"I can" statements for Reading Literature: |
Standard - CC.4.R.L.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- I can identify key details and examples in a text.
- I can explain the difference between explicit (exact) and inferred information.
- I can explain how details and examples from the test support making inferences.
Standard - CC.4.R.L.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.
o drama
o poem.
o drama
o poem.
o drama
o poem.
- I can define “theme” of a:
o drama
o poem.
- I can apply details of a text to determine the theme of a:
o drama
o poem.
- I can summarize key ideas and details for the theme of a:
o drama
o poem.
Standard - CC.4.R.L.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions).
o settings
o events.
o a character’s thoughts
o the setting
o events based on evidence in the text
- I can identify the character, setting, and/or events in a story.
- I can identify specific details about:
o settings
o events.
- I can describe
o a character’s thoughts
o the setting
o events based on evidence in the text
Standard - CC.4.R.L.4 Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g. Herculean).
o that allude (refer) to significant characters found in mythology, in a text.
o that allude (refer) to significant characters found in mythology as they are used in a text.
- I can recognize words and phrases:
o that allude (refer) to significant characters found in mythology, in a text.
- I can identify significant Greek characters and their specific characteristics.
- I can determine the meaning of words and phrases:
o that allude (refer) to significant characters found in mythology as they are used in a text.
Standard CC.4.R.L.5 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, setting descriptions, dialogue, stage directions) when writing or speaking about a text.
o drama
o prose (all writing not in verse).
o drama (cast of characters, settings, descriptions, dialogue, stage direction
o prose (characters, settings, descriptions, dialogue) when speaking or writing about text.
- I can explain major differences between:
o drama
o prose (all writing not in verse).
- I can refer to structural elements:
o drama (cast of characters, settings, descriptions, dialogue, stage direction
o prose (characters, settings, descriptions, dialogue) when speaking or writing about text.
Standard CC.4.R.L.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.
o compare, contrast
o point of view
o first and third person narrations
- I can define:
o compare, contrast
o point of view
o first and third person narrations
- I can recognize first and third person narrations.
- I can identify point of view (including first and third person narrations) in a variety of stories.
- I can compare the points of view from which different stories are narrated, including first and third person narrations.
- I can contrast the points of view from which different stories are narrated, including first and third person narrations.
Standard CC.4.R.L.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
o drama (a play) in text, visually and orally.
o visually and orally.
- I can identify a:
o drama (a play) in text, visually and orally.
- I can identify descriptions (illustrations and events) in a story or drama:
o visually and orally.
- I can recognize stage directions in a story/drama both in text and a visual/oral presentation.
- I can connect and compare the text of a story or drama to the text of a visual or oral presentation recognizing descriptions and direction in each version.
Standard CC.4.R.L.9 Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures.
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
- I can identify specific details that describe:
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
- I can identify similarities of two or more:
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
- I can identify differences of two or more:
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
- I can identify key features for comparing and contrasting:
o topics
o patterns of events in stories, myths, or traditional literature from different cultures.
Standard CC.4.R.L.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
o craft and structure
o integration of knowledge and ideas as appropriately complexity (Qualitative, Quantitative and readers and task) as seen in standards 1 – 9, with scaffolding as needed.
o craft and structure
o integration of knowledge and ideas
o as appropriately complexity (Qualitative, Quantitative and readers and task) as seen in standards 1 – 9, with scaffolding as needed.
- I can identify/understand in literary text:
o craft and structure
o integration of knowledge and ideas as appropriately complexity (Qualitative, Quantitative and readers and task) as seen in standards 1 – 9, with scaffolding as needed.
- I can comprehend independently in literary text:
o craft and structure
o integration of knowledge and ideas
o as appropriately complexity (Qualitative, Quantitative and readers and task) as seen in standards 1 – 9, with scaffolding as needed.