
graphs, diagrams, keys, illustrations,
photographs, captions, and maps
contribute to comprehension of
the text
Identify which reading strategy will
support clarification of
comprehension
Evaluate how sentence stems (This
is important because, This makes
me realize) support
comprehension of the text
Explain how text-to-self, text-to-
text, and text-to-world connections
help clarify understanding of text
Explain how non-fiction and fiction
text features including titles,headings, sub-headings, charts,
graphs, diagrams, keys, illustrations,
photographs, captions, and maps
contribute to comprehension of
the text
Identify which reading strategy will
support clarification of
comprehension
Evaluate when lack of
understanding of a text requires
additional sources to clarify
comprehension
Evaluate how sentence stems (This
means that, My interpretation is, The
author means, and I can infer that)
support comprehension of the text
Explain how text-to-self, text-to-text,
and text-to-world connections help
clarify understanding of text
Analyze how non-fiction and fiction text
features including titles, headings, sub-headings, charts, graphs, diagrams,
keys, illustrations, photographs,
captions, and maps contribute to
comprehension of the text
Identify which reading strategy will
support clarification of comprehension
Evaluate when lack of understanding
of a text requires additional sources to
clarify comprehension
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Goal 1: Read with understanding and fluency.
Standard 1B: Apply reading strategies to improve understanding and fluency.
Benchmark 1B2d:
Read age-appropriate
material aloud with
fluency and accuracy.
ISAT Percent:3rd8-12%
4th8-12%
5th8-12%
Grade 3 Grade 4 Grade 5Knowledge
Know the termsitalics,
parentheses, intonation
Decode familiar and unfamiliar
words
Identify punctuation marks (period,
exclamation point, question mark,
quotation marks, comma)
Identify text features (italics,
parentheses, bolded print)
Recognize distinction between
how genres are read (i.e.: play,
poem)
Recognize intonation when
listening to a read aloud or
recording
Know the termsitalics,
parentheses, intonation, colon
Decode familiar and unfamiliar
words
Identify punctuation marks (period,
exclamation point, question mark,
quotation mark, comma, colon)
Identify text features (italics,
parentheses, bolded print)
Recognize distinction between
how genres are read (i.e.: play,
poem)
Recognize intonation when
listening to a read aloud or
recording
Know the termsitalics,
parentheses, intonation, colon
Decode familiar and unfamiliar
words
Identify punctuation marks (period,
exclamation point, question mark,
quotation mark, comma, colon)
Identify text features (italics,
parentheses, bolded print)
Recognize distinction between
how genres are read (i.e.: drama,
play, poem)
Recognize intonation when
listening to a read aloud or
recording
Skills/UnderstandingAccurately adjust my oral reading
rate to reflect my understanding of
punctuation marks
Accurately read a variety of
genres orally with fluency
(adjusting my rate for a specific
genre)
Read orally and accurately 115 to
140 words per minute by the end
of the year
Accurately adjust my oral reading
rate to reflect my understanding of
punctuation marks
Accurately read a variety of
genres orally with fluency
(adjusting my rate for a specific
genre)
Read orally and accurately 140 to
170 words per minute by the end
of the year
Accurately adjust my oral reading
rate to reflect my understanding of
punctuation marks
Accurately read a variety of
genres orally with fluency
(adjusting my rate for a specific
genre)
Read orally and accurately 170 to
195 words per minute by the end
of the year
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Benchmark 1B2d:
Read age-appropriate
material aloud with
fluency and accuracy.
ISAT Percent:
3rd8-12%
4th8-12%
5th8-12%
Reasoning levels will
differ by grade based on
the complexity and
sophistication of text and
student.
ReasoningAnalyze how punctuation marks
affect the meaning of a text
Interpret how intonation affect]
the meaning of a text
Demonstrate reading fluency by
reading aloud an age-appropriate
text.
Analyze how punctuation marks
affect the meaning of a text
Interpret how intonation affect] the
meaning of a text
Demonstrate reading fluency by
reading aloud an age-appropriate
text
Analyze how punctuation marks
affect the meaning of a text
Interpret how intonation affect] the
meaning of a text
Demonstrate reading fluency by
reading aloud an age-appropriate
text.
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Goal 1: Read with understanding and fluency.
Standard 1C: Comprehend a broad range of reading materials.
Benchmark 1C2a:
Use information to form
and refine questions and
predictions.
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms infer, inference,
predict, question, conclusion, draw
conclusion, evidence
Recall background knowledge on
topic of passage
Form meaningful predictions about
the passage using text features
and background knowledge
Form questions that relate to the
topic of the passage
(1.3.12)Activate prior knowledge
to establish purpose for reading a
given passage
Know the terms infer, inference,
predict, question, conclusion, draw
conclusion, generalize,
generalization, evidence
Recall background knowledge on
topic of passage from prior
experiences and texts
Form meaningful predictions about
the passage using text features
and background knowledge
Form questions that relate to the
topic of the passage
(1.4.09)Activate prior knowledge
to establish purpose for reading a
given passage
Know the terms infer, inference,
predict, question, conclusion, draw
conclusion, generalize,
generalization, evidence
Recall background knowledge on
topic of passage from prior
experiences and texts
Form meaningful predictions about
the passage using text features
and background knowledge
Form questions that relate to the
topic of the passage
(1.5.07)Establish and adjust
purposes for reading
Skills/UnderstandingRevise prediction based on textual
evidence
Develop questions while reading
that pertain to the topic
(1.3.13)Identify probable outcomes
or actions
Revise prediction based on textual
evidence
Develop questions while reading
that pertain to the topic
(1.4.10) Identify probable
outcomes or actions
Revise prediction based on textual
evidence
Develop questions while reading
that pertain to the topic
(1.5.08) Identify probable
outcomes or actions
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Benchmark 1C2a:
Use information to form
and refine questions and
predictions.
ISAT Percent:
3rd47-53%
4th
47-53%5th47-53%
(1.3.24) Draw inferences,
conclusions, or
generalizations about text, and
support them with textual
evidence and prior knowledge
(1.3.26) Draw conclusions frominformation in maps, charts, and
graphs
(1.4.22) Draw inferences,
conclusions, or
generalizations about text, and
support them with textual evidence
and prior knowledge
(1.4.24) Draw conclusions frominformation in maps, charts, graphs,
and diagrams
(1.5.22) Draw inferences,
conclusions, or
generalizations about text and
support them with textual
evidence and prior knowledge
(1.5.24) Draw conclusions frominformation in maps, charts,
graphs, and diagrams
ReasoningEvaluate how new information
changes prediction and/or
questions
Evaluate accuracy of inferences
and predictions made using
textual evidence
Justify conclusions made based on
textual evidence
Validate which questions asked
during reading supported
comprehension of the text
Evaluate how new information
changes prediction and/or
questions
Evaluate accuracy of inferences
and predictions made using textual
evidence
Justify conclusions made based on
textual evidence
Validate which questions asked
during reading supported
comprehension of the text
Evaluate how new information
changes prediction and/or
questions
Evaluate accuracy of inferences
and predictions made using
textual evidence
Justify conclusions made based on
textual evidence
Validate which questions asked
during reading supported
comprehension of the text
Goal 1: Read with understanding and fluency.
Standard 1C: Comprehend a broad range of reading materials.
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Benchmark 1C2b:
Make and support
inferences and form
interpretations about
main themes and topics.
ISAT Percent:3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
(2.3.05) Define authors message,
drawing a conclusion, story
element, prior knowledge
Define inference, topic Define interpretation, inference
Skills/Understanding(2.3.01) List important elements
from the story
Identify topic or theme of a
selection
Identify text clues to recognize a
central element (main topic or
theme)
Identify central theme using
inference
Compare literary works of one
author with the purpose of
identifying main theme and topic
across texts
Identify evidence for inferences
based on the text
Make interpretations based on text
combined with prior knowledge
ReasoningIdentify themes and topics of a
story by interpretation of a text
Summarize main themes (and/or
topics) of selected passage
(1.3.24) Draw a conclusion based
on evidence from text and own
interpretations
Use context clues and prior
knowledge to make decisions
about a text
Make text to text connections to
show interpretations of main
theme and topic (connections for
purpose of understanding the text
better)
Justify interpretation from text and
own experiences
Explain the importance of making
interpretations when reading
(1.5.22) Make inferences and draw
conclusions using prior knowledge
and evidence from the story
List evidence from the story tosupport conclusion
(1.5.22) Synthesize key points
(ideas) and supporting details to
form an accurate conclusion
Goal 1: Read with understanding and fluency.
Standard 1C: Comprehend a broad range of reading materials.
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Benchmark 1C2c:
Compare and contrast
the content and
organization of
selections.
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms compare, contrast,
similar, alike, different, genre,
sequence
Retell facts and information from
the text
Identify the genre and purpose of
the text
Identify and describe story
elements within fiction texts
(1.3.19) Make comparisons across
reading passages (e.g., topics,story elements)
Know the terms compare, contrast,
similar, alike, different, theme,
genre, sequence
Retell facts and information from
the text
Identify the genre and purpose of
the text
Identify and describe story
elements within fiction texts
(1.4.16) Make comparisons across
reading passages (e.g., topics,story elements)
Know the terms compare, contrast,
similar, alike, different, theme,
genre, sequence
Retell facts and information from
the text
Identify the genre and purpose of
the text
Identify and describe story
elements within fiction texts
(1.5.14)Make comparisons across
reading passages (e.g., topics,story elements, theme)
(1.5.14) Identify cause and effect
organizational patterns in fiction
Skills/UnderstandingDescribe the organization of the
text
Distinguish between different text
structures (cause and effect,
sequential, etc)
Describe how information and
ideas in two texts are similar
Describe how information and
ideas in two texts are different
Describe the organization of the
text
Distinguish between different text
structures (cause and effect,
sequential, etc)
Describe how information and
ideas in two texts are similar
Describe how information and
ideas in two texts are different
Describe the organization of the
text
Distinguish between different text
structures (cause and effect,
sequential, etc)
Describe how information and
ideas in two texts are similar
Describe how information and
ideas in two texts are different
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Benchmark 1C2c:
Compare and contrast
the content and
organization of
selections.
ISAT Percent:
3rd47-53%
4th
47-53%5th47-53%
Reasoning levels will differ by
grade based on the complexity
and sophistication of text and
student.
Use a Venn diagram or
comparison matrix (see SharePoint)
to compare and contrast two texts
(2.3.09) Identify and compare
characters attributes in a passage
Use a Venn diagram or
comparison matrix (see SharePoint)
to compare and contrast two texts
(1.4.15) Demonstrate
understanding by using graphic
organizers (e.g., Venn diagramsand semantic webs) to represent
passage content
Use a Venn diagram or
comparison matrix (see SharePoint)
to compare and contrast two texts
(1.5.13) Demonstrate
understanding by using
sophisticated graphic organizers(e.g., cause-effect organizers,
semantic webs) to represent
passage content
ReasoningEvaluate the advantages of
particular text structures for
conveying different types of
information
Analyze differences in story
elements across different fictiontexts
Analyze the organization of
nonfiction texts (e.g. use of
diagrams vs. sequential steps)
Evaluate the advantages of
particular text structures for
conveying different types of
information
Analyze differences in story
elements across different fictiontexts
Analyze the organization of
nonfiction texts (e.g. use of
diagrams vs. sequential steps)
Evaluate the effectiveness of
different text structures in
conveying different types of
information
Evaluate the advantages of
particular text structures for
conveying different types of
information
Analyze differences in story
elements across different fictiontexts
Analyze the organization of
nonfiction texts (e.g. use of
diagrams vs. sequential steps)
Evaluate the effectiveness of
different text structures in
conveying different types of
information
Formulate a thesis from the
similarities and differences
identified in a comparison matrix
Goal 1: Read with understanding and fluency.
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Standard 1C: Comprehend a broad range of reading materials.
Benchmark 1C2d:
Summarize and make
generalizations from
content and relate topurpose of material.
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms authors purpose,
entertain, inform, persuade
Know the terms summary,
generalization
Know the terms authors purpose,
entertain, inform, persuade
Define summarize, paraphrase,
generalizations, expository,
narrative
Define persuasive, narrative, and
expository
Define conclusion
Know the terms authors purpose,
entertain, inform, persuade
Define synthesize and supporting
details
Skills/UnderstandingIdentify key factors from story that
relate to authors purpose
(1.3.28) Draw conclusions from the
parts of the story about authors
purpose
(1.3.24) Draw inferences,
conclusions, or generalizations
about text and support them with
evidence from the text and/or
prior knowledge
Identify persuasive language used
to create agreement with the
opinion in the passage (i.e. most,
best (convincing language)
Express changes in ideas or
opinions after reading a text and
say why
Make predictions about the story
Identify the main idea from a
sample list of questions
(1.4.19) Identify the main idea of a
selection when it is not explicitly
stated (e.g., by choosing the best
alternative title from among
several suggested for a given
passage)
(1.4.21) Identify all important/ keypoints of story by paraphrasing
Generalize central elements/
themes by identifying key phrases
in the text; i.e.: find at least three
examples that show the theme of
___________
Given the main ideas, list
supporting details from a passage
(1.5.18) Identify the main idea of a
selection when it is not explicitly
stated (e.g. by choosing the best
alternative title from among the
several suggested for a given
passage)
(1.5.16) Make a conclusion using
information from the text
(1.5.19) Summarize a story or
nonfiction passage, or identify the
best summary
Benchmark 1C2d: Demonstrate changing
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Summarize and make
generalizations from
content and relate to
purpose of material.
ISAT Percent:
3rd47-53%4th47-53%
5th47-53%
perspective as events in a story
unfold, particularly applied to
people and cultures different from
readers own
Write a paragraph summary
ReasoningStudents should be able to
demonstrate this reasoning the
context of grade-level texts
(1.3.28) Make generalizations
about authors purpose.(i.e., to
inform, persuade, entertain)
Make generalizations about
authors point of view using
examples from the text
(1.3.22) State main idea of a text
using examples from the text and
own experiences to support
Respond to analytical and
interpretive questions based on
information from a text
Students should be able to
demonstrate this reasoning in the
context of grade-level texts
(2.4.05) Identify authors message
(1.4.21) Find the most important
information from the story and
restate it in your own words
(1.4.20) Summarize a story passageor text, or identify the best summary
(1.4.22) Draw a conclusion using
examples from the text
(1.4.22) Draw inferences,
conclusions, or generalizations
about text, and support them with
textual evidence and prior
knowledge
(2.4.14) Identify whether a given
nonfiction passage is persuasive,
narrative, or expository
State main idea of a text using
examples from the text and own
experiences to support
Students should be able to
demonstrate this reasoning in the
context of grade-level texts
(1.5.22) Using prior knowledge and
evidence from the text, draw
conclusions and identify points
that support them
(1.5.22) Draw inferences,
conclusions, or generalizationsabout text and support them with
textual evidence and prior
knowledge
Use prior knowledge and facts
from stories to identify central
elements in an accurate way
State main idea of a text using
examples from the text and own
experiences to support
(2.5.15) Identify whether a given
passage is narrative, persuasive, or
expository
Respond to analytical and
interpretive questions based on
information from a text
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Benchmark 1C2d:
Summarize and make
generalizations from
content and relate to
purpose of material.
ISAT Percent:3rd47-53%
4th47-53%
5th47-53%
Respond to analytical and
interpretive questions based on
information from a text
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Goal 1: Read with understanding and fluency.
Standard 1C: Comprehend a broad range of reading materials.
Benchmark 1C2e:
Explain how authors and
illustrators use text and
art to express their ideas(e.g. points of view,
design hues, metaphor).
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms authors purpose,
point of view, authors opinion
(Recognize the above as the same
concept)
Know the terms diagram,
metaphor, illustration
Know the termsauthors message,
point of view, and authors opinion
(Recognize the above as the same
concept)
Know the terms illustrator,
illustration, diagram, metaphor,
main idea, explanation
Know the terms alliteration,
metaphor, simile, personification,
point of view, inference
Define first person, second person,
third person point of view
Skills/Understanding(1.3.28) Recognize various types of
text (persuasive, informative,
entertaining)
(2.3.05) Identify portion of the
text/phrase to show authors
opinion (explicitly written)
(1.3.19) Able to compare and
contrast different types of text and
illustration
(1.3.15) Determine which
illustrations support the meaning ofa passage
(1.3.16) Determine which charts
and graphs support the meaning
of a passage
(1.3.26) Draw conclusions from
information in charts, graphs, and
maps
Recognize different types of text
(persuasive, informative,
entertaining)
Identify portion of the text/phrase
to show authors opinion (explicitly
written)
Identify attributes, or parts, of how
an author uses text or illustration to
convey ideas (e.g., The author
included this picture (or caption,
bold type, graph, color) to let me
know this is important)
(1.4.11) Use information in charts,
graphs, and diagrams to help
understand a reading passage
(1.4.12) Determine the purpose of
features of informational text (e.g.,
bold print, key words, graphics)
(2.5.07) Recognize
similarities/differences of various
styles or points of view
Identify portion of the text/phrase
to show authors opinion (explicitly
written)
(1.5.14) Make comparisons across
reading passages (e.g. topics, story
elements, themes)
Understand that authors and
illustrators use various styles orpoints of view to express ideas.
(e.g., This story was written in first
person narrative so I could really
get to know the character)
(1.5.28) Determine how authors
and illustrators express their ideas
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Benchmark 1C2e:
Explain how authors and
illustrators use text and
art to express their ideas(e.g. points of view,
design hues, metaphor).
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
(1.3.27) Determine if a set of simple
instructions or procedures is
complete and if not, identify what
is missing
(1.3.14) Assess how illustrations orgraphics add to the quality of the
text or provide additional
information
(1.4.16) Make comparisons across
reading passages (e.g., topics,
story elements)
(1.4.24) Draw conclusions from
information in maps, charts, graphs,and diagrams
(1.4.25) Determine whether a set of
complex instructions or procedures
is complete and, therefore, clear
(e.g., if incomplete, identify what is
missing)
Understand that authors and
illustrators use various styles and
points of view to affect the reader
in different ways
(1.5.09) Use information in tables,maps, and charts to help
understand a reading passage
(1.5.10) Determine the purpose of
features of informational text (e.g.
bold print, organization of content,
key words graphics)
(1.5.24) Draw conclusions from
information in maps, charts,
graphs, and diagrams
(1.5.25) Interpret an image based
on information provided in a
passage
(1.5.26) Determine whether a set
of complex instructions or
procedures is complete and,
therefore, clear (e.g., if
incomplete, identify what is
missing)ReasoningInfer authors point of view by
using textual evidence (identify
inform, persuade, entertain)
Make generalizations about
authors point of view using
examples from the text
Evaluate and explain how a
particular author or illustrator
expresses his/her ideas
Analyze authors style or point of
view to infer meaning, idea and
purpose
Interpret imagery and figurative
language (e.g. alliteration,
metaphor, simile, personification)
to infer meaning
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Benchmark 1C2e:
Explain how authors and
illustrators use text and
art to express their ideas
(e.g. points of view,
design hues, metaphor).
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
(2.3.05) Formulate an opinion
about the passage and identify
the authors opinion and authors
purpose
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Goal 1: Read with understanding and fluency.
Standard 1C: Comprehend a broad range of reading materials.
Benchmark 1C2f:
Connect information
presented in tables,
maps, and charts to
printed or electronic text.
ISAT Percent:
3rd47-53%
4th47-53%
5th47-53%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms map, table, chart,
diagram, legend, key, scale,caption, label, insert
Tell the information a text feature
provides
Retell key ideas from a text
Know the terms map, table, chart,
diagram, legend, key, scale,caption, label, insert
Tell the information a text feature
provides
Retell key ideas from a text
Know the terms map, table, chart,
diagram, legend, key, scale,caption, label, insert
Tell the information a text feature
provides
Retell key ideas from a text
Skills/UnderstandingExplain the kind of information you
find in different kinds of text
features
Identify the structure of a passage
(1.3.26) Draw conclusions from
information in maps, charts, and
graphs
Explain the kind of information you
find in different kinds of text
features
Identify the structure of a passage
(1.4.11) Use information in charts
graphs and diagrams to help
understand a reading passage
(1.4.24) Draw conclusions from
information in maps, charts, graphs
and diagrams
Explain the kind of information you
find in different kinds of text
features
Identify the structure of a passage
(1.5.09) Use information in tables
maps and charts to help
understand a reading passage
(1.5.24) Draw conclusions from
information in maps, charts, graphs
and diagrams
ReasoningAnalyze how the information from
a map/chart/etc supports the text
Analyze how a text supports the
information in a map/chart/etc
Analyze how the information from
a map/chart/etc supports the text
Analyze how a text supports the
information in a map/chart/etc
Analyze how the information from
a map/chart/etc supports the text
Analyze how a text supports the
information in a map/chart/etc
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Benchmark 1C2f:
Connect information
presented in tables,
maps, and charts to
printed or electronic text.
ISAT Percent:3rd47-53%
4th47-53%
5th47-53%
Evaluate which text feature would
best support the text
(1.3.16) Determine which charts
and graphs support the meaning
of the passage
Evaluate which text feature would
best support the textEvaluate which text feature would
best support the text
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2A: Understand how literary elements and techniques are used to convey meaning.
Benchmark 2A2a:
Identify literary elements
and literary techniques
(e.g., characterization,
use of narration, use of
dialogue) in a variety of
literary works.
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Grade 3 Grade 4 Grade 5Knowledge
Know the definition of theme
Recall common themes in
literature
Know the definition of alliteration,
assonance, consonance,
onomatopoeia, rhyme scheme,
metaphor, simile, and hyperbole
(2.4.11) Know the terms idiom and
figurative language
Know the definition of plot and
subplot
Know the definition of theme
Know the definition of elements of
plot (setting, characters, rising
action, climax, falling action)
Recall common themes in
literature
Describe characters
Know the definition of main versus
supporting characters
Know the definition of a variety of
literary genres
Skills/Understanding(2.3.02) Recognize and describe
relationships between characters
(2.3.07) Determine what
characters are like by what they
say or do and by how the author
or illustrator portrays them
(2.3.09) Decide how characters
are different or alike
Explain character actions or
(2.4.01) Identify literary elements
including setting, plot, character,
problem and solution
Describe common themes in
literature
Identify theme
Identify elements of plot (setting,
characters, rising action, climax,
falling action)
Determine genre after reading a
selection
Identify main characters
Identify supporting characters
(2.5.11) Explain the relationship
between main and supporting
characters
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Explain how use of dialogue
impacts the selection
Benchmark 2A2a:
Identify literary elements
and literary techniques
(e.g., characterization,
use of narration, use of
dialogue) in a variety of
literary works.
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Describe why an author chose to
use alliteration, assonance,
consonance, onomatopoeia,
rhyme scheme, metaphor, simile,
or hyperbole in text
Form a hypothesis as to where a
selection may have been
originally published (i.e.:
encyclopedia, newspaper,
collection of poetry)
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2A: Understand how literary elements and techniques are used to convey meaning.
Benchmark 2A2b:
Describe how to use
literary elements (e.g.,
theme, character,
setting, plot, tone,conflict) are used in
literature to create
meaning.
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Grade 3 Grade 4 Grade 5
Knowledge
Know the terms literary elements(setting, plot, character, theme,
problem and solution)
(2.4.01) ( 2.4.07) Know the termsliterary elements (setting, plot,
character, problem and solution,
conflict, theme, rising action,
climax), mood
Know that stories are written from
different points of view (1st vs. 3rd)
Know the terms literary elements(theme, setting, plot, character,
problem and solution, conflict,
tone)
(2.5.07) Know that stories are
written from different points of view
(1st, 2nd, 3rd)
Skills/Understanding(2.3.01) Identify literary elements
including setting, plot, character,
problem and solution
(2.3.02) Identify main and
supporting characters
(2.3.04)Identify the setting (both
place and time)
Describe the various elements of
setting (how the setting affects the
plot)
(1.3.23) Retell the plot of a
selection
(2.3.03) Identify events important to
the development of the plot
(2.3.06) Identify the problem in a
story and the resolution
(2.4.01) Identify literary elements
including setting, plot, character,
problem and solution, conflict, andtheme
(2.4.03) Describe how changing
specific literary elements
(character, plot, setting, and
conflict) change the meaning of
the text
(2.4.02) Distinguish between main
and supporting characters
(2.4.08) (2.4.09) Identify characters
attributes and motives
(2.4.08)Determine what characters
are like by what they say or do by
how the author or illustrator
portrays them
(2.5.01) Identify literary elements
including theme, setting, plot,
character, problem and solution,conflict, tone
Describe how changing specific
literary elements (character, plot,
setting, and conflict) change the
meaning of the text
(2.5.08) Determine what
characters are like by what they
say or do by how the author or
illustrator portrays them
Identify how characters change
throughout the story
(2.5.09) Determine character
motivation
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Benchmark 2A2b:
Describe how to use
literary elements (e.g.,
theme, character,
setting, plot, tone,
conflict) are used in
literature to create
meaning.
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Identify specific literary elements
based on knowledge of genre (i.e.
folk tales and moral)
(2.4.09) Determine character
motivation
(2.4.10) Determine the causes of
characters actions (other than
motivation)
Identify point of view (1st vs. 3rd)
Identify specific literary elements
based on knowledge of genre (i.e.
mysteries and problem/solution)
(2.5.10) Determine the causes of
characters actions (other than
motivation)
(2.5.03) Identify setting, including
how setting affects the plot
(2.5.04) Identify the authors
message or theme
Identify specific literary elements
based on knowledge of genre (i.e.
fables, biographies, historical
fiction)
(2.5.06) Interpret literary passages
using the following elements of
literary structure: rising action, andfalling action/resolution
ReasoningDescribe why the author used the
setting and explain how this
impacted the text
Predict how the plot would be
different if the author changed the
setting
(2.3.06) Explain outcomes usingthe literary elements of
problem/conflict and resolution
Explain how the text would change
if it was told from a different point
of view
Evaluate the actions and
interactions of characters
(2.4.07) Explain outcomes using the
following literary elements: risingaction, climax
Make inferences about the
characters based on textual
evidence
Describe why the author used a
particular literary element and
how this impacted the text
Predict how the text would be
different if the author changed a
particular literary element
Use information from the plot todraw conclusions or make
predictions
Use the actions and interactions of
characters to determine the
theme of the selection
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2A: Understand how literary elements and techniques are used to convey meaning.
Benchmark 2A2c:
Identify definitive
features of literary forms
(e.g., realistic fiction,
historical fiction, fantasy,
narrative, nonfiction,biography, plays,
electronic literary forms).
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms fiction (tall tale,
fairy tale, fable) and nonfiction(essay, autobiography, biography)
(2.3.10) Know the common
features of tall tales (exaggeration
of true events), fairy tales (happy
ending, magic), and fables (moral
or lesson, animals and/or animal
characters) and short stories
Know the common features of
essays (five paragraph with anintroduction, conclusion, and three
body paragraphs),
autobiographies (first person), and
biographies (third person)
Know poetic devices (e.g.
alliteration, onomatopoeia,
repetition, simile, and metaphor)
Know the difference between
rhymed and unrhymed poetry
Know the definition of terms used
in fiction and non-fiction text (i.e.:
index, table of contents, chapter,
footnote, title, sub-title, heading,
sub-heading, glossary, and
copyright)
(2.4.13) Know the terms folktales,
legends, myths, fiction, nonfiction,poems, rhythm, rhyme, and short
story
Know the common features of
various traditional literature forms;
i.e.: folktales (stories passed down
through generations), legends
(story about someone who did
exist, but the story is twisted and
more fascinating), pour quoi
tales (how something in naturecame to be), and myths (explains
how something came to be,
includes gods, goddesses, and
monsters)
Know the common features of
poetry; i.e.: rhythm and rhyme
(2.4.13) Identify the following forms
and genres: myth or legend, short
story, folktale, nonfiction, poem
Know the terms realistic fiction,
historical fiction, traditionalliterature, fantasy, plays, and
poetry
(2.5.14) Know the common
features of non-fiction sources; i.e.:
textbooks, informational texts,
manuals, reference sources,
electronic sources, biographies,
autobiographies, and memoirs
Know the common features ofnon-fiction reference sources; i.e.:
encyclopedias, atlases,
dictionaries, and thesauruses
(2.5.14) Identify the following
subcategories of genres: science
fiction, historical fiction, myth or
legend, drama,
biography/autobiography, short
story, poem, fairy tale, folktale,
fable, nonfiction, and essay
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Benchmark 2A2c:
Identify definitive
features of literary forms
(e.g., realistic fiction,
historical fiction, fantasy,
narrative, nonfiction,
biography, plays,
electronic literary forms).
ISAT Percent:
3rd12-31%
4th12-31%
5th12-31%
Skills/Understanding(2.3.10) Classify selections as either
fiction or non-fiction
(2.3.10) Classify selections as tall
tales, fairy tales, and fables
Classify selections as essays,
biographies, or autobiographies
Identify literary devices within
different kinds of poetry
Use features of fiction and non-
fiction sources to find information
(i.e.: index, table of contents,
chapter, footnote, title, sub-title,
heading, sub-heading, glossary,and copyright)
(2.4.13) Classify texts as fiction (i.e.
folktales, legends, and myths) or
nonfiction
Describe the rhyme scheme of
poems (i.e. using A/B patterns)
Describe the rhythm of a poem
(2.5.14) Classify fiction sources (i.e.:
realistic fiction, historical fiction,
traditional literature, fantasy, plays,
and poetry)
(2.5.14) Classify non-fiction sources(i.e.: textbooks, informational texts,
manuals, reference sources,
electronic sources, biographies,
autobiographies, and memoirs)
Decide what non-fiction reference
sources would be most
appropriate to find information
(i.e.: encyclopedias, atlases,
dictionaries, and thesauruses)
Reasoning(2.3.10) Explain why a piece of text
is a tall tale, fairy tale, or fable
(2.3.10) Explain why a piece of text
is fiction or nonfiction
Explain why a piece of text is an
essay, autobiography, and
biography
Explain why the author used
certain text features
Explain why an author used a
certain rhyme scheme
Explain how the rhythm impacts
the selection
(2.4.13) Explain why a piece of text
is a folktale, legend, or myth
Use an index, table of contents, or
chapter titles to make inferences
about the originating book or
source
Make inferences about the
intended audience (i.e. who would
be most likely to read this article?)
Evaluate the credibility of a source
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2B: Read and interpret a variety of literary works.
Benchmark 2B2a:
Respond to literary
material by making
inferences, drawing
conclusions and
comparing it to their ownexperience, prior
knowledge and other
texts.
ISAT Percent:
3rd4-8%
4th4-8%
5th4-8%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms inference, prior
knowledge, drawing conclusions,text-world, authors purpose
(persuade, inform, entertain)
Know the terms inference, prior
knowledge, drawing conclusions,analyze, interpret, formal tone,
informal tone, significant details,
minor details
Know the termsauthors viewpoint
(attitude and purpose), justify,intended audience
Skills/Understanding
(1.3.20) (1.3.24) Use prior
knowledge to: make inferences,
draw conclusions, make text-self,
text-text, and text-world
connections
Identify the authors purpose
Identify significant details from story
or text
Identify the tone of a text
(formal/informal)
(2.4.06) Compare stories topersonal experience, prior
knowledge, or other stories
Identify the authors viewpoint
Explain the authors viewpoint
using information from the text and
your prior knowledge
Identify the intended audience
Identify how a character changes
throughout the text
(2.5.05) Compare stories to
personal experience, prior
knowledge, or other stories
Reasoning(1.3.20) (1.3.24) Use inference,
drawing conclusions, t-s, t-t, t-w
connections, and prior knowledge
to respond to an extendedresponse prompt
(1.4.13) Differentiate between
significant and minor details in a
text
(1.4.17) (1.4.22) Use inference,
drawing conclusions, t-s, t-t, t-w
connections, prior knowledge,
significant details, and tone to
respond to an extended response
prompt
Draw conclusions about contexts,
events, characters, and settings
Explain why a character changesthroughout the text
Draw conclusions about why an
author chose to use a particular
tone (formal/informal)
Draw conclusions about the
intended audience
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Benchmark 2B2a:
Respond to literary
material by making
inferences, drawing
conclusions and
comparing it to their own
experience, priorknowledge and other
texts.
ISAT Percent:
3rd4-8%
4th4-8%
5th4-8%
(1.5.16) Use inference, drawing
conclusions, t-s, t-t, t-w
connections, prior knowledge,
significant details, tone, authors
viewpoint and intended audience
to respond to an extended
response prompt
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2B: Read and interpret a variety of literary works.
Benchmark 2B2b: Identify
and explain themes that
have been explored in
literature from different
societies and eras.
ISAT Percent:3rd4-8%
4th4-8%
5th4-8%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms community,
traditions, setting
Know grade appropriate common
themes
Know the term values
Know grade appropriate common
themes
Know the terms culture, cultural
values
Know grade appropriate common
themes
Skills/UnderstandingIdentify the theme of a text within
a variety of genres
Describe how traditions,
community and setting contribute
to the theme
Discuss works that have a common
theme
Identify common themes in a
variety of literary works (given two
selection, identify a common
theme)
Identify the values of a community
Identify the cultural background of
a selection
ReasoningUse evidence from the text to
explain the theme of a story
Support plausible interpretations
with evidence from the text
Use evidence to explain a
common theme in two selections
Infer community values based on
the details of the selection
Explain common themes that
appear in selections from a
specific culture
Infer cultural values based on the
details of the selection
Use evidence for the text toexplain how the cultural setting
impacts the theme of a text
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Goal 2: Read and understand literature representative of various societies, eras, and ideas.
Standard 2B: Read and interpret a variety of literary works.
Benchmark 2B2c:
Relate literary works
and their characters,
settings and plots to
current and historical
events, people, and
perspectives.
ISAT Percent:
3rd4-8%
4th4-8%
5th4-8%
Grade 3 Grade 4 Grade 5Knowledge
Know the terms plot (events, conflict,
resolution), past, present, future,
community, character motivation
Know the terms plot (events, conflict,
rising action, falling action, resolution),
values
Know the terms plot (events, conflict,
resolution, rising action, falling action,
climax), culture
Skills/UnderstandingIdentify with a character by saying I
understand why the character
didbecause I have felt/acted like that
before
Decide whether a text is written in the
past, present, or future
Identify characteristics of community
based on information in text
Explain how the characters, setting, or
plot of a story is similar to ones personal
experience (T-S)
Identify values of a community or
character based on information in a
text
Find information in a text to explain
why characters interact with each
other in a certain way
Identify the cultural setting of a text
Identify lessons learned based on a
characters experiences
ReasoningUse information from the text to explain
how a character feels at the end of a
text
Use information from a text to explain
community differences or similarities (T-S
& T-W)
(2.3.08) Use information from the text to
infer the motivation for a characters
actions
Use evidence to explain whether a text
is written in the past, present or future
Use information from a text to explain
the differences and similarities between
the values of a community/character
and that of yourself or a particular
community
Infer the values of a community or
character based on evidence from the
text (T-W)
Infer how a character may act basedon conclusions drawn about a certain
community (T-W)
Hypothesize how one would react in a
certain situation based on the
information in a text (T-S)
Use information from a text to explain
cultural differences or similarities (T-S, T-
W)
Infer the values of a culture based on
evidence from the text
Infer how a character might act/react
based on the cultural setting of the
text