Your Literacy Standards Companion, Grades 3-5. Leslie Blauman

specific textual evidence: Students should be able to quote a specific passage from the text to support all claims, assertions, or arguments about what a text means or says. Evidence comes from within the text itself, not from the reader’s opinion or experience.

      Demonstrate understanding of a text: Readers take a group of details (different findings, series of events, related examples) and draw from them an insight or understanding about their meaning or importance within the passage of the text as a whole.

      Drawing inferences: To understand the text by generalizing, deducing, and concluding from reasoning and evidence that is not presented literally or explicitly. These conclusions are based on textual clues.

      Explicitly: Clearly stated in great or precise detail; may pertain to factual information or literal meaning, though this is not necessarily always the case.

      Informational text: These include nonfiction texts from a range of sources and written for a variety of purposes; everything from essays to advertisements, historical documents to op-ed pieces. Informational texts include written arguments as well as infographics.

      Key details: Parts of a text that support the main idea, and enable the reader to draw conclusions and infer what the text or a portion of a text is about.

      Literature: Fiction, poetry, drama, graphic stories, but also artworks by distinguished painters, sculptors, or photographers.

      Logical inferences (drawn from the text): To infer, readers add what they learned from the text to what they already know about the subject; however, for an inference to be “logical,” it must be based on evidence from the text.

      Quote accurately: “Lifting lines” directly from the text or copying specific sections of the text to demonstrate understanding. All claims, assertions, or arguments about what a text means or says require specific examples from the text.

      Read closely (aka close reading): Reading that emphasizes not only surface details but the deeper meanings and larger connotations between words, sentences, and the full text; also demands scrutiny of craft, including arguments and style used by the author.

      Text: In its broadest meaning, a text is whatever one is trying to read: a poem, essay, drama, story, or article; in its most modern sense, a text can also be an image, an artwork, speech, or multimedia format such as a website, film, or social media message such as a tweet.

      Textual evidence: Not all evidence is created equal; students need to choose those pieces of evidence (words, phrases, passages illustrations) that provide the best proof of what they are asserting about the text.

      Notes

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      Planning to Teach

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       Whole Class

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       Small Group

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       Individual Practice/Conferring

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      Grades 3–5 Common Core Reading Standards: Key Ideas and Details

      Reading 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

      Literature

       3 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.

       4 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

       5 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.

      Informational Text

       3 Determine the main idea of a text, recount the key details and explain how they support the main idea.

       4 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

       5 Determine two or more main ideas of a text, and explain how they are supported by key details; summarize the text.

      Source: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

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