Reading Foundational Skills |
| RF.2: Fluency |
| RF.2.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
| RF.3: Fluency |
| RF.3.4 | Read with sufficient accuracy and fluency to support comprehension. |
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| RF.3.4a | Read on-level text with purpose and understanding. |
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| RF.3.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
| RF.4: Fluency |
| RF.4.4 | Read with sufficient accuracy and fluency to support comprehension. |
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| RF.4.4c | Use context to confirm or self-correct word recognition and understanding, rereading as necessary. |
Reading Informational |
| RI.2: Key Ideas and Details |
| RI.2.1 | Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. |
| Range of Reading and Level of Text Complexity |
| RI.2.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
| RI.3: Craft and Structure |
| RI.3.4 | Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. |
| Key Ideas and Details |
| RI.3.1 | Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. |
| Range of Reading and Level of Text Complexity |
| RI.3.10 | By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. |
| RI.4: Craft and Structure |
| RI.4.4 | Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. |
| Integration of Knowledge and Ideas |
| RI.4.7 | Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. |
| Range of Reading and Level of Text Complexity |
| RI.4.10 | By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. |
Speaking & Listening |
| SL.2: Comprehension and Collaboration |
| SL.2.1b | Build on others’ talk in conversations by linking their comments to the remarks of others. |
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| SL.2.3 | Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. |
| SL.3: Comprehension and Collaboration |
| SL.3.1c | Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. |
| SL.4: Comprehension and Collaboration |
| SL.4.1c | Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. |
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| SL.4.1d | Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. |
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