Reading Unpacked Benchmarks

7/30/2019 Reading Unpacked Benchmarks

1/40

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


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


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 ______.)


2/40




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


unfamiliar words using the

knowledge of word parts


3/40




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%


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 _________________


4/40



A joint project of AUSL & Life Long learning & Associates, May 2011.Page 4 of40


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%


(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





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





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


5/40




Benchmark 1A2b:




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


determine the meaning of an

unknown word


definitions of a word in a dictionary

entry

Identify the meaning of common

idioms




the word bright in the same way as

the example?)

Use a dictionary, glossary, or

thesaurus to locate information


determine the meaning of anunknown word


definitions of a word in a

dictionary entry

Identify the meaning of common

idioms




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


6/40




Benchmark 1A2b:




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



7/40




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%


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




(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




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


demonstrate these skills in the



demonstrate these skills in the


Benchmark 1B2a: (1.3.28) Identify readers purpose (1.4.26) Identify readers purpose (1.5.07) Adjust purpose for reading


8/40






ask questions; make

predictions; connect,


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


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?)


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


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


9/40






ask questions; make

predictions; connect,


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


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


main idea of a text



10/40





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%


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.)







etc.)







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


11/40




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



12/40





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%


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,


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


given passage

Know the terms titles, headings,


diagrams, keys, illustrations,photographs, captions, maps


features including titles, headings,


diagrams, keys, illustrations,




Identify purposes for reading

(entertain, inform, persuade)



given passage

Know the terms titles, headings, sub-

headings, charts, graphs, diagrams,

keys, illustrations, photographs,captions, maps


features including titles, headings, sub-

headings, charts, graphs, diagrams,

keys, illustrations, photographs,

captions, and maps



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


13/40




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)


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


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 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)


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


14/40




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


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,


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,


contribute to comprehension of

the text


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



support clarification of comprehension

Evaluate when lack of understanding

of a text requires additional sources to

clarify comprehension


15/40






Benchmark 1B2d:

Read age-appropriate

material aloud with

fluency and accuracy.


4th8-12%

5th8-12%


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


parentheses, intonation, colon


words



quotation mark, comma, colon)




how genres are read (i.e.: play,

poem)



recording


parentheses, intonation, colon


words



quotation mark, comma, colon)




how genres are read (i.e.: drama,

play, poem)



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


punctuation marks




genre)



of the year

Accurately adjust my oral reading


punctuation marks




genre)



of the year


16/40




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


Interpret how intonation affect] the

meaning of a text



text

Analyze how punctuation marks


Interpret how intonation affect] the

meaning of a text



text.


17/40





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%


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



given passage



conclusion, generalize,

generalization, evidence


topic of passage from prior

experiences and texts








given passage



conclusion, generalize,

generalization, evidence


topic of passage from prior

experiences and texts






(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




outcomes or actions

Revise prediction based on textual

evidence




outcomes or actions


18/40




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


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


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


Evaluate how new information


questions


and predictions made using textual

evidence


textual evidence




Evaluate how new information


questions


and predictions made using

textual evidence


textual evidence







19/40




Benchmark 1C2b:

Make and support

inferences and form

interpretations about

main themes and topics.


4th47-53%

5th47-53%


(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




20/40




Benchmark 1C2c:

Compare and contrast

the content and

organization of

selections.

ISAT Percent:

3rd47-53%

4th47-53%

5th47-53%


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)


similar, alike, different, theme,

genre, sequence


the text


the text




reading passages (e.g., topics,story elements)


similar, alike, different, theme,

genre, sequence


the text


the text



(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


ideas in two texts are different

Describe the organization of the

text



sequential, etc)





Describe the organization of the

text



sequential, etc)






21/40




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




(1.4.15) Demonstrate


organizers (e.g., Venn diagramsand semantic webs) to represent

passage content




(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



information






Evaluate the effectiveness of

different text structures in


information

Evaluate the advantages of



information






Evaluate the effectiveness of

different text structures in


information

Formulate a thesis from the

similarities and differences

identified in a comparison matrix



22/40





Benchmark 1C2d:

Summarize and make

generalizations from

content and relate topurpose of material.

ISAT Percent:

3rd47-53%

4th47-53%

5th47-53%


Know the terms authors purpose,

entertain, inform, persuade

Know the terms summary,

generalization



Define summarize, paraphrase,

generalizations, expository,

narrative

Define persuasive, narrative, and

expository

Define conclusion



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


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


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


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


23/40




Summarize and make


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


(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


demonstrate this reasoning in the


(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



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


demonstrate this reasoning in the


(1.5.22) Using prior knowledge and

evidence from the text, draw

conclusions and identify points

that support them


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





24/40




Benchmark 1C2d:

Summarize and make


content and relate to

purpose of material.


4th47-53%

5th47-53%





25/40






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%



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


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)


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


26/40




Benchmark 1C2e:



art to express their ideas(e.g. points of view,


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


reading passages (e.g., topics,

story elements)


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


(1.5.10) Determine the purpose of

features of informational text (e.g.

bold print, organization of content,

key words graphics)


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


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


27/40




Benchmark 1C2e:



art to express their ideas

(e.g. points of view,


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


28/40






Benchmark 1C2f:

Connect information

presented in tables,

maps, and charts to

printed or electronic text.

ISAT Percent:

3rd47-53%

4th47-53%

5th47-53%


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




provides





provides


Skills/UnderstandingExplain the kind of information you

find in different kinds of text

features

Identify the structure of a passage


information in maps, charts, and

graphs

Explain the kind of information you


features


(1.4.11) Use information in charts

graphs and diagrams to help



information in maps, charts, graphs

and diagrams

Explain the kind of information you


features


(1.5.09) Use information in tables

maps and charts to help



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




Analyze how the information from





29/40




Benchmark 1C2f:

Connect information

presented in tables,

maps, and charts to

printed or electronic text.


4th47-53%

5th47-53%

Evaluate which text feature would

best support the text

(1.3.16) Determine which charts


of the passage

Evaluate which text feature would

best support the textEvaluate which text feature would

best support the text


30/40




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%


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


31/40


32/40



A joint project of AUSL & Life Long learning & Associates, May 2011. Page 32 of40

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)


33/40






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


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



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


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


34/40




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)



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



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


35/40






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%


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


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)


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


36/40




Page 36 of40

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


37/40




Page 37 of40


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%


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


38/40




Page 38 of40

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


39/40




Page 39 of40



Benchmark 2B2b: Identify

and explain themes that

have been explored in

literature from different

societies and eras.


4th4-8%

5th4-8%


Know the terms community,

traditions, setting

Know grade appropriate common

themes

Know the term values


themes

Know the terms culture, cultural

values


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


40/40




Page 40 of40



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%


Know the terms plot (events, conflict,

resolution), past, present, future,

community, character motivation


rising action, falling action, resolution),

values


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


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)


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

Documents

Reading Unpacked Benchmarks