CCGPS K-12 VerticalArticulation of SkillsReading: Literature

Literature: Key Ideas and DetailsCollege and Career Readiness (CCR) Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.Know: details and examples from literary text can be used as

textual evidence to support an answer explicit references are based on exactly what is written in

literary textDo: ask questions about literary text referring to specific details answer questions about a literary text using explicit

references to support their answer find evidence within a literary text to support an answer refer to text to support their conclusionPrerequisites: use key words to determine what information is being sought

in a question use key words to locate information in a literary text to

answer questions answer who, what, where, when, why, and how questions formulate who, what, where, when, why, and how questions

Model questioning strategies before, during, and after reading

Engage students in extensive questioning strategies before and during the reading of a text

Model the use of a graphic organizers to determine the answer to questions about a text

Model the inclusion of explicit evidence from reading within writing

Grade 4HP

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Know: details and examples from the text can be used as evidence

to support inferences drawn from the text

Show students what kind of information goes in their notes, focusing on literary elements and avoiding extraneous detail

an inference is a logical assumption based on details from the text and their own prior knowledge and experiences

text contains explicit and implicit information explicit information is stated directly in the text implicit information is drawn from clues in the text and is not

explicitly stated in the text how to identify details and examples in the text that support

their ideasDo: refer to explicit details from the text to explain their

inferences or conclusionsPrerequisites: ask questions about literary text referring to specific details answer questions about a literary text using explicit

references to support their answer find evidence within a literary text to support an answer refer to text to support their conclusion

Reinforce basic knowledge of the parts of a text: plot, characters, setting, etc.

Consistently require evidence for claims and inferences made about a text; provide explicit instruction on the nature of “inference”

Grade 5HP

Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.Know: a quote is a word, phrase, sentence, or paragraph taken

directly from the text explicit information is stated directly in the text an inference is implied in the text through clues, but is not

explicitly stated in the textDo: summarize what the text says, citing evidence from the text

and incorporating a relevant quote draw inferences from a text, citing evidence from the text and

incorporating a relevant quote justify their choice of quote and how it supports their

explanation of the textPrerequisites:

Provide adequate opportunities for students to engage with challenging texts from multiple genres

Model effective note-taking and annotation Require evidence for all claims, inferences, and theses

about text Provide opportunities to practice quotation punctuation

and expect direct quotation in essays

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refer to explicit details from the text to explain their inferences or conclusions

Literature: Key Ideas and DetailsCCR Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.Know: stories come from various cultures and time periods, and

they are an important part of literature stories can teach us a lesson or send us a message that

relates life and the world around us a moral is a lesson that can be inferred from a story a fable is a short story that contains a moral or a lesson to

learn a folktale is a story that has been handed down orally over

generations a myth is a story that contains sacred accounts of

supernatural beings that can be used to illustrate a cultural belief

to recount means to retellDo: analyze text to determine the central message, lesson, or

moral of a piece of literary text use explicit and implicit details from the text to explain how

the message, lesson, or moral is communicatedPrerequisites: determine the central message, lesson, or moral of a story

Assign students grade-level text that may be slightly above their independent reading level

Guide students in identifying the characteristics of fables, folktales, and myths

Model a story retelling identifying the lesson or moral of the story using details from the text

Model how to use a story map to retell a story

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identify cultural details which help convey a central message, lesson, or moral

determine how the stories, fables, and/or folktales help to teach a lesson, moral, or central message

Grade 4HP

Determine a theme of a story, drama, or poem from details in the text; summarize the text.Know: theme is the central idea or underlying message of the text

theme of a story is woven all the way through a story, drama, or poem

characters actions, interactions, and motivations all reflect the theme of a story, drama, or poem

theme is usually not stated directly in the text, but must be inferred from the details of the text

stories, dramas, and poems may or may not have more than one theme

a summary is a brief statement containing the main points of a text

Do: determine the theme/themes of the text using details from

the text to support their thinking write a summary using details from the textPrerequisites: analyze text to determine the central message, lesson, or

moral of a piece of literary text use explicit and implicit details from the text to explain how

the message, lesson, or moral is communicated

Provide students examples of themes in well-known texts

Theme is a vague concept; make it very clear to your students exactly what you mean when you talk about theme and give them some strategies for identifying it (as above)

Model note taking with an emphasis on how to summarize the text

Model how to summarize the text both orally and in writing

Show students what kind of information goes in their notes, focusing on literary elements and avoiding extraneous detail

Reinforce basic knowledge of the parts of a text: plot, characters, setting, etc

Grade 5HP

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.Know: theme is the central idea or underlying message of the text

theme of a story is woven all the way through a story, drama,

Provide explicit instruction on the concept of theme, main idea, and author’s purpose

Model strategies for determining theme across various genres

Include poetry and use strategies to help explicate poetry and determine theme

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or poem characters actions, interactions, and motivations all reflect

the theme theme is usually not stated directly in the text, but must be

inferred from details in the text a character's response to challenges (actions/reactions)

supports the overall theme of a story, drama, or poem how a speaker addresses a particular subject contributes to the theme

stories, dramas, and poems may or may not have more than one theme or central idea

a summary contains only the most important details from the text

Do: determine the theme/themes of the text using details from

the text to support their thinking analyze how a character's response to challenges in a text

impacts the theme of a story, drama, or poem analyze how a speaker's reflection upon a topic impacts the

theme write a summary using details from the textPrerequisites: determine the theme/themes of the text using details from

the text to support their thinking write a summary using details from the text

Provide students with opportunities to summarize and paraphrase, noting the difference in these two skills; scaffold students in removing their own subtle biases from summaries

Literature: Key Ideas and DetailsCCR Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

Lead students in a discussion about how the actions of characters in a story contribute to the sequence of

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Know: the sequence of events is the order of the noteworthy

happenings in the story a character can be described based on his/her traits,

motivations, feelings, thoughts, or interactions a character's actions can contribute to or alter the sequence

of events in a storyDo: identify character actions in a story identify the sequence of events in a story describe characters in a story based on their traits,

motivations, feelings, thoughts, or interactions explain how a character's actions contribute to or alter the

sequence of events in a storyPrerequisites: identify major events in a story identify challenges in a story describe how a character responds to major events in a story describe how a character responds to challenges in a story

events in the story (It is not as important to tell what the character’s actions were as it is to tell HOW the character’s actions contributed)

Model the use of graphic organizers to illustrate character traits

Grade 4HP

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).Know: a drama is a story that is portrayed by characters through

action and dialogue a character can be described based on his/her thoughts,

words, actions, decisions, physical attributes, and interactions with others a setting can be described based on the time and place

an event can be described based on the characters, action, impact on other events, and location within the chronological sequence of a story or drama

Do:

Model thoughtful discussion about an author’s choices as you read

Model noticing telling details from text such as subtle characterizations

Provide explicit instruction on plot, character, setting, and characterization (definitions and examples); model for the students that this information is never an end in itself, it is a vehicle to understand the author’s message (it is not as important that the story was set on Mars as it is WHY the story was set on Mars)

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describe a character, drawing on specific details in the text regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others

describe a setting, drawing on specific details in the text regarding the time and place

describe an event, drawing on specific details in the text regarding the action and sequence of the story

Prerequisites: identify character actions in a story identify the sequence of events in a story describe characters in a story based on their traits,

motivations, feelings, thoughts, or interactions explain how a character's actions contribute to or alter the

sequence of events in a story

Grade 5HP

Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).Know: compare means to identify similarities between two or more

ideas contrast means to identify differences between two or more

ideas characters can be compared and contrasted based on their

thoughts, words, actions, decisions, physical attributes, and interactions with others

settings can be compared and contrasted based on the time and place

events can be compared and contrasted based on the characters, action, and impact on other events in the sequence of a story or drama

Do: compare and contrast two or more characters in a story or

drama, drawing on specific details in the text regarding the character's thoughts, words, actions, decisions, physical

Proactively choose texts that lend themselves to comparison (similar protagonists, for example)

Model effective annotation and note-taking, with special attention to avoiding extraneous details in notes

Provide explicit instruction on characterization, setting, and plot structure

Provide appropriate graphic organizers to scaffold comparison and contrast

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attributes, or interactions with others compare and contrast two or more settings in a story or

drama, drawing on specific details in the text regarding the time or place

compare and contrast two or more events in a story or drama, drawing on specific details in the text regarding the characters, action, or impact on other events in the sequence of a story or drama

Prerequisites: describe a character, drawing on specific details in the text

regarding character's thoughts, words, actions, decisions, physical attributes, or interactions with others

describe a setting, drawing on specific details in the text regarding the time and place

describe an event, drawing on specific details in the text regarding the action and sequence of the story

Literature: Craft and StructureCCR Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Determine the meaning of words and phrases both literal and non-literal language as they are used in the text.Know: literal language refers to language that does not deviate from

its common defined usage nonliteral language is language that requires the reader to

interpret meaning that is not explicitly stated a phrase is a sequence of words with meaning context clues are the words or phrases surrounding an

unknown word that can provide hints about the meaning of the word

Do:

Provide easy-to-understand examples of literal and non-literal language; introduce the word “figurative”

Encourage students to keep charts in the classroom of interesting uses of non-literal language encountered in texts

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determine the meaning of literal words and phrases within a text

determine the meaning of nonliteral words and phrases within a text

distinguish between literal and nonliteral language use context clues to determine the meaning of words and

phrases within a text use prior knowledge to determine the meaning of words and

phrases within a textPrerequisites: identify regular beats, alliteration, rhymes, and repeated lines explain how rhythmic words and phrases add meaning to a

story, poem, or song

Grade 4HP

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).Know: phrases are sequences of words intended to have meaning

context clues are the words or phrases surrounding an unknown word that can provide hints about the meaning of the word

many words are derived from significant characters found in mythology

Do: determine the meaning of words and phrases as they are

used in a text use context clues to determine the meaning of words and

phrases as they are used in a text use prior knowledge, including knowledge of significant

characters found in mythology, to determine the meaning of words and phrases as they are used in a text

Prerequisites: determine the meaning of literal words and phrases within a

text determine the meaning of nonliteral words and phrases

Guide students in recognizing how the different word choices of authors impact their understanding of a text, and how those choices are purposeful (pay attention to how words make you feel, and to considering what other words could have been used instead and how the experience would have been different)

Include works from Greek and Roman mythology throughout your lesson plans in grade 4, but also remember to include mythology from American Indian, African, Chinese, and other cultures from around the world

Provide explicit guidance and instruction on vocabulary from mythology, especially important foundational concepts

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within a text distinguish between literal and nonliteral language use context clues to determine the meaning of words and

phrases within a text use prior knowledge to determine the meaning of words and

phrases within a textGrade 5HP

Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.Know: figurative language is words or phrases in which the

meaning is not the literal meaning of the words, but a different meaning implied by them metaphors and similes are examples of figurative language

metaphors are comparisons of two things that are different in most ways but alike in one important way without using "like" or "as" (e.g., time is a thief)

similes are comparisons of two things that are different in most ways but alike in one important way using the words "like," or "as" (e.g., as brave as a lion)

Do: determine the meaning of words and phrases as they are

used in text by using reading strategies such as context clues

identify examples of figurative language in text and determine what they mean

distinguish between literal meaning and figurative meaning in text

Prerequisites: determine the meaning of words and phrases as they are

used in a text use context clues to determine the meaning of words and

phrases as they are used in a text use prior knowledge, including knowledge of significant

characters found in mythology, to determine the meaning of

Using texts, identify examples of interesting vocabulary, figurative language, imagery, and sound devices

Routinely discuss the denotations and connotations of words and explore why authors make certain choices

Focus on the “why and how” instead of the “what” in language instruction; instead of focusing on simply identifying figurative language, explore with students why the author would make one choice of language over another and how that choice affects the reader’s experience

Include poetry among the shorter texts in your literary text choices routinely

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words and phrases as they are used in a text

Literature: Craft and StructureCCR Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.Know: stories are structured into sections or chapters dramas are structured into scenes poems are structured into verses stanzasDo: explain how the parts of a text are arranged to progressively

develop events and ideas reference parts of stories, dramas, and poems when writing

or speaking about a textPrerequisites: identify the beginning, middle, and end of a story identify the problem and where the problem is introduced in

the story identify the solution and where solutions happen in the story

Provide students with student friendly definitions of the terms chapter, scene, and stanza

Encourage students to use the terms when describing how each additional section builds on earlier sections

Model for students how to refer to parts of the text when writing or speaking about a text

Grade 4HP

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, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.Know: verse refers to the number of lines in each stanza of a poem rhythm is a recurring pattern of accented words or syllables

in a poem

Make structure a routine part of your text analysis Include opportunities to study poetry in your unit plans,

especially among your short literary text choices, and ensure that students know their poetry basics: rhyme, rhythm, rhyme scheme, stanza, etc.

Provide explicit instruction (definitions and examples) on literary terms such as “dialogue,” “stage direction,” “stanza,” etc.

Provide opportunities for students to use these

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meter is the number of stressed syllables in each line of a poem

sound devices such as verse, rhythm, and meter are used in poetry to create a musical effect

casts of characters are the players in a drama settings are where and when a drama takes place descriptions are words written in a drama to convey

information about a character or setting dialogue refers to the words spoken by characters in a

drama or story stage directions are written instructions for an actor in the

script of a drama prose is ordinary speech or writing without rhythmic structureDo: describe how poems, drama and prose are arranged

differently to illustrate events and ideas to create dramatic effect

describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text

analyze the components of a text to determine its structurePrerequisites: explain how the parts of a text are arranged to progressively

develop events and ideas reference parts of stories, dramas, and poems when writing

or speaking about a text

structures in their writing as well as to notice them in their reading

Grade 5HP

Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem.Know: text is divided into structural components (e.g. stories into

chapters, dramas into scenes, poems into stanzas) which express ideas and events

Do:

Provide opportunities for students to read, write, and perform various dramas

Provide opportunities for students to view dramatic literature performed either by a field trip or using a prerecorded option

Read aloud different stories, dramas, and poems then discuss with students how chapters, scenes, or stanzas contribute to the flow of the literature selection

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explain how the components of poems, drama and prose play a role in the overall structure of a text

describe the effect created by an author's use of a particular structure

Prerequisites: describe how poems, drama and prose are arranged

differently to illustrate events and ideas to create dramatic effect

describe how structural elements of poems, drama, and prose enhance the reader's experience of events and ideas portrayed in a text

analyze the components of a text to determine its structure

Literature: Craft and StructureCCR Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Distinguish their own point of view from that of the narrator or those of the characters.Know: point of view is the perspective from which a story is being

told stories may be told from the narrator's point of view or from a

character's point of view readers can formulate their own personal point of view or

opinion about events in the text based on their background knowledge and what the author allows the reader to see and hear in the story

Do: determine the narrator's and/or character's point of view in a

story

Provide extensive modeling of the skills and concepts above through large group instruction

Explain to students that point of view refers to how the narrator or characters view a situation in a story

Guide students in discussing the point of view of the narrator, and characters in a story such as The Three Pigs

Model how to examine the text and illustrations, thinking about what the characters might be thinking

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formulate their own point of view in a story explain the differences between their own point of view and

the narrator's/character's point of viewPrerequisites: identify the point of view from which the story is told and

provide evidence identify where and when the point of view changes between

characters in the story read a story aloud, speaking in different voices for each of

the characters during dialogue

Grade 4HP

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.Know: stories can be told from many different points of view first person point of view occurs when the story is being told

from a character's perspective in his or her own words a character who narrates the story in first person point of

view refers to himself or herself with the pronoun "I" third person point of view occurs when the story is being told

from the author's perspective, when the author is not a character in the story

Do: identify the point of view from which a story is being told compare and contrast stories that use the same point of view compare and contrast stories that use different points of view find similarities and differences in narration between a story

written in first person and a story written in third personPrerequisites: determine the narrator's and/or character's point of view in a

story formulate their own point of view in a story explain the differences between their own point of view and

Proactively provide examples of various narrative voices Have students experiment with writing from different

narrative perspectives Guide students in identifying the differences in reader

experience between the different narrative voices and the specific effects the authors are trying to achieve; in general first person narration is much more intimate and is also much more likely to involve flashback

At your discretion you may want to talk about omniscience in narration

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the narrator's/character's point of view

Grade 5HP

Describe how a narrator’s or speaker’s point of view influences how events are described.Know: the narrator/speaker in a story tells events from his or her

point of view events may be described differently depending on the point

of view from which a story is being told a narrator or speaker can influence how events are

described based on their feelings about the eventsDo: describe the narrator's or speaker's point of view identify details from the text which illustrate how the

narrator's/speaker's point of view influences how events are described

explain how events may be described differently using another point of view

Prerequisites: identify the point of view from which a story is being told compare and contrast stories that use the same point of view compare and contrast stories that use different points of view find similarities and differences in narration between a story

written in first person and a story written in third person

Purposefully choose texts that illustrate a variety of narrative voices and points of view

Provide explicit instruction in 1st and 3rd person and omniscience in narration

Explore illustrative examples of narrative voice (for example a compelling first person narrative as compared with a less-engaging third person narrative)

Explain 2nd person voice Provide explicit instruction on the difference between

narrative point of view and “viewpoint” or opinion

Literature: Integration of Knowledge and IdeasCCR Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, Discuss with students how text illustrations help readers

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emphasize aspects of a character or setting).Know: aspects of illustrations (e.g., color, positioning, size)

contribute to what is conveyed by the words in a text the mood in a text the character traits in a text the setting in a textDo: explain how aspects of a text's illustrations contribute to what

is conveyed by the words in a text explain how aspects of a text's illustrations contribute to

creating mood in a text explain how aspects of a text's illustrations contribute to

emphasizing aspects of a character in a text explain how aspects of a text's illustrations contribute to

emphasizing aspects of the setting in a textPrerequisites: identify and describe characters based on evidence from a

text and its illustrations identify and describe the setting based on evidence from a

text and its illustrations identify the plot as the sequence of events, including the

problem and solution

to understand the words Model the above standard through a read-aloud by

having students listen to a paragraph describing a character in a literary text without showing them the illustration of the character

Grade 4 Make connections between the text of a story or drama and a visual or oral presentation of the text identifying similarities and differences.Know: making connections between written, visual, and oral

versions of a text improves comprehension making connections while reading requires an awareness of

the text and reader's background knowledge descriptions and directions in written, visual, or oral

presentations of a textDo:

Require reading through multiple modes: groups, pairs, individual, in class, out of class, via digital mediums, etc.

Provide scaffolding on difficult texts through commentary and interpretation, group discussion, complementary visual texts, etc.

Require specific textual evidence for all claims and inferences about texts, even in informal discussion

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make connections using concrete details, quotations, or other information from the text being compared

compare written text with an oral or visual presentation of that text

Prerequisites: explain how aspects of a text's illustrations contribute to what

is conveyed by the words in a text explain how aspects of a text's illustrations contribute to

creating mood in a text explain how aspects of a text's illustrations contribute to

emphasizing aspects of a character in a text explain how aspects of a text's illustrations contribute to

emphasizing aspects of the setting in a text

Grade 5 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).Know: multimedia elements include text, graphics, sound, video and

animation visual and multimedia elements types of text such as graphic novels, multimedia

presentations of fiction, folktales, myths, and poemsDo: analyze visual and multimedia elements of a text make connections between visual/multimedia elements and

text determine how visual and multimedia elements influence the

meaning, tone, or beauty of a textPrerequisites: make connections using concrete details, quotations, or

other information from the text being compared compare written text with an oral or visual presentation of

that text

Take students to see a film or staged production of a book they have read (or conduct a webquest or visit a website for same)

Allow students to produce a film or stage production of their own, or to create a webquest or website

Have students create illustrations in various artistic and digital media to accompany stories they have written or read

Proactively make text choices that have beautiful illustrations, music, or other media elements connected to them

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*Please see “Research to Build Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.

Literature: Integration of Knowledge and IdeasCCR Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillAll grades (Not applicable to literature)

Literature: Integration of Knowledge and IdeasCCR Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the

approaches the authors take.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3HP

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).Know: theme is a unifying message that is incorporated throughout

a literary work setting is the location in which the story takes place;

including the time in history, and the culture of the characters in a text

plot is the main sequence of that plot is the main sequence of events in a text

theme, setting, and plot in a textDo: compare how themes, settings, and plots are similar in

stories written by the same author about the same or similar characters (e.g., in books from a series)

contrast how themes, settings, and plots are different in stories written by the same author about the same or similar characters

Lead students in a discussion to help them understand the concept of comparing and contrasting

Guide students in asking and answering questions to help them compare and contrast themes, settings, and plots of stories by the same author (conduct author studies)

Model for the students how to complete a Venn Diagram to compare and contrast theme, setting, and plot of two stories by the same author about the same or similar characters

Guide students in supplying the information for the Venn Diagram

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Prerequisites: explain how two or more texts are different versions of the

same story explain in what ways two or more versions of the same story

are similar explain in what ways two or more versions of the same story

are different

Grade 4HP

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.Know: a theme is a central, unifying message of a literary work

(e.g., story, myth, legend, tall tale, fable, etc.) a topic is the subject of a literary work (e.g., love or

friendship) themes and topics are revealed by literary elements in

stories (e.g., characters, settings, and events in stories) literary works often use specific story patterns (e.g., quest,

rite of passage, reversal, initiation, surprise, rescue, union) culture is the ideas, beliefs, and values shared by a group of

people stories, myths, and traditional literature reflect the values and beliefs of the culture from which they come

Do: compare and contrast themes and topics in stories, myths

and traditional literature from different cultures compare and contrast patterns of events in stories, myths

and traditional literature from different cultures explain how themes and topics are revealed by characters,

settings and events in stories explain how stories, myths, and traditional literature reflect

the values and beliefs of the culture from which they comePrerequisites: compare how themes, settings, and plots are similar in

Proactively choose texts with identifiable mythological references in modern texts to illustrate their fundamental archetypal presence in literature

Provide explicit instruction on the fundamentals of mythology (basic terms and characters)

Include mythological and traditional texts in your unit plans

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stories written by the same author about the same or similar characters (e.g., in books from a series)

contrast how themes, settings, and plots are different in stories written by the same author about the same or similar characters

Grade 5HP

Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.Know: story elements include characters, setting, and plot genre is writing that has a particular form, content, or

technique authors reveal the theme of a story by emphasizing a recurrent message through the characters and events in a story

Do: identify the theme of a story identify the character's actions and events that are

emphasized by an author to reveal the theme or topic of a story

evaluate the similarities and differences (of themes and topics) to determine what approach the author or characters took

compare the approaches taken by the authors in relation to themes and topics within the comparable texts

contrast the approaches taken by the authors in relation to themes and topics within the comparable texts

compare and contrast an author's approach to themes and topics to find similarities and differences with the same genre

Prerequisites: compare and contrast themes and topics in stories, myths

and traditional literature from different cultures compare and contrast patterns of events in stories, myths

and traditional literature from different cultures

Expose students to works that particularly lend themselves to comparison (for example books with similar protagonists, or similar settings)

Use the themes already inherent in the CCGPS unit frameworks to facilitate comparisons on theme

Provide explicit instruction on identification of theme Engage students in writing individual accounts of a

common event and discuss the differences in those accounts

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explain how themes and topics are revealed by characters, settings and events in stories

Literature: Range of Reading and Level of Text ComplexityCCR Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

Grade Grade-Specific StandardApproach to Instruction of Standard

Content and SkillGrade 3Support Standard

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.

Grade 4Support Standard

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.

Grade 5Support Standard

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.

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