State Curriculum - Reading

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Grade 1 Grade 2 Grade 3
Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary texts. Standard 3.0 Comprehension of Literary Text: Students will read, comprehend, interpret, analyze, and evaluate literary text.
1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts
1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts
1. Develop comprehension skills by reading a variety of self-selected and assigned literary texts including print and non-print
a. Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, and ethnicities
a. Listen to, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
a. Listen to critically, read, and discuss a variety of literary texts representing diverse cultures, perspectives, ethnicities, and time periods
b. Listen to, read, and discuss a variety of different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)
b. Listen to, read, and discuss a variety of different types of fiction and nonfiction texts
b. Listen to critically, read, and discuss a variety of different types of fiction and nonfiction texts
  c. Identify characteristics of, different types of fictional literary texts, such as plays, poems, stories (folktales, fairy tales, fantasy, fables, realistic fiction, and historical fiction)
 
2. Use text features to facilitate understanding of literary texts
2. Use text features to facilitate understanding of literary texts
2. Use text features to facilitate understanding of literary texts
a. Identify and explain how the title contributes to meaning
a. Identify and explain how the title contributes to meaning
a. Identify and explain how organizational aids such as the title of the book, story, poem, or play contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning
b. Identify and explain how text features, such as illustrations, punctuation, and print features, contribute to meaning
b. Identify and explain how graphic aids such as pictures and illustrations, punctuation, print features contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
    c. Identify and explain how informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation keys, transition words, end notes, works cited, other information aids encountered in informational texts contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
    d. Identify and explain how print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, other print features encountered in informational texts contribute to meaning
    Assessment limit:
  • In the text or a portion of the text
3. Use elements of narrative texts to facilitate understanding
3. Use elements of narrative texts to facilitate understanding
3. Use elements of narrative texts to facilitate understanding
a. Identify the elements of a story, including characters, setting, problem, and solution
a. Identify and explain the elements of a story, including the problem, the sequence of events, and the solution to the problem
a. Identify and distinguish among types of narrative texts such as characteristics of the general categories of fiction versus nonfiction, realistic fiction, tall tales, legends, fables, fairy tales, biographies
    Assessment limit:
  • Grade-appropriate narrative texts
b. Identify and explain character traits and actions
b. Identify the setting and explain its importance to the story
b. Identify and explain the elements of a story
    Assessment limit:
  • Main problem, sequence or chronology of events, and solution to the problem
c. Sequence the important events
c. Identify the main character(s) and explain their importance in the story
c. Identify and describe the setting and the mood
    Assessment limit:
  • Details that create the setting
  • Details that create the mood
  d. Identify characters' actions, motives, emotions, traits, and feelings
d. Identify and analyze the characters
    Assessment limit:
  • Character's traits based on what character says, does, and thinks and what other characters or the narrator says
  • Character's motivations
  • Character's personal growth and development
  e. Identify and explain relationships between and among characters, setting, and events
e. Identify and explain relationships between and among characters, setting, and events
    Assessment limit:
  • In the text or a portion of the text or across multiple texts
    f. Identify and describe the narrator
    Assessment limit:
  • Conclusions about the narrator based on his or her thoughts and/or observations
4. Use elements of poetry to facilitate understanding
4. Use elements of poetry to facilitate understanding
4. Use elements of poetry to facilitate understanding
a. Identify rhyme, rhythm, and repetition in poems read to them
a. Identify the structure, shape, and form of a variety of poetic texts, including their lines and stanzas
a. Use structural features such as structure and form including lines and stanzas, shape, refrain, chorus, and rhyme scheme to identify poetry as a literary form
b. Summarize the events or tell the meaning of the poem
b. Analyze the meaning of words, lines and stanzas
b. Identify and explain the meaning of words, lines, and stanzas
    Assessment limit:
  • Literal versus figurative meaning
  c. Identify and use sound elements of poetry, such as rhyme, no rhyme, and rhythm
c. Identify and explain sound elements of poetry
    Assessment limit:
  • Rhyme, rhyme scheme
  • Alliteration and other repetition
    d. Identify and explain other poetic elements such as setting, mood, tone, etc., that contribute to meaning
    Assessment limit:
  • Elements of grade-appropriate lyric and narrative poems that contribute to meaning
5. Use elements of drama to facilitate understanding
5. Use elements of drama to facilitate understanding
5. Use elements of drama to facilitate understanding
a. Identify the characters, dialogue, and scenery of a play read to them
a. Identify the structure of a play, including characters, costumes, dialogue, and scenery
a. Use structural features to identify a play as a literary form
    b. Identify and explain the action of a scene
    Assessment limit:
  • Literal versus interpretive meaning
    c. Identify and explain stage directions that help to create character and movement
    d. Identify and explain stage directions and dialogue that help to create character
    Assessment limit:
  • In the text or a portion of the text
6. Determine important ideas and messages in literary texts
6. Determine important ideas and messages in literary texts
6. Determine important ideas and messages in literary texts
a. Recognize the main idea
a. Recognize the main idea or message of the text
a. Identify and explain main ideas and universal themes
    Assessment limit:
  • Main ideas of the text or a portion of the text
  • Message, moral, or lesson learned from the text
b. Recognize a similar message in more than one text
b. Recognize a similar message in more than one text
b. Identify and explain a similar idea or theme in more than one text
    Assessment limit:
  • Messages, morals, or lessons learned across texts
c. Summarize the text by stating the main idea and sequencing the important events
c. Retell the text or part of the text
c. Retell the text
d. Identify personal connections to the text
d. Summarize the text
d. Summarize
    Assessment limit:
  • The text or a portion of the text
  e. Identify personal connections to the text
e. Identify and explain personal connections to the text
    Assessment limit:
  • Connections between personal experiences and the theme or main ideas
7. Identify and describe the author's use of language
7. Identify and describe the author's use of language
7. Identify and describe the author's use of language
a. Identify language that appeals to the senses and feelings
a. Explain how the use of dialogue contributes to a story
a. Identify and explain how the use of dialogue contributes to a story
b. Identify repetition
b. Identify specific words and phrases that contribute to the meaning of a text
b. Identify and explain specific words and phrases that contribute to meaning
    Assessment limit:
  • Significant words and phrases with a specific effect on meaning
  • Denotations of above-grade-level words used in context
c. Identify specific words and punctuation that create tone
c. Identify specific words and punctuation that create tone
c. Identify and explain words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
  d. Identify language that appeals to the senses and feelings
d. Identify and explain figurative language
  e. Identify repetition and exaggeration
 
    e. Identify and explain language that appeals to the senses and feelings
    Assessment limit:
  • Specific words and phrases in the text or a portion of the text
    f. Identify and explain repetition and exaggeration
    Assessment limit:
  • In the text or a portion of the text
8. Read critically to evaluate literary texts
    a. Identify and explain the believability of the characters' actions and the story's events
    Assessment limit:
  • In the text or a portion of the text
    b. Identify and explain questions left unanswered by the text
    Assessment limit:
  • Questions and predictions about events, situations, and conflicts that might occur if the text were extended
 

Indicators/objectives that include assessment limits are assessed on MSA *New Standards identifies the need for students to process 1 million words per year to maintain academic progress.

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/reading/vsc_toolkit.html.

 

11/15/07