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The Reading Connection

 

CCSS Standards – Reading: Literature
Due to the higher demands of college and careers today, instruction in our classrooms is
changing in order to better prepare our students. In English language arts and literacy, this means
three major changes. Students will continue reading and writing. But in addition to stories and
literature, they will read more texts that provide facts and background knowledge in areas including
science and social studies. They will read more challenging texts and be asked more questions that
will require them to refer back to what they’ve read. There is also an increased emphasis on building
a strong vocabulary so that students can read and understand challenging material.
Throughout the elementary grades, students will build important reading, writing, speaking,
and listening skills. They will think, talk, and write about what they read in a variety of articles,
books, and other texts. The tables below highlight a sample of what the standards expect from
students in Grades K-5 in the “Reading for Literature” standards and highlights how a given standard
increases in difficulty across the six grade levels. For more extensive information on grade level
specific standards, please visit the following link: http://www.corestandards.org/ELALiteracy/
RL/introduction-for-k-5/
Reading for Literature K-2

Kindergarten Reading
? With help from the teacher, students retell stories, including key details.
? With help from the teacher, students name the author and illustrator of a story and define the role of each in telling the story

First Grade Reading
? Students retell stories, including key details, and show that they understand the lesson or moral of a story.
? Students identify who is telling the story at various points in a text.

Second Grade Reading

? Students retell stories and determine their central message, lesson, or moral.
? Students acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Third Grade Reading
? Students recount stories and determine the central message, lesson, or moral, explaining how it is developed in the text.
? Students distinguish their own point of view from that of the narrator or those of the characters.

Fourth Grade Reading
? Students determine the theme of a story, play, or poem from details in the text and summarize the text.
? Students compare and contrast the point of view from which different stories are told, including the difference between first- and third person accounts.

Fifth Grade Reading

? Students determine the theme of a story, play, or poem from details in the text, including how characters respond to challenges or how the speaker in a poem reflects upon a topic, and students summarize the text.
? Students describe how a narrator’s or speaker’s point of view influences how events are described.

For additional details on the Kindergarten standards, go to
http://www.corestandards.org/ELA-Literacy/RL/K/
For additional details on the 1st grade standards, go to
http://www.corestandards.org/ELA-Literacy/RL/1/
For additional details on the 2nd grade standards, go to
http://www.corestandards.org/ELA-Literacy/RL/2/
For additional details on the 3rd grade standards, go to
http://www.corestandards.org/ELA-Literacy/RL/3/
For additional details on the 4th grade standards, go to
http://www.corestandards.org/ELA-Literacy/RL/4/
For additional details on the 5th grade standards, go to
http://www.corestandards.org/ELA-Literacy/RL/5/
-Adapted from http://www.corestandards.org/ELA-Literacy/RL/introduction/
***Also – PLEASE join us for our ELA parent information workshop on Tuesday night, February
2nd.

Tiger Times February 2016