COMMON CORE STATE STANDARDS- LITERACY CURRICULUM CONNECTION

C O M M O N C O R E S TAT E S TA N DA R D S -L I T E RACY

CURRICULUM CONNECTION

NEW YORK STATE COMMON CORE STATE STANDARDS

• http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/p12_common_core_learning_standards_ela.pdf• Reading• Literature• Informational

• Writing• Speaking and Listening• Language

READING LITERATURE STANDARD 2

• Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

• Kindergarten• With prompting and support, draw a lesson based on

the character’s actions (“try again”).

READING LITERATURESTANDARD 2


• Grade 1• With prompting and support, name the lesson the

character learned that is related to the circumstances of the book (Iris learns to love the country).



• Grade 2• Name the lesson the character learns and can talk about

it when the lesson is explicit in the text. Also name an obvious change the character experiences.

• Can say what the book is really about (friendship).



• Grade 3• Name an implicit lesson the character learns that is

specific to the text (Amber Brown learns not to fight with her brother).

• Begin to name life lessons the character learns but may be clichés (Never give up).

READING LITERATURE STANDARD 2


• Grade 4• Develop ideas about life lessons learned by the

characters and move away from clichés.• Ask, “What is this story beginning to be about?” Trace

themes across a text (This story shows that kids sometimes have to grow up fast in times of war).

• Notice patterns of lessons or themes across texts and recognize that some books show similar themes.



• Grade 5• Discuss life lessons learned by character and see they

are valuable for the reader.• Recognize themes before the end of the story and gather

evidence across the text to support and revise. • Notice multiple themes in the book.• Notice themes and lessons that are connected across

books.

READING LITERATURESTANDARD 2, GRADE 4

• Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • Grade 4-Determine central ideas or themes of a text and analyze their

development; summarize the key supporting details and ideas.

• BIG IDEA-INTERPRETATION• OUTCOME• Readers develop ideas about life lessons learned by the character and

moves away from clichés.• Readers ask, “What is this story beginning to be about?” and trace

themes across a text (e.g. This story shows that kids sometimes have to grow up fast in times of war.)

• Readers see patterns of lessons or themes across texts and recognize that some books show similar themes.


• Unit 1 Following Characters Into Meaning: Envision, Predict, Synthesize, Infer, Interpret • I can grow evidence-based ideas about a character in one

book.• EX: Fern saved Wilbur when he was a runt.• Fern bottle-fed Wilbur until he was big enough to eat on his

own.• Fern is compassionate.

• I can read closely to develop text-based themes about my books.• EX: Persistence pays off. (lesson)


• Unit 3 Historical Fiction Book Clubs• I can determine a theme or themes of a story using

details. • I can develop a theme about my story and revise as I

read on.

• I can read and think about how the lessons from my book can teach me about the world around me.


• Units 5 and 7 Interpretation Clubs• I can compare and contrast a single theme across multiple texts.

• I can identify different craft moves and literary devices authors use to approach the same theme.

• I can recognize where in a text I should stop and think about theme.• Character has a strong emotion• Reader has a strong reaction• Character makes critical choices• Turning points• Consider multiple perspectives of multiple characters to consider theme• Use the lens of power to find meaning in books

• I can develop and revise a theme. (more sophisticated, move away from a cliché)

Documents

COMMON CORE STATE STANDARDS- LITERACY CURRICULUM CONNECTION