Reading Unpacked Benchmarks

Reading Unpacked Benchmarks: Grades 3-5 Goal 1: Read with understanding and fluency.
Standard 1A: Apply word analysis and vocabulary skills to comprehend selections.
Grade 3
(1.3.02) (1.3.03) Know the terms root/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 Benchmark 1A2a: Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15% Taken from the IAF on isbe.net
Grade 4
Knowledge
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 Taken from the IAF on isbe.net Know the purpose of prefixes, suffixes, and root/base words
Grade 5
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 Taken from the IAF on isbe.net
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 the same 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 multiple meaning 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 ______.)
Reading CDAS Unpacked Benchmarks: Grades 3-5, All A joint project of AUSL & Life Long learning & Associates, May 2011.
Page 1 of 40
Reading Unpacked Benchmarks: Grades 3-5

(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
Benchmark 1A2a: Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15%
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 (1.5.01) Infer the meaning of unfamiliar words using the knowledge of word parts
Page 2 of 40

(1.3.01) Infer the meaning of unfamiliar words using knowledge of word parts Benchmark 1A2a: Read and comprehend unfamiliar words using root words, synonyms, antonyms, word origins and derivations. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15% 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 word in 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 _________________
Page 3 of 40
Reading Unpacked Benchmarks: Grades 3-5 Goal 1: Read with understanding and fluency. Standard 1A: Apply word analysis and vocabulary skills to comprehend selections.
Grade 3
(1.3.09, 1.3.10) Know the following types of context clues (synonym, antonym, example, and explanation) Know that language is not always literal Benchmark 1A2b: Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15% Know the difference between literal and figurative language Students should be able to perform the following using grade level texts 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 that signal use of context clues as well as where context clues can commonly be found (within a sentence, in the sentence immediately preceding or following)
Grade 4
Knowledge
Students should be able to perform the following using grade level texts (1.4.04) Know common words that signal use of context clues as well as where context clues can commonly be found (within a sentence, in the sentence immediately preceding or following, after signal words) Locate information in a dictionary or 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)
Grade 5
Students should be able to perform the following using grade level texts (1.5.02) Know common words that signal use of context clues as well as where context clues can commonly be found (within a sentence, in the sentence immediately preceding or following, after signal words) Know the kinds of information to be 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
Page 4 of 40

(1.5.05) Determine the meaning of a word in context when the word has multiple meanings
(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 (1.4.04) Use context clues to determine the meaning of an unknown word Differentiate between multiple definitions of a word in a dictionary entry Identify the meaning of common idioms Identify instances of common meanings of multiple-meaning words (i.e. Which sentence uses the word bright in the same way as the example?) Use a dictionary, glossary, or thesaurus to locate information (1.5.02) Use context clues to determine the meaning of an unknown word Differentiate between multiple definitions of a word in a dictionary entry Identify the meaning of common idioms Identify instances of common meanings of multiple-meaning words (i.e. Which sentence uses the word bright in the same way as the example?) (1.5.06) Determine the correct use of homonyms, idioms, and analogies using context clues Use a dictionary, glossary, or thesaurus to locate information
Benchmark 1A2b: Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15%
Page 5 of 40

Benchmark 1A2b: Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. ISAT Percent: 3rd 10-15% 4th 10-15% 5th 10-15%
Reasoning
Explain 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 clues were 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 were used to determine the meaning of an unknown word Justify use of dictionary, glossary, or thesaurus to locate specific information
Goal 1: Read with understanding and fluency.

Page 6 of 40
Reading Unpacked Benchmarks: Grades 3-5 Standard 1B: Apply reading strategies to improve understanding and fluency.
Grade 3
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) Benchmark 1B2a: Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and expand ideas. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% (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, subheadings, charts, graphs, diagrams, keys
Grade 4
Knowledge
Students should be able to demonstrate this knowledge in the context of grade-level texts (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
Grade 5
Students should be able to demonstrate this knowledge in the context of grade-level texts 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 most important idea in a text Know that the main idea may be implicitly or explicitly stated
(1.3.24) Make a wide range of predictions based on personal experiences, content knowledge, and knowledge of similar texts (1.3.28) Identify readers purpose Students should be able to demonstrate these skills in the context of grade-level texts (1.4.26) Identify readers purpose Students should be able to demonstrate these skills in the context of grade-level texts (1.5.07) Adjust purpose for reading
Benchmark 1B2a:
Page 7 of 40

Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and expand ideas. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% 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 Benchmark 1B2a: Understand that nonfiction is and authors purpose for a given passage (e.g., to entertain, inform, persuade) (1.4.22) Make connections (text-totext, 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?) (1.5.08) Identify probable outcomes or actions (1.5.22) Make connections (textto-text, text-to-self, and text-toworld) 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 and authors purpose for a given passage Survey 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
Page 8 of 40

Establish purposes for reading; survey materials; ask questions; make predictions; connect, clarify and expand ideas. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% organized differently than fiction Survey a text before reading to identify text structure, including bold words
Reasoning
(1.3.24) Justify predictions by citing textual 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 (1.4.14) Analyze and synthesize 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 (1.5.18) Analyze and synthesize main idea of a text

Page 9 of 40
Grade 3
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.) (1.3.18) Locate information using simple graphic organizers (1.3.23) Identify or summarize the order 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 was factual or opinion Identify how a text was structured Identify how a text is organized
Grade 4
Knowledge
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, etc.)
Grade 5
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, etc.)
Benchmark 1B2b: Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12%
(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) or effects(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.) (1.5.13) Demonstrate
Benchmark 1B2b:
(1.4.15) Demonstrate
Page 10 of 40

Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% 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 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
Reasoning
Explain 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

Page 11 of 40
Grade 3
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, sub-headings, charts, graphs, 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 to establish purpose for reading a given passage Clarify 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, textto-text, text-to-world connections before, during, and after reading Monitor comprehension/understanding of
Grade 4
Knowledge
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, sub-headings, charts, graphs, diagrams, keys, illustrations, photographs, captions, and maps Identify story elements Able to retell sections of passage Identify purposes for reading (entertain, inform, persuade) (1.4.09) Activate prior knowledge to establish purpose for reading a given passage
Grade 5
Know the terms titles, headings, subheadings, charts, graphs, diagrams, keys, illustrations, photographs, captions, maps Identify non-fiction and fiction text features including titles, headings, subheadings, charts, graphs, diagrams, keys, illustrations, photographs, captions, and maps Identify story elements Able to retell sections of passage Identify purposes for reading (entertain, inform, persuade, explain) (1.5.07) Establish and adjust purposes for reading
Benchmark 1B2c: Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12%
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, textto-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, I wonder, and In the text it says Make meaningful text-to-self, text-totext, and text to-to-world connections before, during, and after reading
Monitor comprehension and
Page 12 of 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 locate additional 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) Clarify understanding of text by 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 reading passage (1.4.12) Determine the purpose of features of informational text (e.g., bold print, key words, graphics) (1.4.15) Demonstrate understanding by using graphic 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/terminology 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) Clarify understanding of text by 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 a reading 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, semantic webs) to represent passage content
Page 13 of 40

Use reference materials (dictionary, thesaurus, encyclopedia) to locate additional information about the topic of a text and/or to clarify understanding/terminology
Reasoning
Benchmark 1B2c: Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% Evaluate 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-totext, 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, photographs, captions, and maps 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-totext, 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, photographs, captions, and maps contribute to comprehension of the text Identify which reading strategy will 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, subheadings, charts, graphs, diagrams, keys, illustrations, photographs, captions, and maps contribute to comprehension of the text Identify which reading strategy will support clarification of comprehension Evaluate when lack of understanding of a text requires additional sources to clarify comprehension
Page 14 of 40
Reading Unpacked Benchmarks: Grades 3-5 Goal 1: Read with understanding and fluency. Standard 1B: Apply reading strategies to improve understanding and fluency.
Grade 3
Know the terms italics, parentheses, intonation Decode familiar and unfamiliar words Benchmark 1B2d: Read age-appropriate material aloud with fluency and accuracy. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% 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 Accurately 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
Grade 4
Knowledge
Know the terms italics, parentheses, intonation, colon Decode familiar and unfamiliar words Identify punctuation marks (period, exclamation point, question mark, quotation mark, comma, colon) 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
Grade 5
Know the terms italics, parentheses, intonation, colon Decode familiar and unfamiliar words Identify punctuation marks (period, exclamation point, question mark, quotation mark, comma, colon) Identify text features (italics, parentheses, bolded print) Recognize distinction between how genres are read (i.e.: drama, play, poem) Recognize intonation when listening to a read aloud or recording Accurately 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 170 to 195 words per minute by the end of the year
Accurately 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 140 to 170 words per minute by the end of the year
Page 15 of 40
Reading Unpacked Benchmarks: Grades 3-5 Reasoning

Benchmark 1B2d: Read age-appropriate material aloud with fluency and accuracy. ISAT Percent: 3rd 8-12% 4th 8-12% 5th 8-12% Reasoning levels will differ by grade based on the complexity and sophistication of text and student. Analyze 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 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 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.
Page 16 of 40
Reading Unpacked Benchmarks: Grades 3-5 Goal 1: Read with understanding and fluency. Standard 1C: Comprehend a broad range of reading materials.
Grade 3
Know the terms infer, inference, predict, question, conclusion, draw conclusion, evidence Recall background knowledge on topic of passage Benchmark 1C2a: Use information to form and refine questions and predictions. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% Form meaningful predictions about the passage using text features and background knowledge Form questions that relate to the topic of the passage (1.3.12) Activate prior knowledge to establish purpose for reading a given passage
Grade 4
Knowledge
Know the terms infer, inference, predict, question, conclusion, draw conclusion, generalize, generalization, evidence Recall background knowledge on topic of passage from prior experiences and texts Form meaningful predictions about the passage using text features and background knowledge Form questions that relate to the topic of the passage (1.4.09) Activate prior knowledge to establish purpose for reading a given passage
Grade 5
Know the terms infer, inference, predict, question, conclusion, draw conclusion, generalize, generalization, evidence Recall background knowledge on topic of passage from prior experiences and texts Form meaningful predictions about the passage using text features and background knowledge Form questions that relate to the topic of the passage (1.5.07) Establish and adjust purposes for reading
Revise 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 Develop questions while reading that pertain to the topic (1.4.10) Identify probable outcomes or actions Revise prediction based on textual evidence Develop questions while reading that pertain to the topic (1.5.08) Identify probable outcomes or actions
Page 17 of 40

(1.3.24) Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge (1.3.26) Draw conclusions from information in maps, charts, and graphs Benchmark 1C2a: Use information to form and refine questions and predictions. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% (1.4.22) Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge (1.4.24) Draw conclusions from information in maps, charts, graphs, and diagrams (1.5.22) Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge (1.5.24) Draw conclusions from information in maps, charts, graphs, and diagrams
Reasoning
Evaluate 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 comprehension of the text Evaluate 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 comprehension of the text Evaluate 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 comprehension of the text
Goal 1: Read with understanding and fluency. Standard 1C: Comprehend a broad range of reading materials.
Page 18 of 40
Grade 3
(2.3.05) Define authors message, drawing a conclusion, story element, prior knowledge
Grade 4
Knowledge
Define inference, topic
Grade 5
Define interpretation, inference
(2.3.01) List important elements from the story Benchmark 1C2b: Make and support inferences and form interpretations about main themes and topics. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% Identify topic or theme of a selection Identify text clues to recognize a central element (main topic or theme) Identify 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 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
Reasoning
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 to support conclusion (1.5.22) Synthesize key points (ideas) and supporting details to form an accurate conclusion
Goal 1: Read with understanding and fluency. Standard 1C: Comprehend a broad range of reading materials.
Page 19 of 40
Grade 3
Know the terms compare, contrast, similar, alike, different, genre, sequence Retell facts and information from the text Benchmark 1C2c: Compare and contrast the content and organization of selections. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% 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)
Grade 4
Knowledge
Know the terms compare, contrast, similar, alike, different, theme, 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 (1.4.16) Make comparisons across reading passages (e.g., topics, story elements)
Grade 5
Know the terms compare, contrast, similar, alike, different, theme, 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 (1.5.14)Make comparisons across reading passages (e.g., topics, story elements, theme) (1.5.14) Identify cause and effect organizational patterns in fiction
Describe 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 Describe how information and ideas in two texts are different Describe 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 Describe how information and ideas in two texts are different Describe 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 Describe how information and ideas in two texts are different
Page 20 of 40

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 Use a Venn diagram or comparison matrix (see SharePoint) to compare and contrast two texts (1.4.15) Demonstrate understanding by using graphic organizers (e.g., Venn diagrams and semantic webs) to represent passage content Use a Venn diagram or comparison matrix (see SharePoint) to compare and contrast two texts (1.5.13) Demonstrate understanding by using sophisticated graphic organizers (e.g., cause-effect organizers, semantic webs) to represent passage content Evaluate the advantages of particular text structures for conveying different types of information Analyze differences in story elements across different fiction texts Analyze the organization of nonfiction texts (e.g. use of diagrams vs. sequential steps) Evaluate the effectiveness of different text structures in conveying different types of information Formulate a thesis from the similarities and differences identified in a comparison matrix
Benchmark 1C2c: Compare and contrast the content and organization of selections. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53%
Reasoning levels will differ by grade based on the complexity and sophistication of text and student.
Reasoning
Evaluate the advantages of particular text structures for conveying different types of information Analyze differences in story elements across different fiction texts Analyze the organization of nonfiction texts (e.g. use of diagrams vs. sequential steps) Evaluate the advantages of particular text structures for conveying different types of information Analyze differences in story elements across different fiction texts Analyze the organization of nonfiction texts (e.g. use of diagrams vs. sequential steps) Evaluate the effectiveness of different text structures in conveying different types of information

Page 21 of 40
Reading Unpacked Benchmarks: Grades 3-5 Standard 1C: Comprehend a broad range of reading materials.
Grade 3
Know the terms authors purpose, entertain, inform, persuade Know the terms summary, generalization
Grade 4
Knowledge
Know the terms authors purpose, entertain, inform, persuade Define summarize, paraphrase, generalizations, expository, narrative Define persuasive, narrative, and expository
Grade 5
Know the terms authors purpose, entertain, inform, persuade Define synthesize and supporting details
Benchmark 1C2d: Summarize and make generalizations from content and relate to purpose of material. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53%
Define conclusion
Identify key factors from story that relate to authors purpose (1.3.28) Draw conclusions from the parts of the story about authors purpose (1.3.24) Draw inferences, 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 Demonstrate changing Make predictions about the story Identify the main idea from a sample list of questions (1.4.19) Identify the main idea of a 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/ key points 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 (1.5.18) Identify the main idea of a 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:
Page 22 of 40

Summarize and make generalizations from content and relate to purpose of material. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% perspective as events in a story unfold, particularly applied to people and cultures different from readers own Write a paragraph summary
Reasoning
Students should be able to demonstrate this reasoning the context of grade-level texts (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 Students should be able to demonstrate this reasoning in the context of grade-level texts (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 passage or text, or identify the best summary (1.4.22) Draw a conclusion using examples from the text (1.4.22) Draw inferences, 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 Students should be able to demonstrate this reasoning in the context of grade-level texts (1.5.22) Using prior knowledge and evidence from the text, draw conclusions and identify points that support them (1.5.22) Draw inferences, conclusions, or generalizations about 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 Respond to analytical and interpretive questions based on information from a text
Page 23 of 40

Benchmark 1C2d: Summarize and make generalizations from content and relate to purpose of material. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% Respond to analytical and interpretive questions based on information from a text
Page 24 of 40
Grade 3
Know the terms authors purpose, point of view, authors opinion (Recognize the above as the same concept) Know the terms diagram, metaphor, illustration 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: 3rd 47-53% 4th 47-53% 5th 47-53%
Grade 4
Knowledge
Know the terms authors message, point of view, and authors opinion (Recognize the above as the same concept) Know the terms illustrator, illustration, diagram, metaphor, main idea, explanation
Grade 5
Know the terms alliteration, metaphor, simile, personification, point of view, inference Define first person, second person, third person point of view
(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 of a passage (1.3.16) Determine which charts and graphs support the meaning 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) (1.5.14) Make comparisons across reading passages (e.g. topics, story elements, themes) Understand that authors and illustrators use various styles or points 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
Page 25 of 40

(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 or graphics add to the quality of the text or provide additional information (1.4.16) Make comparisons across reading passages (e.g., topics, story elements) (1.4.24) Draw conclusions from 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 understand a reading passage (1.5.10) Determine the purpose of features of informational text (e.g. bold print, organization of content, key words graphics) (1.5.24) Draw conclusions from 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)
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: 3rd 47-53% 4th 47-53% 5th 47-53%
Reasoning
Infer authors point of view by using textual evidence (identify inform, persuade, entertain) Make generalizations about authors point of view using examples from the text
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
Page 26 of 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: 3rd 47-53% 4th 47-53% 5th 47-53% (2.3.05) Formulate an opinion about the passage and identify the authors opinion and authors purpose
Page 27 of 40
Grade 3
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 Explain the kind of information you find in different kinds of text features Identify the structure of a passage (1.3.26) Draw conclusions from information in maps, charts, and graphs
Grade 4
Knowledge
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
Grade 5
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 Explain the kind of information you find in different kinds of text features Identify the structure of a passage (1.5.09) Use information in tables maps and charts to help understand a reading passage (1.5.24) Draw conclusions from information in maps, charts, graphs and diagrams Analyze how the information from a map/chart/etc supports the text Analyze how a text supports the information in a map/chart/etc
Benchmark 1C2f: Connect information presented in tables, maps, and charts to printed or electronic text. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53%
Explain the kind of information you find in different kinds of text features Identify the structure of a passage (1.4.11) Use information in charts graphs and diagrams to help understand a reading passage (1.4.24) Draw conclusions from information in maps, charts, graphs and diagrams
Reasoning
Analyze 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 a map/chart/etc supports the text Analyze how a text supports the information in a map/chart/etc
Page 28 of 40

Benchmark 1C2f: Connect information presented in tables, maps, and charts to printed or electronic text. ISAT Percent: 3rd 47-53% 4th 47-53% 5th 47-53% Evaluate which text feature would best support the text (1.3.16) Determine which charts and graphs support the meaning of the passage Evaluate which text feature would best support the text Evaluate which text feature would best support the text
Page 29 of 40
Reading Unpacked Benchmarks: Grades 3-5 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.
Grade 3
Know the definition of theme Recall common themes in literature
Grade 4
Knowledge
Know the definition of alliteration, assonance, consonance, onomatopoeia, rhyme scheme, metaphor, simile, and hyperbole (2.4.11) Know the terms idiom and figurative language
Grade 5
Describe characters Know the definition of main versus supporting characters Know the definition of a variety of literary genres
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: 3rd 12-31% 4th 12-31% 5th 12-31% (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
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
(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
Page 30 of 40

reactions to events
Explain character change throughout text Recognize that mood may involve description of the setting or peoples actions Recognize mood may be carried through dialogue 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: 3rd 12-31% 4th 12-31% 5th 12-31%
(2.4.03) Identify events important to the development of the plot and subplot (2.4.04) Identify setting, including how setting affects the plot (2.4.12) Recognize alliteration, assonance, consonance, onomatopoeia, rhyme scheme, metaphor, simile, and hyperbole in text (2.4.11) Identify and interpret figurative language (e.g., metaphor, simile, idiom) (2.4.12) Identify examples of poetic devices using sound, (e.g., alliteration, onomatopoeia, rhyme scheme, consonance)
Recognize how the thoughts and feelings of a character affect other characters Compare/contrast characters (2.5.02) Identify events important to the development of the plot and subplot Identify setting, including how setting affects the plot (2.5.12) Identify and interpret figurative language (e.g. metaphor, alliteration, personification) (2.5.13) Identify examples of poetic devices using sound, such as alliteration, onomatopoeia, rhyme scheme, and unrhymed verse (2.5.08) Infer character traits based on thoughts and actions Decide why the author has used characters to drive the plot Explain why the author chose to use dialogue between characters
Reasoning
Hypothesize about potential future actions of characters (2.3.08) Infer why characters do or say certain things Explain the implied theme of a selection using text to support reasoning Compare and contrast various themes across selections
Page 31 of 40

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: 3rd 12-31% 4th 12-31% 5th 12-31%
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)
Page 32 of 40
Grade 3
Know the terms literary elements (setting, plot, character, theme, problem and solution)
Grade 4
Knowledge
(2.4.01) ( 2.4.07) Know the terms literary 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)
Grade 5
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) (2.5.01) Identify literary elements 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
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: 3rd 12-31% 4th 12-31% 5th 12-31%
(2.3.01) Identify literary elements including setting, plot, character, 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 (2.4.01) Identify literary elements including setting, plot, character, problem and solution, conflict, and theme (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
Page 33 of 40

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) Identify specific literary elements based on knowledge of genre (i.e. 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 Identify specific literary elements based on knowledge of genre (i.e. fables, biographies, historical fiction) (2.5.06) Interpret literary passages using the following elements of literary structure: rising action, and falling action/resolution
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: 3rd 12-31% 4th 12-31% 5th 12-31% Describe 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 using the literary elements of problem/conflict and resolution
Reasoning
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: rising action, 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 to draw conclusions or make predictions Use the actions and interactions of characters to determine the theme of the selection
Page 34 of 40
Grade 3
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 an introduction, 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)
Grade 4
Knowledge
(2.4.13) Know the terms folktales, legends, myths, fiction, nonfiction, poems, rhythm, rhyme, and short story Know the common features of 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 nature came to be), and myths (explains how something came to be, includes gods, goddesses, and monsters) Know the common features of poetry; i.e.: rhythm and rhyme (2.4.13) Identify the following forms and genres: myth or legend, short story, folktale, nonfiction, poem
Grade 5
Know the terms realistic fiction, historical fiction, traditional literature, 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 of non-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
Benchmark 2A2c: Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). ISAT Percent: 3rd 12-31% 4th 12-31% 5th 12-31%
Page 35 of 40
Reading Unpacked Benchmarks: Grades 3-5 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 Benchmark 2A2c: Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). ISAT Percent: 3rd 12-31% 4th 12-31% 5th 12-31% Identify literary devices within different kinds of poetry Use features of fiction and nonfiction 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
Page 36 of 40
Reading Unpacked Benchmarks: Grades 3-5 Goal 2: Read and understand literature representative of various societies, eras, and ideas. Standard 2B: Read and interpret a variety of literary works.
Grade 3
Know the terms inference, prior knowledge, drawing conclusions, text-world, authors purpose (persuade, inform, entertain)
Grade 4
Knowledge
Know the terms inference, prior knowledge, drawing conclusions, analyze, interpret, formal tone, informal tone, significant details, minor details
Grade 5
Know the terms authors viewpoint (attitude and purpose), justify, intended audience
Benchmark 2B2a: Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. ISAT Percent: 3rd 4-8% 4th 4-8% 5th 4-8% (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 to personal 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 extended response 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 changes throughout the text Draw conclusions about why an author chose to use a particular tone (formal/informal) Draw conclusions about the intended audience
Page 37 of 40

Benchmark 2B2a: Respond to literary material by making inferences, drawing conclusions and comparing it to their own experience, prior knowledge and other texts. ISAT Percent: 3rd 4-8% 4th 4-8% 5th 4-8% (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
Page 38 of 40
Grade 3
Know the terms community, traditions, setting Know grade appropriate common themes Benchmark 2B2b: Identify and explain themes that have been explored in literature from different societies and eras. ISAT Percent: 3rd 4-8% 4th 4-8% 5th 4-8% Identify 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
Grade 4
Knowledge
Know the term values Know grade appropriate common themes
Grade 5
Know the terms culture, cultural values Know grade appropriate common themes Identify the cultural background of a selection
Identify common themes in a variety of literary works (given two selection, identify a common theme) Identify the values of a community
Reasoning
Use 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 to explain how the cultural setting impacts the theme of a text
Page 39 of 40
Grade 3
Know the terms plot (events, conflict, resolution), past, present, future, community, character motivation Identify 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
Grade 4
Knowledge
Know the terms plot (events, conflict, rising action, falling action, resolution), values
Grade 5
Know the terms plot (events, conflict, resolution, rising action, falling action, climax), culture 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
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
Benchmark 2B2c: Relate literary works and their characters, settings and plots to current and historical events, people, and perspectives.
ISAT Percent: 3rd 4-8% 4th 4-8% 5th 4-8%
Reasoning
Use 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 Use information from a text to explain 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 based on 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) Use information from a text to explain cultural differences or similarities (T-S, TW) 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
Page 40 of 40

Reading Unpacked Benchmarks

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Reading Unpacked Benchmarks

Uploaded by

Copyright:

Available Formats

Reading Unpacked Benchmarks: Grades 3-5 Goal 1: Read with understanding and fluency.

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Goal 1: Read with understanding and fluency.

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Goal 1: Read with understanding and fluency.

Reading Unpacked Benchmarks: Grades 3-5

Goal 1: Read with understanding and fluency.

Monitor comprehension and

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5 Reasoning

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Goal 1: Read with understanding and fluency.

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5

Reading Unpacked Benchmarks: Grades 3-5 Skills/Understanding

Reading Unpacked Benchmarks: Grades 3-5

ISAT Percent: 3rd 4-8% 4th 4-8% 5th 4-8%

You might also like