Core Content Connectors by Common Core State Standards: English Language Arts-Language Reading Standards for Informational Text Grades 3-5
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College and Career Readiness Anchor Standards for Reading
Key Ideas and Details
- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
- Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Reading Standards for Informational Text
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | 1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. | 1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. |
| CCCs | ||
| 3.RI.i1 Answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. | 4.RI.i1 Refer to details and examples in a text when explaining what the text says explicitly. | 5.RI.c2 Quote accurately from a text when explaining what the text says explicitly. |
| 3.RI.i3 Identify supporting details of an informational text read, read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. | 4.RI.i2 Refer to details and examples in a text when drawing basic inferences from an informational text. | 5.RI.c3 Quote accurately from a text to support inferences. |
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 2. Determine the main idea of a text; recount the key details and explain how they support the main idea. | 2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. | 2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. |
| CCCs | ||
| 3.RI.i2 Determine the main idea of text, read aloud, or information presented in diverse media and formats, including visually, quantitatively, and orally. | 4.RI.i3 Determine the main idea of an informational text. | 5.RI.c4 Determine the main idea, and identify key details to support the main idea. |
| 3.RI.k5 Determine the main idea of a text; recount the key details and explain how they support the main idea. | 4.RI.i4 Identify supporting details of an informational text. | 5.RI.c5 Summarize the text or a portion of the text read, read aloud, or presented in diverse media. |
| 3.RI.n1 Identify facts that an author uses to support a specific point or opinion. | ||
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. | 3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. | 3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. |
| CCCs | ||
| 5.RI.d1 Explain/identify the relationship between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text. | ||
| 5.RI.d2 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. | ||
| 5.RI.d3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information across texts. | ||
Craft and Structure
- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
- Assess how point of view or purpose shapes the content and style of a text.
Reading Standards for Informational Text
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 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. | 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. | 4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| CCCs | ||
| 3.RWL.j4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. | 4.RWL.j2 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. | 5.RWL.a3 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. |
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. | 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | 5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| CCCs | ||
| 3.RI.h1 Identify the purpose of a variety of text features. | 4.RI.j1 Identify signal words that help determine what the text structure is in an informational text (e.g., description, problem/solution, time/order, compare/contrast, cause/effect, directions. | 5.RI.b1 Use signal words as a means of locating information (e.g., knowing that "because" or "as a result of" may help link a cause to a result). |
| 3.RI.h2 Use text features(keywords, glossary) to locate information relevant to a given topic or question. | 4.RI.j2 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. | 5.RI.b2 Use signal word to identify common types of text structure. |
| 3.RI.h3 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic. | 4.RI.j3 Organize information presented in an informational text to demonstrate the text structure. | 5.RI.d5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. |
| 4.RI.h1 Use text features(keywords, glossary) to locate information relevant to a given topic or question. | 6.RI.b1 Use signal words as a means of locating information (e.g., knowing that "because" or "as a result of" may help link a cause to a result). | |
| 4.RI.h2 Use tools (e.g., sidebars, icons, glossary) to locate information relevant to a given topic | 6.RI.d1 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. | |
| 5.RI.b3 Use search tools or text features as a means of locating relevant information. | ||
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 6. Distinguish their own point of view from that of the author of a text. | 6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. | 6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view. |
| CCCs | ||
| 3.RI.k1 Identify the author's purpose in an informational text. | 4.RI.k1 Determine if information in a text is firsthand or secondhand. | 5.RI.e1 Note important similarities and differences in the point of view of multiple accounts of the same event or topic. |
| 3.RI.k2 Identify own point of view about a topic. | 4.RI.k2 Compare and contrast a firsthand and secondhand account of the same event or topic. | |
| 3.RI.k3 Compare own point of view to that of the author. | ||
Integration of Knowledge and Ideas
- Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Reading Standards for Informational Text
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). | 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. | 7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. |
| CCCs | ||
| 3.RI.h4 Use illustrations (e.g., maps, photographs) in informational texts to answer questions. | 4.RI.h4 Use information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) to answer questions. | 5.RI.b4 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question or to solve a problem. |
| 3.RI.l1 Identify information learned from illustrations and information learned from the words in an informational text. | 4.RI.h5 Explain how the information presented visually, orally, or quantitatively contributes to the understanding of the text in which it appears. | 5.RI.d4 Refer to multiple print or digital sources as support for inferences (e.g., how did you know?). |
| 3.RI.l2 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). | 4.RI.l1 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. | |
| 3.RI.l3 Within informational texts, locate or identify evidence in the text or graphics to support the central ideas. | ||
| 4.RI.h3 Use illustrations (e.g., maps, photographs, diagrams, timelines) in informational texts to answer questions. | ||
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence). | 8. Explain how an author uses reasons and evidence to support particular points in a text. | 8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). |
| CCCs | ||
| 3.RI.j1 Identify signal words that help determine what the text structure is in an informational text. | 4.RI.k3 Compare and contrast how different authors use reasons and evidence to support the same topics across texts. | 5.RI.e2 Explain how an author uses reasons and evidence to support particular points in a text. |
| 3.RI.j2 Describe the connection between sentences and paragraphs in a text. | 4. RI.k5 Identify reasons that the author uses to support ideas in an informational text. | 5.RI.e3. Identify reasons and evidence that support an author's point(s) in a text. |
| 4. RI.n1 Identify facts that an author uses to support a specific point or opinion. | 5.RI.g1 Identify the author's stated thesis/claim/opinion. | |
| 5.RI.g2 Identify evidence the author uses to support stated thesis/claim/opinion. | ||
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 9. Compare and contrast the most important points and key details presented in two texts on the same topic. | 9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. | 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
| CCCs | ||
| 3.HD.h2 Compare two or more texts on the same topic or by the same author. | 4.HD.h2 Report out about two or more texts on the same self-selected topic. | 5.RI.f1 Identify key details from multiple sources on the same topic (e.g., what are the important things that you learned?). |
| 3.RI.m2 When researching a topic, compare and contrast the most important points and key details presented in two informational texts on the same topic. | 4.RI.m1 Identify the most important information about a topic gathered from two texts on the same topic in order to write or speak about the subject knowledgeably. | 5.RI.f2 Integrate information on a topic from multiple sources to answer a question or support a focus or opinion. |
Range of Reading and Level of Text Complexity
- 10. Read and comprehend complex literary and informational texts independently and proficiently.
Reading Standards for Informational Text
| Grade 3 students: | Grade 4 students: | Grade 5 students: |
| 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. | 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. | 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 4–5 text complexity band independently and proficiently. |
| CCCs | ||
| 3.HD.h1 Read or be read to and recount self-selected stories, fables, folktales, myths, and other types of texts. | 4.HD.h1 Read or be read to and recount self-selected stories, dramas, poetry and other types of text. | 5.HD.a1 Read or be read to a variety of texts including graphic novels, poetry, fiction, and nonfiction novels. |
| 5.RI.a1 Use a variety of strategies (e.g., use context, affixes and roots) to derive meaning from a variety of print/non-print texts. | ||
