- Feb 2018
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided
The students must have the skill to compare and contrast. The knowledge comes in when the student has to know the information that is needed to compare and contrast.
Describe the overall structure of a story
Knowledge--a student must be able to understand the story in order to describe the structure of a story.
ask and answer questions about key details in a text
the knowledge comes from being able to understand key details in a text while the skill comes from being able to ask questions and answer questions using the knowledge they have.
- Mar 2016
Describe how reasons support specific points the author makes in a text
This standard requires students to be able to describe how reasons support specific points the author makes in a text by determining the key details in text. Also, they students should be able to describe the author's purpose and how it supports comprehension.
how the speaker in a poem reflects upon a topic; summarize the text
This standard requires students to know how to explain the speaker's reflection on a topic and how that impacts the theme. Also, the students should be able to write a summary by using details from the text.
With prompting and support, describe the relationship between illustrations and the text in which they appear (
This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"
Identify the main purpose of a text, including what the author wants to answer, explain, or describe
This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.
ntify the main topic and retell key details of a te
In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.
- Feb 2016
Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters found in mythology (e.g., Herculean).
Grade 4 students must be able to pull information from both the text and from their existing knowledge to figure out the meaning of new words and phrases.
Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.
This common core standard for literacy for third graders reflects their knowledge on not only recounting and recalling several variations of stories, but also using what they know about different cultural practices to identify a central message or moral.
With prompting and support, retell familiar stories, including key details
With the use of scaffolding teachers help kindergarteners further develop both their knowledge in stories kindergarteners have previously heard/read as well as their skills in retelling the key details of the familiar story. Recalling a story's major events, characters, settings, sequential details, etc. require kindergarten students to tap into their prior knowledge and skill sets in accurately retelling a story.
characters, setting, or events
First graders must know the definitions and understand the terms character, setting and event.
Grade 1 students must know the definitions of characters, settings and major events.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text
This is knowledge because the students have to know what the meaning, tone and beauty of a text means and it is also a skill because then they have to be able to write about it
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
This is both knowledge and a skill because it is knowledge because the children have to know what summarize means and it is a skill because they have to be able to summarize the story or poem.
Describe characters in a story (e.g., their traits, motivations, or feelings) and
This is knowledge because they need to know different traits and feelings of people and it is also a skill because they need to remember the trait and be able to write about it.
ecount stories, including fables and folktales from diverse cultures,
This would be a knowledge because the students need to know about different cultures and what their traditions are like
Describe the overall structure of a story
When students are able to understand the difference between the beginning and end of the story, they know the beginning introduces the story and prepares the reader for what is to follow. Students know that the end of the story concludes the action.
Describe in depth a character, setting, or event in a story or drama,
Fourth graders must be able to remember the character, setting and events in the story as well as specific details
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
Second graders must be able to recognize patterns like rhyme and repeated lines and alliteration.
Describe characters in a story (e.g., their traits, motivations, or feelings)
Third graders must know who the characters are in the story and what unique characteristics they each have.
Ask and answer questions to demonstrate understanding of a text
Third graders must understand what happened in the text and remember specific examples.
Retell stories, including key details
First graders must understand and remember what happened in the story.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
Second graders must know the characters, settings and events in the story.
Distinguish their own point of view from that of the narrator or those of the characters
This is when the students understand the difference between the author of the story and the narrator. The students know that the narrator is the story teller, which is the voice of the story in which the story is told. The students also know that the author of the book is the person who wrote the book.
name the author and illustrator of a story
A kindergarten student needs to be able to identify who wrote the book and who drew the pictures. This would be knowledge.
A kindergarten student must know the definition of a illustration.
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
This idea of third grade students being able to explain how illustrations helps the author make his or her points apparent to readers is knowledge. The students should be able to make inferences and create understanding with reasonable explanation and support for their ideas.
With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.9.Compare and contrast the adventures and experiences of characters in stories
These two standards show the difference in skill and knowledge that a student should have from the end of kindergarten to the end of first grade. In kindergarten the student should be able to compare and contrast elements of familiar stories with prompting, but by the end of first grade students should be able to do this with all stories by only illustrations, and without any prompting. This is a good example of how the expectations work on the same skill, but become a more difficult task as the students progress through each grade.
In order to fulfill this, second graders must demonstrate knowledge of characters, setting, and/or plot to be able to show their understanding of it.
Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections
A third grade student must be able to refer certain parts of a text using specific terms.
A kindergarten student must know a definition of a character
- knowledge edu307
- knowledge ccss edu307