State Curriculum - Reading

Print pages on legal paper, landscape mode.
Grade 4 Grade 5 Grade 6
Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text. Standard 2.0 Comprehension of Informational Text: Students will read, comprehend, interpret, analyze, and evaluate informational text.
A. Comprehension of Informational Text A. Comprehension of Informational Text A. Comprehension of Informational Text
1. Develop comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
1. Develop and apply comprehension skills by reading a variety of self-selected and assigned print and non-print informational texts, including electronic media
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
a. Read, use, and identify the characteristics of nonfiction materials such as textbooks, appropriate reference materials, research and historical documents, personal narratives, diaries, and journals, biographies, newspapers, letters, articles, web sites and other online materials, other appropriate content-specific texts to gain information and content knowledge
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
b. Read, use, and identify the characteristics of functional documents such as sets of directions, science investigations, atlases, posters, flyers, forms, instructional manuals, menus, pamphlets, rules, invitations, recipes, advertisements, other functional documents
    Assessment limit:
  • Grade-appropriate functional documents
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
c. Select and read to gain information from personal interest materials such as brochures, books, magazines, cookbooks, catalogs, and web sites
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
2. Identify and use text features to facilitate understanding of informational texts
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other print features encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content-specific texts
    Assessment limit:
  • In the text or a portion of the text
a. Use print features such as large bold print, font size/type, italics, colored print, quotation marks, underlining, and other appropriate content-specific texts
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
b. Use graphic aids such as illustrations and pictures, photographs, drawings, sketches, cartoons, maps (key, scale, legend, graphs, charts/tables, and diagrams, other graphic aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, boxed text
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, other informational aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
c. Use informational aids such as introductions and overviews, materials lists, timelines, captions, glossed words, labels, numbered steps, bulleted lists, footnoted words, pronunciation key, transition words, end notes, works cited, other informational aids encountered in informational texts
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words, other organizational aids encountered in organizational texts
    Assessment limit:
  • In the text or a portion of the text
d. Use organizational aids such as titles, chapter titles, headings, subheadings, tables of contents, numbered steps, glossaries, indices, transition words, other organizational aids encountered in organizational texts
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
    Assessment limit:
  • In the text or a portion of the text
e. Use online features such as URLs, hypertext links, sidebars, drop down menus, home pages, site maps, other features characteristic of online texts
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to meaning
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain the contributions of text features to support the main idea of the text
    Assessment limit:
  • In the text or a portion of the text
3. Develop knowledge of organizational structure of informational text to understand what is read
3. Develop and apply knowledge of organizational structure of informational text to understand what is read
3. Develop and apply knowledge of organizational structure of informational text to facilitate understanding
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution
    Assessment limit:
  • In the text or a portion of the text
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details
    Assessment limit:
  • In the text or a portion of the text
a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, transition or signal words and phrases that indicate the organizational pattern
    Assessment limit:
  • In the text or a portion of the text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
b. Identify and use words and phrases associated with common organizational patterns such as words that show chronology (first, second, third), description (above, beneath, next to, beside), cause and effect (because, as a result), sequence (next, then, finally)
    Assessment limit:
  • In the text or a portion of the text
b. Explain how the organizational pattern clarifies and reinforces meaning and supports the author's/text's purpose
    Assessment limit:
  • In the text or a portion of the text
4. Determine important ideas and messages in informational texts
4. Determine and analyze important ideas and messages in informational texts
4. Determine and analyze important ideas and messages in informational texts
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
a. Identify and explain the author's/text's purpose and intended audience
    Assessment limit:
  • Purpose of the author or the text or a portion of the text
  • Connections between the text and the intended audience
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain the author's opinion
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
c. State and support main ideas and messages
    Assessment limit:
  • In the text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
d. Summarize or paraphrase
    Assessment limit:
  • The text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
e. Identify and explain information not related to the main idea
    Assessment limit:
  • In the text or a portion of the text
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
f. Identify and explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
f. Explain relationships between and among ideas such as comparison/contrast, cause/effect, sequence/chronology
    Assessment limit:
  • In the text or a portion of the text
  • Relationships between and among ideas in one or more texts
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Draw conclusions and inferences and make generalizations and predictions from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
g. Synthesize ideas from text
    Assessment limit:
  • From one text or a portion of the text or across multiple texts
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
h. Distinguish between a fact and an opinion
    Assessment limit:
  • In one or more texts or a portion of a text
i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
i. Identify and explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Topics and ideas within a text or across texts that may have implications for readers or contemporary society
i. Explain how someone might use the text
    Assessment limit:
  • Application of the text for personal use or content-specific use
  • Topics and ideas within a text or across texts that may have implications for readers or contemporary society
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas or information in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
j. Connect the text to prior knowledge or experience
    Assessment limit:
  • Prior knowledge that clarifies, extends, or challenges the ideas in the text or a portion of the text
5. Identify and explain the author's use of language
5. Identify and explain the author's use of language
5. Analyze purposeful use of language
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., similes, metaphors, personification, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
a. Identify and explain specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
a. Analyze specific words or phrases that contribute to the meaning of a text
    Assessment limit:
  • Significant words and phrases (e.g., figurative language, idioms, etc.) in the text or a portion of the text
  • Connotations of grade-appropriate words in context
  • Denotations of above-grade-level words in context
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain specific words and punctuation that create tone
    Assessment limit:
  • In the text or a portion of the text
b. Analyze specific language choices that create tone
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
c. Identify and explain the effect of repetition of words and phrases
    Assessment limit:
  • In the text or a portion of the text
c. Analyze the effect of repetition of words and phrases on meaning
    Assessment limit:
  • In the text or a portion of the text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
6. Read critically to evaluate informational text
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
a. Explain whether the text fulfills the reading purpose
    Assessment limit:
  • Connections between the content of the text and the purpose for reading
b. Identify and explain additions or changes to format or text features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
b. Identify and explain additions or changes to format or text features that would make the text easier to understand
    Assessment limit:
  • In the text or a portion of the text
b. Analyze changes or additions to the structure and text features that would make the text easier to understand
    Assessment limit:
  • Connections between effectiveness of format and text features in clarifying the main idea and/or purpose of the text
  • Connections between effectiveness of organizational pattern and clarity of the main idea and/or purpose of the text
c. Identify and explain what makes the text a reliable source of information
c. Identify and explain what makes the text a reliable source of information
c. Analyze the text and its information for reliability
    Assessment limit:
  • Connections between the credentials of the author and the information in the text
  • Verification of information included in the text
d. Explain whether or not the author's opinion is presented fairly
d. Explain whether or not the author's opinion is presented fairly
d. Determine and explain whether or not the author's argument or position is presented fairly
    Assessment limit:
  • Evidence of opposing points of view
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
e. Identify and explain information not included in the text
    Assessment limit:
  • Information that would enhance or clarify the reader's understanding of the main idea of the text or a portion of the text
f. Identify and explain words and other techniques that affect the reader's feelings
    Assessment limit:
  • Significant words that have an emotional appeal
f. Identify and explain words and other techniques the author uses to appeal to emotion
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
f. Identify and explain language and other techniques intended to persuade the reader
    Assessment limit:
  • Significant words and phrases that have an emotional appeal
 

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