Word Power Summary - Institute for Humane Education

Inst it ut e fo r Hum ane Educat io n Grade s: 4 , 5 St at e s: Co mmo n Co re State Standards

Word Power Summary: Words have enormous power and often assign value. This activity explores sample words in context and what kinds of value those words imply. Co m m o n Co re St at e St andards Language Art s Grade: 4 - Ado pted 2 0 1 0 ST R AN D / D O MAIN

C C SS.ELALit eracy.R L.4

C AT EG O R Y / C LU ST ER

Reading Standards for Literature Key Ideas and D etails

STAN D AR D

C C SS.ELALit eracy.R L.4 .1

Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

STAN D AR D

C C SS.ELALit eracy.R L.4 .2

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

ST R AN D / D O MAIN


Reading Standards for Literature


Range of Reading and Level of Text Complexity

STAN D AR D

C C SS.ELABy the end of the year, read and comprehend literature, including stories, Lit eracy.R L.4 .10 dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.


C C SS.ELALit eracy.R F.4

C AT EG O R Y / C LU ST ER STAN D AR D

Reading Standards: Foundational Skills Fluency

C C SS.ELALit eracy.R F.4 .4

Read with s uffic ient ac c urac y and fluenc y to s up p o rt c o mp rehens io n.

EXPEC TAT IO N C C SS.ELARead on-level text with purpose and understanding. Lit eracy.R F.4 .4 a EXPEC TAT IO N C C SS.ELAUse context to confirm or self-correct word recognition and understanding, Lit eracy.R F.4 .4 c rereading as necessary. ST R AN D / D O MAIN

C C SS.ELALit eracy.SL.4


Speaking and Listening Standards Comprehension and Collaboration

C C SS.ELALit eracy.SL.4 .1

Eng ag e effec tively in a rang e o f c o llab o rative d is c us s io ns (o ne-o n-o ne, in g ro up s , and teac her-led ) with d ivers e p artners o n g rad e 4 to p ic s and texts , b uild ing o n o thers ' id eas and exp res s ing their o wn c learly.

EXPEC TAT IO N C C SS.ELACome to discussions prepared, having read or studied required material; Lit eracy.SL.4 .1a explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. EXPEC TAT IO N C C SS.ELAFollow agreed-upon rules for discussions and carry out assigned roles. Lit eracy.SL.4 .1b EXPEC TAT IO N C C SS.ELAPose and respond to specific questions to clarify or follow up on information, Lit eracy.SL.4 .1c and make comments that contribute to the discussion and link to the remarks of others. ST R AN D / D O MAIN



Speaking and Listening Standards Presentation of Knowledge and Ideas

STAN D AR D

C C SS.ELALit eracy.SL.4 .6

D ifferentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion); use formal English when appropriate to task and situation.


C C SS.ELALit eracy.L.4

Language Standards


Knowledge of Language

STAN D AR D

C C SS.ELALit eracy.L.4 .3

Us e kno wled g e o f lang uag e and its c o nventio ns when writing , s p eaking , read ing , o r lis tening .

EXPEC TAT IO N C C SS.ELALit eracy.L.4 .3a

Choose words and phrases to convey ideas precisely.

EXPEC TAT IO N C C SS.ELALit eracy.L.4 .3c

D ifferentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., smallgroup discussion).


Language Standards



Vocabulary Acquisition and Use C C SS.ELALit eracy.L.4 .4

Determine o r c larify the meaning o f unkno wn and multip le-meaning wo rd s and p hras es b as ed o n g rad e 4 read ing and c o ntent, c ho o s ing flexib ly fro m a rang e o f s trateg ies .

EXPEC TAT IO N C C SS.ELALit eracy.L.4 .4 a

Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase.


Language Standards



Vocabulary Acquisition and Use C C SS.ELALit eracy.L.4 .6

Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Grade: 5 - Ado pted 2 0 1 0 ST R AN D / D O MAIN



Reading Standards for Literature Range of Reading and Level of Text Complexity

STAN D AR D

C C SS.ELABy the end of the year, read and comprehend literature, including stories, Lit eracy.R L.5.10 dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.


C C SS.ELALit eracy.R F.5


Reading Standards: Foundational Skills Fluency

C C SS.ELALit eracy.R F.5.4

Read with s uffic ient ac c urac y and fluenc y to s up p o rt c o mp rehens io n.

EXPEC TAT IO N C C SS.ELARead on-level text with purpose and understanding. Lit eracy.R F.5.4 a EXPEC TAT IO N C C SS.ELAUse context to confirm or self-correct word recognition and understanding, Lit eracy.R F.5.4 c rereading as necessary. ST R AN D / D O MAIN

C C SS.ELALit eracy.W.5


Writing Standards Research to Build and Present Knowledge

C C SS.ELALit eracy.W.5.9

Draw evid enc e fro m literary o r info rmatio nal texts to s up p o rt analys is , reflec tio n, and res earc h.

EXPEC TAT IO N C C SS.ELALit eracy.W.5.9 a

Apply grade 5 reading standards to literature (e.g., ''Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]'').


Speaking and Listening Standards



Comprehension and Collaboration C C SS.ELALit eracy.SL.5.1

Eng ag e effec tively in a rang e o f c o llab o rative d is c us s io ns (o ne-o n-o ne, in g ro up s , and teac her-led ) with d ivers e p artners o n g rad e 5 to p ic s and texts , b uild ing o n o thers ' id eas and exp res s ing their o wn c learly.

EXPEC TAT IO N C C SS.ELACome to discussions prepared, having read or studied required material; Lit eracy.SL.5.1a explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

EXPEC TAT IO N C C SS.ELAFollow agreed-upon rules for discussions and carry out assigned roles. Lit eracy.SL.5.1b EXPEC TAT IO N C C SS.ELAPose and respond to specific questions by making comments that contribute to Lit eracy.SL.5.1c the discussion and elaborate on the remarks of others. ST R AN D / D O MAIN



Language Standards Vocabulary Acquisition and Use

C C SS.ELALit eracy.L.5.4

Determine o r c larify the meaning o f unkno wn and multip le-meaning wo rd s and p hras es b as ed o n g rad e 5 read ing and c o ntent, c ho o s ing flexib ly fro m a rang e o f s trateg ies .

EXPEC TAT IO N C C SS.ELALit eracy.L.5.4 a

Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.


Language Standards



Vocabulary Acquisition and Use C C SS.ELALit eracy.L.5.6

Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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