Reading - Grades 3-5
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Early Reading Strategies (Grades K-2 only)
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Reading Fluency and Accuracy
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Word Identification Skills and Strategies
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Vocabulary
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Literary Texts
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Informational Texts
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Reading Strategies
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Breadth of Reading
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Early Reading Strategies (ERS:1) |
Focus 1 - Phonemic Awareness and Phonological Knowledge |
Grade 3 |
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Grade 4 |
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Grade 5 |
No GLE at this grade level
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No GLE at this grade level
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No GLE at this grade level |
Early Reading Strategies (ERS:2) |
Focus 2 - Concepts of Print |
Grade 3 |
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Grade 3 |
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Grade 5 |
No GLE at this grade level
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No GLE at this grade level |
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No GLE at this grade level
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Reading Fluency and Accuracy (F&A) |
Focus 1 - Reading Fluency and Accuracy |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:F&A: Assumes a variety of text and increasing text complexity across grade levels.
R:F&A: Reads grade-level appropriate material with:
R:F&A:3:1.1: Accuracy: reading material appropriate for grade 3 with at least 90-94% accuracy (See Appendix F for sample titles.) (Local)
R:F&A:3:1.2: Fluency: reading with oral fluency rates of at least 90- 120 words correct per minute. (See Appendix C for suggested rates.) (Local)
R:F&A:3:1.3: Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)
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R:F&A:4:1.1: Accuracy: reading material appropriate for grade 4 with 90-94% accuracy (See Appendix F for sample titles.) (Local)
R:F&A:4:1.2: Fluency: reading with oral fluency rates of at least 115-140 words correct per minute (Students’ rates of reading will and should vary in response to text difficulty, purpose of reading, and other factors.) (See Appendix C for suggested rates.) (Local)
R:F&A:4:1.3: Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)
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R:F&A: Assumes a variety of text and increasing text complexity across grade levels.
R:F&A: Reads grade-level appropriate material with:
R:F&A:5:1.1: Accuracy: reading material appropriate for grade 5 with 90-94% accuracy (See Appendix F for sample titles.) (Local)
R:F&A:5:1.2: Fluency: reading with appropriate silent and oral reading fluency rates as determined by text demands and purpose for reading |
(See Appendix C for suggested rates.) (Local)
R:F&A:5:1.3: Fluency: reading familiar text with phrasing and expression, and with attention to text features, such as punctuation, italics, and dialogue (Local)
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Word Identification Skills and Strategies (WID) |
Focus 1 - Word Identification and Decoding Strategies |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:WID: Applies word identification/ decoding strategies by …
R:WID:3:1.1: Identifying multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (including prefixes, suffixes, or variant spellings for consonants or vowels, e.g., bought) (State) EXAMPLES: Students might be asked to match words to words with similar sounds, such as which word rhymes with the word in the box or which word has the same vowel sound as the word in the box? EXAMPLES (multi-syllabic words): pretending, discussion |
R:WID:3:1.2: Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (Local)
R:WID:3:1.3: Reading grade-level appropriate words (in connected text) with automaticity (Local)
R:WID:3:1.4: Reading grade-appropriate, high-frequency words (including irregularly spelled words) (Local)
R:WID:3:1.5: No GLE at this grade level
R:WID:3:1.6: No GLE at this grade level
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R:WID:4:1.1: Identifying multi-syllabic words by using knowledge of sounds, six syllable types*/syllable division, or word patterns (including prefixes, and suffixes) (Local) (*See Appendix B for the six syllable types.)
R:WID:4:1.2: Reading regularly spelled multi-syllabic words by using knowledge of sounds, syllable types, or word patterns (Local)
R:WID:4:1.3: Reading grade-level appropriate words (in connected text) with automaticity (Local)
R:WID:4:1.4: Reading grade-appropriate words (including irregularly spelled words) (Local)
R:WID:4:1.5: No GLE at this grade level
R:WID:4:1.6: No GLE at this grade level
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R:WID:5:1.1: Identifying multi-syllabic words by using knowledge of sounds, six syllable types*/ syllable division, and word patterns (including prefixes, and suffixes) (Local) (See Appendix B for the six syllable types.)
R:WID:5:1.2: Reading multi-syllabic words, by using knowledge of sounds, syllable types, or word patterns (Local)
R:WID:5:1.3: Reading grade-level appropriate words (in connected text) with automaticity (Local)
R:WID:5:1.4: Reading grade-appropriate words (Local)
R:WID:5:1.5: No GLE at this grade level
R:WID:5:1.6: No GLE at this grade level
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Vocabulary (V:1) |
Focus 1 - Vocabulary Strategies |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:3:1.1: Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words, such as “un-covered;” or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) |
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R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:4:1.1: Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) |
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R:V:1: Students identify the meaning of unfamiliar vocabulary by:
R:V:5:1.1: Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes and base words; or context clues; or other resources, such as dictionaries, glossaries; or prior knowledge) (State) |
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Vocabulary (V:2) |
Focus 2 - Breadth of Vocabulary |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:3:2.1: Identifying synonyms, antonyms, or homonyms/ homophones; or categorizing words (State) |
R:V:3:2.2: Selecting appropriate words to use in context, including content specific vocabulary (e.g., predator/prey), or words with multiple meanings) (State) EXAMPLE (multiple meanings): Students identify the intended meaning of words found in text – “The word ‘fall’ can mean a time of the year or losing your step. What words from the passage help you to know what ‘fall’ means in this story?” EXAMPLE (multiple meanings): “The word ‘fall’ has many different meanings. Which sentence below uses the word “fall” to mean a time of the year?” OR “Which sentence below uses ‘fall’ with the same meaning as it is used in the poem?” |
R:V:3:2.3: Subsumed under R:V:3:2.1 |
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R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:4:2.1: Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (State) EXAMPLE (of shades of meaning): cold, freezing |
R:V:4:2.2: Selecting appropriate words to use in context, including content specific vocabulary, words with multiple meanings, or precise vocabulary (State) EXAMPLE (precise vocabulary): “In this passage, the bear could best be described as acting: (A) excited (B) playful (C) harmful (D) curious” |
R:V:4:2.3: No GLE at this grade level
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R:V:2: Shows breadth of vocabulary knowledge through demonstrating understanding of word meanings and relationships by:
R:V:5:2.1: Identifying synonyms, antonyms, homonyms/ homophones, or shades of meaning (State) EXAMPLE (of shades of meaning): tired, exhausted |
R:V:5:2.2: Selecting appropriate words or explaining the use of words in context, including, content specific vocabulary, words with multiple meanings, or precise vocabulary (State) EXAMPLE (multiple meanings): Students explain the intended meanings of words found in text – “Based on the way ‘spring’ is used in this passage, would having a ‘spring’ be necessary for survival? Explain how you know.” |
R:V:5:2.3: No GLE at this grade level
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Literary Texts (LT:1) |
Focus 1 - Initial Understanding of Literary Texts |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:LT:1: Demonstrate initial understanding of elements of literary texts by:
R:LT:3:1.1: Identifying or describing character(s), setting, problem/solution, major events, or plot, as appropriate to text (State) |
R:LT:3:1.2: Paraphrasing or summarizing key ideas/plot, with events sequenced, as appropriate to text (State) |
R:LT:3:1.3: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R:LT:3:1.4: Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, tall tales, or realistic fiction) (Local)
R:LT:3:1.5: Identifying literary devices as appropriate to genre: rhyme, alliteration, dialogue, or description (Local) |
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R:LT:1: Demonstrate initial understanding of elements of literary texts by:
R:LT:4:1.1: Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State) |
R:LT:4:1.2 Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) |
R:LT:4:1.3: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R:LT:4:1.4: Identifying the characteristics of a variety of types of text (e.g., literary text: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction) (Local)
R:LT:4:1.5: Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, description, or dialogue (Local)
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R:LT:1: Demonstrate initial understanding of elements of literary texts by:
R:LT:5:1.1: Identifying or describing character(s), setting, problem/ solution, major events, or plot, as appropriate to text; or identifying any significant changes in character(s) over time (State) |
R:LT:5:1.2: Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (State) |
R:LT:5:1.3: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information (Local)
R:LT:5:1.4: Identifying the characteristics of a variety of types of text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries) (Local)
R:LT:5:1.5: Identifying literary devices as appropriate to genre: rhyme, alliteration, simile, dialogue, imagery, or simple metaphors (Local)
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Literary Texts (LT:2) |
Focus 2 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:LT:3:2.1 Making logical predictions (State) |
R:LT:3:2.2: Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words or actions that reveal characters’ personality traits (State) |
R:LT:3:2.3: Making basic inferences about problem, conflict, or solution (e.g., cause-effect relationships) (State) EXAMPLE: “How might the story have been different if…?” |
R:LT:3:2.4: Identifying who is telling the story (Local)
R:LT:3:2.5: Identifying the author’s basic message (State) EXAMPLE: “In this story, Jon learned an important lesson about what to do when lost in the woods. What lesson did Jon learn?” |
R:LT:3:2.6: Identifying possible motives of characters (Local)
R:LT:3:2.7: Recognizing explicitly stated causes or effects (Local)
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R:LT:2: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R:LT:4:2.1: Making logical predictions (State) |
R:LT:4:2.2: Describing main characters’ physical characteristics or personality traits; or providing examples of thoughts, words, or actions that reveal characters’ personality traits (State) |
R:LT:4:2.3: Making inferences about problem, conflict, or solution (State) EXAMPLE: “What influenced the father’s decision to let his son try the climb?” |
R:LT:4:2.4: Identifying who is telling the story (State) |
R:LT:4:2.5: Identifying author’s message or theme (State) EXAMPLE: “What was the author trying to say about friendship in this story?” (e.g., friendship begins with accepting differences) |
R:LT:4:2.6: Identifying causes or effects, including possible motives of characters (Local)
R:LT:4:2.7: is subsumed under R:LT:4:2.6
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R:LT:2: Analyze and interpret elements of literary texts, citing evidence where appropriate by:
R:LT:5:2.1: Making logical predictions (State) EXAMPLE: “Which event is most likely to happen next?” |
R:LT:5:2.2: Describing characters’ physical characteristics, personality traits, or interactions; or providing examples of thoughts, words, or actions that reveal characters’ personality traits or their changes over time (State) |
R:LT:5:2.3: Making inferences about problem, conflict, solution, or the relationship among elements (plot, character, setting) within text (e.g., how the setting affects a character or plot development) (State) |
R:LT:5:2.4: Identifying the narrator (State) |
R:LT:5:2.5: Identifying author’s message or theme (implied or stated, as in a fable) (State) |
R:LT:5:2.6: Identifying causes or effects, including possible motives of characters (Local)
R:LT:5:2.7: No GLE at this grade level |
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Literary Texts (LT:3) |
Focus 3 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:3:3.1: Recognizing the use of literary elements and devices ((i.e., imagery, exaggeration) to interpret intended meanings (Local) |
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R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:4:3.1: Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to interpret intended meanings (Local) |
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R:LT:3: Analyze and interpret author's craft, citing evidence where appropriate by:
R:LT:5:3.1: Demonstrating knowledge of use of literary elements and devices (i.e., imagery, exaggeration) to analyze literary works (State) |
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Literary Texts (LT:4) |
Focus 4 - Analysis and Interpretation of Literary Texts/Citing Evidence |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:LT:4: Generates a personal response to what is read through a variety of means by…
R:LT:3:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R:LT:3:4.2: No GLE at this grade level
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R:LT:4: Generates a personal response to what is read through a variety of means by…
R:LT:4:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R:LT:4:4.2: No GLE at this grade level
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R:LT:4: Generates a personal response to what is read through a variety of means by…
R:LT:5:4.1: Comparing stories or other texts to related personal experience, prior knowledge, or to other books (Local)
R:LT:5:4.2: Providing relevant details to support the conclusions made (Local) |
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Informational Texts (IT:1) |
Focus 1: Initial Understanding of Informational Texts |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by…
R:IT:3:1.1: Obtaining information, from text features (e.g., table of contents, glossary, basic transition words, bold or italicized text, headings, graphic organizers, charts, graphs, or illustrations) (State) EXAMPLES: “What words does the author want you to notice on this page?” “What is the last step of the directions?” |
R:IT:3:1.2: Using information from the text to answer questions related to explicitly stated main/central ideas or details (State) |
R:IT:3:1.3: Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting or mapping) (State) EXAMPLE: Given a chart (with headings filled in), students are asked to provide examples from the text to show physical characteristics of two different places or things |
R:IT:3:1.4: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. (Local)
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R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by…
R:IT:4:1.1a: Obtaining information from text features (e.g., table of contents, glossary, index, transition words/phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) |
R:IT:4:1.1b: Obtaining information from text features(e.g., maps, diagrams, tables, captions, timelines) (Local)
R:IT:4:1.2: Using information from the text to answer questions related to explicitly stated main/central ideas or key details (State) |
R:IT:4:1.3: Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, or summarizing) (State) |
R:IT:4:1.4: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. (Local)
R:IT:4:1.5: Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers; and practical/functional texts: procedures, instructions, book orders, announcements, invitations) (Local) |
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R:IT:1: Demonstrate initial understanding of informational texts (expository and practical texts) by…
R:IT:5:1.1a: Obtaining information from text features(e.g., table of contents, glossary, index, transition words /phrases, bold or italicized text, headings, subheadings, graphic organizers, charts, graphs, or illustrations) (State) |
R:IT:5:1.1b: Obtaining information from text features(e.g., maps, diagrams, tables, captions, timelines, citations) (Local)
R:IT:5:1.2: Using information from the text to answer questions related to main/central ideas or key details (State) |
R:IT:5:1.3: Organizing information to show understanding (e.g., representing main/central ideas or details within text through charting, mapping, paraphrasing, summarizing, or comparing/contrasting) (State) |
R:IT:5:1.4: Generating questions before, during, and after reading to enhance recall, expand understanding and/or gain new information. (Local)
R:IT:5:1.5: Identifying the characteristics of a variety of types of text (e.g., reference: dictionaries, glossaries, reports, encyclopedias, children’s magazines, content trade books, textbooks, student newspapers, Internet websites, biographies; and practical/functional texts: procedures, instructions, book orders, announcements, invitations, recipes, menus (Local) |
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Informational Texts (IT:2) |
Focus 2: Analysis and Interpretation of Informational Texts/Citing Evidence |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:IT:2: Analyze and interpret informational text, citing evidence as appropriate by…
R:IT:3:2.1: Connecting information within a text (State) EXAMPLE: Combining, comparing, or using information found in both the written text and in a caption in a text |
R:IT:3:2.2: Recognizing generalizations about text (e.g., identifying appropriate titles, assertions, or controlling ideas) (State) |
R:IT:3:2.3: Making basic inferences, drawing basic conclusions, or forming judgments/opinions about central ideas that are relevant (State) |
R:IT:3:2.4: Distinguishing fact from opinion (State) |
R:IT:3:2.5 Making inferences about causes or effects (State) EXAMPLE: “What probably caused the fire to start in the garage?” |
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R:IT:2: Analyze and interpret informational text, citing evidence as appropriate by...
R:IT:4:2.1: Connecting information within a text or across texts (State) |
R:IT:4:2.2: Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State) |
R:IT:4:2.3: Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain) or message; or drawing basic conclusions; or forming judgments/opinions about central ideas that are relevant (State) |
R:IT:4:2.4 Distinguishing fact from opinion (State) |
R:IT:4:2.5: Making inferences about causes or effects (State) |
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R:IT:2: Analyze and interpret informational text, citing evidence as appropriate by…
R:IT:5:2.1: Connecting information within a text or across texts (State) |
R:IT:5:2.2: Synthesizing information within or across text(s) (e.g., constructing appropriate titles; or formulating assertions or controlling ideas) (State) |
R:IT:5:2.3: Drawing inferences about text, including author’s purpose (e.g., to inform, explain, entertain, persuade) or message; or forming and supporting opinions/judgments and assertions about central ideas that are relevant (State) |
R:IT:5:2.4: Distinguishing fact from opinion (State) |
R:IT:5:2.5: Making inferences about causes or effects (State) |
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Reading Strategies (RS:1) |
Focus 1: Strategies for Monitoring and Adjusting and Reading Comprehension Strategies |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:RS:1: Demonstrates ability to monitor comprehension for different types of texts and purposes by...
R:RS:3:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/meaning, or other context cues) (Local)
R:RS:3:1.2: Subsumed in R:RS:3:1.1 |
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R:RS:1: Demonstrates ability to monitor comprehension for different types of texts and purposes by...
R:RS:4:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting and confirming, through use of print, syntax/ language structure, semantics/ meaning, or other context cues) (Local)
R:RS:4:1.2: Subsumed in R:RS:4:1.1 |
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R:RS:1: Demonstrates ability to monitor comprehension for different types of texts and purposes by...
R:RS:5:1.1: Using a range of self-monitoring and self-correction approaches (e.g., predicting upcoming text, monitoring, adjusting, and confirming through use of print, syntax/ language structure, semantics/ meaning, or other context cues) (Local)
R:RS:5:1.2: Subsumed in R:RS:5:1.1 |
Reading Strategies (RS:2) |
Focus 2: Reading Comprehension Strategies |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:RS:2: Uses comprehension strategies (with flexibility and as needed)…
R:RS:3:2.1: Using strategies before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include :using prior knowledge; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); or locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book) (See also Appendix D) |
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R:RS:2: Uses comprehension strategies (with flexibility and as needed)…
R:RS:4:2.1: Using strategies before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text-based inferences; determining importance; generating literal and clarifying questions; constructing sensory images(e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); locating and using text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition and support, description, classification) (See also Appendix D) |
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R:RS:2: Uses comprehension strategies (with flexibility and as needed)…
R:RS:5:2.1: Using strategies before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; sampling a page for readability; summarizing; predicting and making text-based inferences; determining importance; generating literal, clarifying, and inferential questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self, text to text, and text to world); taking notes; locating, using, and analyzing text features (e.g., transition words, subheadings, bold/italicized print, parts of the book); or using text structure clues (e.g., chronological, cause/effect, compare/contrast, proposition, description classification, support, and logical/ sequential) (See also Appendix D) |
Breadth of Reading (BR:1) |
Focus 1: Reading Extensively |
Grade 3 |
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Grade 4 |
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Grade 5 |
R:B:1: Demonstrates the habit of reading widely and extensively by…
R:B:3:1.1: Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R:B:3:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local) (See Appendix A)
R:B:3:1.3: Reading multiple texts for depth of understanding an author or genre (Local) |
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R:B:1: Demonstrates the habit of reading widely and extensively by…
R:B:4:1.1: Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R:B:4:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local) (See Appendix A)
R:B:4:1.3: Reading multiple texts for depth of understanding an author or genre (Local) |
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R:B:1: Demonstrates the habit of reading widely and extensively by…
R:B:5:1.1: Reading with frequency, including in-school, out-of-school, and summer reading (Local)
R:B:5:1.2: Reading from a wide range of genres/ kinds of text and a variety of authors (e.g., literary, informational, and practical texts) (Local) (See Appendix A)
R:B:5:1.3: Reading multiple texts for depth of understanding an author, a subject, a theme, or genre (Local) |
Breadth of Reading (BR:2) |
Focus 2: Participating in Literate Community
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Grade 3 |
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Grade 4 |
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Grade 5 |
R:B:2: Demonstrates participation in a literate community by…
R:B:3:2.1:
Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:3:2.2: Participating in discussions about text, ideas, and student “writing” by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) |
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R:B:2: Demonstrates participation in a literate community by…
R:B:4:2.1: Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:4:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) |
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R:B:2: Demonstrates participation in a literate community by…
R:B:5:2.1: Self-selecting reading materials aligned with reading ability and personal interests (Local)
R:B:5:2.2: Participating in discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local) |
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Breadth of Reading (BR:2) |
Focus 3: Reading for Research Across Content Areas
*Research materials should be at the student’s instructional and independent reading levels, including print and non-print texts.
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Grade 3 |
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Grade 4 |
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Grade 5 |
R:B:3:3: Research by reading multiple sources (including print and non-print texts) to report information by…
R:B:3:3.1: Using sources provided (Local)
R:B:3:3.2: Evaluating information presented in terms of relevance (Local)
R:B:3:3.3: Gathering information and using a given structure (e.g., chart, diagram, outline, etc.) to organize it (Local)
R:B:3:3.4: Using evidence to support conclusions (Local) |
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R:B:4:3: Research by reading multiple sources (including print and non-print texts) to report information, or to formulate a judgment by…
R:B:4:3.1: Using sources provided (Local)
R:B:4:3.2: Evaluating information presented in terms of relevance (Local)
R:B:4:3.3: Gathering information and using a given structure (e.g., chart, diagram, outline, etc.) to organize it (Local)
R:B:4:3.4: Using evidence to support conclusions (Local)
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R:B:5:3: Research by reading multiple sources (including print and non-print texts) to report information, solve a problem, or to formulate a judgment by…
R:B:5:3.1: Identifying potential sources of information from those provided (Local)
R:B:5:3.2: Evaluating information presented in terms of relevance (Local)
R:B:5:3.3: Gathering, organizing, and interpreting the information (Local)
R:B:5:3.4: Using evidence to support conclusions (Local) |
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