Common Core StandardsCommon Core StandardsComponent 2Component 2

Segment 3: Comparing CCSS/DE Segment 3: Comparing CCSS/DE and district curriculumand district curriculum

Summer, 2010

Common Core Standard 5

Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

Grade 4

[Informational] Describe the overall structure (e.g., chronology, comparison, problem/ solution) of events ideas, concepts, or information in a text or part of a text)

DECODE the standard

Content: text structure Task (cognitive demand)

Anchor standard – analyze Grade level standard - describe

Common Core Standard # 5 Delaware Performance Indicator/GLE

Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

PI 2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E

Grade 4 Standard – Reading Informational text: Reading Craft and StructureDescribe the overall structure (e.g., chronology, comparison, problem/ solution) of events ideas, concepts, or information in a text or part of a text)

2.4.bI/T Grade 4 GLE• Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-E• Identify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

Common Core Standard # 5 Delaware Performance Indicator/GLE

Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

PI 2.4.b I/T Students will be able to demonstrate an overall understanding of technical and informative texts by (b) identifying text features and text structures.-E

Grade 4 Standard [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text) -------------------------------Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts.

2.4.bI/T Grade 4 GLEDescribe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text-EIdentify text structures in informative/ technical texts (e.g., sequence/ chronological order, classification, simple definition, simple process, description, comparison, problem/ solution, simple cause/effect)-I

KUDKNOW UNDERSTAND DO

Various text structures: sequence/chronological order, classification, definition, process, description, comparison, problem/ solution, simple cause/effect, conflict/resolution

Various text features: title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices, key words, sidebars, hyperlinks)

Difference between informative, technical, and literary texts

Difference between text structure and text feature

Relationships between parts of text and whole text (as indicated by text features and structures)

Genre characteristics Parts of a text: a section,

chapter, scene, or stanza

Recognizing how a text is structured is one key to making meaning from text.

Text features help the writer chunk and organize the information so readers can deconstruct the text.

Understanding genre characteristics works as an advance organizer for reading comprehension. When readers know what to expect from text, they can more easily make sense of what they read.

Authors’ choices of structures, features, etc. control the message and the readers’ perceptions.

Identify genre Identify text type: literary vs.

informative/technical Identify text features Identify text structures Identify text’s purpose and message Analyze/make connections between

text features/sections and the text’s purpose/ message

Analyze/make connections between author’s choice of text structure and the text’s purpose/message

Make predictions about text based on text features and text structures

Explain how structure and/or features enhance text’s purpose/message

Identify how the message/purpose would be different if different features/structures were used.

Describe the relationship between text organization and development of ideas

Describe the relationship between form/structure and meaning in text

Common Core Standard # 5 Local School District Curriculum

Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

 New to grade 4Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials)  Carry-over or review• Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text.• Identify text structures in informative/technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text.

Grade 4 Standard - Reading Informational text: Reading Craft and Structure

[Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text)

CCSS Standard # 5 Local School District Curriculum

Anchor Standard: Reading Craft and Structure - Analyze the structure of [Informational] text, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter) relate to each other and the whole.

 New to grade 4Describe the unique features of various informative texts (e.g., newspapers, magazines, product information, consumer materials, manuals, editorials)  Carry-over or review• Describe essential information from text features (e.g., title, author, cover, pictures, captions, maps, chapter headings, information from charts and graphs, illustrations, glossaries, indices) to enhance understanding of text.• Identify text structures in informative/ technical texts (e.g., sequence/chronological order, classification, simple definition, simple process, description, comparison, problem/solution, simple cause/effect) to make meaning of text.

Grade 4 - Reading Informational text: Reading Craft and Structure [Informational] Describe the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information in a text or part of a text)

Grade 3 - Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Grade 5 - Compare and contrast the overall structure (e.g., chronology, comparison, problem/solution) of events ideas, concepts, or information overall structure in two or more texts.

Anthology list of grade 4 skills/strategies

Title Genre Skill/Strategy

“Inside Out” Realistic Fiction Compare/Contrast text structure

“Satchel Paige Biography Sequence

Exploding Ants Expository nonfiction Graphics/charts

“Mystery of St Matthew Island”

Case Study Text Structure/sequence

Journey to the Center of the Earth

Science Fiction Problem/Solution text structure

Special Effects Film and TV

Expository Nonfiction Graphics

Jane Goodall’s Wildlife Expository Nonfiction Comparison/text structure

NAEP Framework for ReadingGRADE Literary Informative

4 50% 50%

8 45% 55%

12 30% 70%

“The Standards aim to align instruction with this framework so that many more students than at present can meet the requirements of college and career readiness. In K-5, the Standards follow NAEP's lead in balancing the reading of literature with the reading of informational texts, including texts in history/ social studies, science, and technical subjects. In accord with NAEP's growing emphasis on informational texts in the higher grades, the Standards demand that a significant amount of reading of informational texts take place in and outside the ELA classroom. Fulfilling the Standards for 6-12 ELA requires much greater attention to …informational text…

Grade 4Title Genre Title GenreBecause of Winn-Dixie Story

RealisticThe Houdini Box Story

Hist FictionLewis and Clark and Me Story

FantasyEncantado: Pink Dolphin of the Amazon

Informational

Grandfather’s Journey StoryHist Fiction

The King in the Kitchen Drama

The Horned Toad Prince Fairy Tale Seeker of Knowledge Biography

Letters Home from Yosemite

Story: Narrative Non-Fiction

Encyclopedia Brown StoryRealistic Fiction

What Jo Did Story Sailing Home: A Story of a Childhood at Sea

StoryHist Fiction

Coyote School News StoryHist Fiction

Lost City: The Discovery of Machu Picchu

Story: Narrative Non-Fiction

Grace and the Time Machine

Play Amelia and Eleanor Go for a Ride

StoryHist Fiction

Marven of the Great North Woods

Biography Antarctic Journal Journal

So You Want to be President

Informational Moonwalk StoryScience Fiction

Stranger StoryFantasy

My Brother Martin Biography

Avelina’s Whales Photo Essay Jim Thorpe’s Bright Path Biography

How Night Came from the Sea

Traditional Tale How Tia Lola Came to Stay

StoryRealistic Fiction

Eye of the Storm Informational To Fly: Story of the Wright Bros

Biography

Great Kapok Tree StoryFantasy

The Man Who Went to the Far Side of the Moon

Story: Narrative Non-Fiction

CCSS Exemplars for Grades 4-5

Alice’s Adventures in Wonderland by Lewis Carroll (1865) “Casey at the Bat” by Ernest Lawrence Thayer (1888) The Black Stallion by Walter Farley (1941) Where the Mountain Meets the Moon by Grace Lin (2009) Discovering Mars: The Amazing Story of the Red Planet by Melvin Berger (1992)

Hurricanes: Earth’s Mightiest Storms by Patricia Lauber (1996) A History of US by Joy Hakim (2005) Horses by Seymour Simon (2006) Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea by Sy Montgomery (2006) “Zlateh the Goat” by Isaac Bashevis Singer (1984)

Range of Text Types for K–5

Stories: Includes children’s adventure, stories, folktales, legends, fables, fantasy, realistic fiction, and myth

Dramas: Includes staged dialogue and brief familiar scenes

Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Literary Nonfiction and Historical, Scientific, and Technical Texts: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed

Questions:

Do the range of genre match NAEP and CCSS recommendations?

Do the percentages of fiction and nonfiction match?

Is the complexity of the readings similar to the complexity of the CCSS exemplars? In other words, would reading these works prepare students for reading the CCSS exemplars?  

Alignment checks….. Look for matches between your curriculum

and both Common Core and DE standards. Look for a match in both CONTENT and

COGNITIVE demand. If your curriculum appears to be misaligned

with Common Core, check grade levels before and after – some vertical “tweaking” may be indicated.

Use Common Core Text Complexity and recommended text types/exemplar guidelines to evaluate the appropriateness of your reading selections.