Type:

Scope & Sequence

Description:

A resource to help teachers plan the 5-week Tuck Everlasting novel study. Included are weekly reading, activities, and assessments.

Subjects:

  • Language Arts > General
  • Language Arts > Literature
  • Language Arts > Reading Comprehension

Education Levels:

  • Grade 3
  • Grade 4
  • Grade 5
  • Grade 6
  • Grade 7
  • Grade 8

Keywords:

Tuck Everlasting Natalie Babbitt

Language:

English

Access Privileges:

Members

License Deed:

Creative Commons Attribution 3.0

Collections:

None
Update Standards?

CCSS.ELA-Literacy.RL.4.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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

CCSS.ELA-Literacy.RL.4.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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

CCSS.ELA-Literacy.RL.4.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character's thoughts, words, or actions).

CCSS.ELA-Literacy.RL.4.4: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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).

CCSS.ELA-Literacy.RL.4.5: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

CCSS.ELA-Literacy.RL.4.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

CCSS.ELA-Literacy.RL.4.7: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

CCSS.ELA-Literacy.RL.4.9: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

CCSS.ELA-Literacy.RL.4.10: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4—5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

CCSS.ELA-Literacy.RI.4.1: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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

CCSS.ELA-Literacy.RI.4.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.4.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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.

CCSS.ELA-Literacy.RI.4.4: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

CCSS.ELA-Literacy.RI.4.5: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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.

CCSS.ELA-Literacy.RI.4.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

CCSS.ELA-Literacy.RI.4.7: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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.

CCSS.ELA-Literacy.RI.4.8: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Explain how an author uses reasons and evidence to support particular points in a text.

CCSS.ELA-Literacy.RI.4.9: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-Literacy.RI.4.10: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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.

CCSS.ELA-Literacy.RF.4.3a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

CCSS.ELA-Literacy.RF.4.4a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Read on-level text with purpose and understanding.

CCSS.ELA-Literacy.RF.4.4b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings

CCSS.ELA-Literacy.RF.4.4c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CCSS.ELA-Literacy.W.4.1a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.

CCSS.ELA-Literacy.W.4.1b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Provide reasons that are supported by facts and details.

CCSS.ELA-Literacy.W.4.1c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

CCSS.ELA-Literacy.W.4.1d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Provide a concluding statement or section related to the opinion presented.

CCSS.ELA-Literacy.W.4.2a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

CCSS.ELA-Literacy.W.4.2b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

CCSS.ELA-Literacy.W.4.2c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

CCSS.ELA-Literacy.W.4.2d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-Literacy.W.4.2e: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Provide a concluding statement or section related to the information or explanation presented

CCSS.ELA-Literacy.W.4.3a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Orient the reader by establishing a situationand introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-Literacy.W.4.3b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

CCSS.ELA-Literacy.W.4.3c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use a variety of transitional words and phrases to manage the sequence of events.

CCSS.ELA-Literacy.W.4.3d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCSS.ELA-Literacy.W.4.3e: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Provide a conclusion that follows from the narrated experiences or events.

CCSS.ELA-Literacy.W.4.4: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.W.4.5: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

CCSS.ELA-Literacy.W.4.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

CCSS.ELA-Literacy.W.4.7: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-Literacy.W.4.8: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CCSS.ELA-Literacy.W.4.9a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Apply grade 4 Reading standards to literature (e.g., "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character's thoughts, words, or actions].").

CCSS.ELA-Literacy.W.4.9b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Apply grade 4 Reading standards to informational texts (e.g., "Explain how an author uses reasons and evidence to support particular points in a text").

CCSS.ELA-Literacy.W.4.10: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CCSS.ELA-Literacy.SL.4.1a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

CCSS.ELA-Literacy.SL.4.1b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Follow agreed-upon rules for discussions and carry out assigned roles.

CCSS.ELA-Literacy.SL.4.1c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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.

CCSS.ELA-Literacy.SL.4.1d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

CCSS.ELA-Literacy.SL.4.2: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.SL.4.3: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Identify the reasons and evidence a speaker provides to support particular points.

CCSS.ELA-Literacy.SL.4.4: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

CCSS.ELA-Literacy.SL.4.5: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

CCSS.ELA-Literacy.SL.4.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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

CCSS.ELA-Literacy.L.4.1a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

CCSS.ELA-Literacy.L.4.1b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

CCSS.ELA-Literacy.L.4.1c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

CCSS.ELA-Literacy.L.4.1d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

CCSS.ELA-Literacy.L.4.1e: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Form and use prepositional phrases.

CCSS.ELA-Literacy.L.4.1f: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

CCSS.ELA-Literacy.L.4.1g: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Correctly use frequently confused words (e.g., to, too, two; there, their).

CCSS.ELA-Literacy.L.4.2a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use correct capitalization.

CCSS.ELA-Literacy.L.4.2b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use commas and quotation marks to mark direct speech and quotations from a text.

CCSS.ELA-Literacy.L.4.2c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use a comma before a coordinating conjunction in a compound sentence.

CCSS.ELA-Literacy.L.4.2d: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Spell grade-appropriate words correctly, consulting references as needed.

CCSS.ELA-Literacy.L.4.3a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Choose words and phrases to convey ideas precisely.

CCSS.ELA-Literacy.L.4.3b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Choose punctuation for effect.

CCSS.ELA-Literacy.L.4.3c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

CCSS.ELA-Literacy.L.4.4a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

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

CCSS.ELA-Literacy.L.4.4b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

CCSS.ELA-Literacy.L.4.4c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

CCSS.ELA-Literacy.L.4.5a: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

CCSS.ELA-Literacy.L.4.5b: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Recognize and explain the meaning of common idioms, adages, and proverbs.

CCSS.ELA-Literacy.L.4.5c: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

CCSS.ELA-Literacy.L.4.6: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science,

Acquire and use accurately grade-appropriate general academic and domain-specific 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).

LA.6.SPI 0601.1.1: English/Language Arts

Identify the correct use of nouns (i.e., common/proper, singular/plural, possessives) and pronouns (i.e., agreement, subject, object) within context.

LA.6.SPI 0601.1.2: English/Language Arts

Identify the correct use of verbs (i.e., action, linking, regular/irregular, agreement) within context.

LA.6.SPI 0601.1.3: English/Language Arts

Identify the correct use of adjectives (i.e., common/proper, comparative forms) and adverbs (i.e., comparative forms) within context.

LA.6.SPI 0601.1.4: English/Language Arts

Identify the correct use of prepositional phrases (place prepositional phrases correctly according to the words they modify within the sentence) within context.

LA.6.SPI 0601.1.5: English/Language Arts

Identify the correct use of conjunctions (i.e., coordinating and subordinating) and interjections within context.

LA.6.SPI 0601.1.6: English/Language Arts

Choose the correct use of quotation marks, commas (i.e., in direct quotations, with explanatory material within the quote, proper use with end marks) and colons (i.e., in business letters, preceding a list of items).

LA.6.SPI 0601.1.7: English/Language Arts

Identify within context a variety of appropriate sentence-combining techniques (i.e., comma used with coordinating conjunctions, introductory words, appositives, interrupters).

LA.6.SPI 0601.1.8: English/Language Arts

Select the most appropriate method to correct a run-on sentence (i.e., conjunctions, semicolons, and periods to join or separate elements).

LA.6.SPI 0601.1.9: English/Language Arts

Recognize usage errors occurring within context (i.e., double negatives, troublesome words {to/to/two, their/there/they're, its/it's, sit/set, lie/lay, affect/effect, sit/set, lie/lay, may/can, leave/let, teach/learn, accept/except, capitol/capital, principle/principal, between/among}).

LA.6.SPI 0601.1.10: English/Language Arts

Identify the correct spelling of plurals and possessives.

LA.6.SPI 0601.1.11: English/Language Arts

Identify sentences with correct subject-verb agreement (person/number) within context.

LA.6.SPI 0601.1.12: English/Language Arts

Identify the correct use of commas (i.e., compound sentences, coordinating conjunctions, introductory words, appositives, interrupters) within context.

LA.6.SPI 0601.1.13: English/Language Arts

Choose the appropriate interjection to complete a sentence.

LA.6.SPI 0601.1.14: English/Language Arts

Select appropriate synonyms, antonyms, and homonyms within context.

LA.6.SPI 0601.1.15: English/Language Arts

Use context clues and prior knowledge of roots and affixes to determine the meaning of multi-meaning words.

LA.6.SPI 0601.1.16: English/Language Arts

Use context clues and prior knowledge of roots and affixes to determine the meaning of unfamiliar words.

LA.6.SPI 0601.1.17: English/Language Arts

Use dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meaning of unfamiliar words.

LA.6.SPI 0601.1.18: English/Language Arts

Identify correctly and incorrectly spelled words in context.

LA.6.SPI 0601.1.19: English/Language Arts

Recognize and use grade-appropriate and content-specific vocabulary within context.

LA.6.SPI 0601.1.20: English/Language Arts

Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context.

LA.6.SPI 0601.2.1: English/Language Arts

Identify the purpose of a speech (i.e., to inform, to describe, to explain, to persuade, to entertain).

LA.6.SPI 0601.2.2: English/Language Arts

Identify the targeted audience of a speech.

LA.6.SPI 0601.2.3: English/Language Arts

Identify the thesis and main points of a speech.

LA.6.SPI 0601.2.4: English/Language Arts

Select the most appropriate behaviors for participating productively in a team (e.g., contribute appropriate and useful information and ideas, understand the purpose for working as a team, understand the responsibilities of various roles within the team).

LA.6.SPI 0601.2.5: English/Language Arts

Identify the functions and responsibilities of individual roles within an organized group (i.e., reporter, recorder, information gatherer, leader, timekeeper).

LA.6.SPI 0601.2.6: English/Language Arts

Determine the most effective methods for engaging an audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).

LA.6.SPI 0601.2.7: English/Language Arts

Organize ideas in the most effective order for an oral presentation.

LA.6.SPI 0601.2.8: English/Language Arts

Select the best summary of a speech.

LA.6.SPI 0601.3.1: English/Language Arts

Identify the purpose for writing (i.e., to inform, to describe, to explain, to persuade).

LA.6.SPI 0601.3.2: English/Language Arts

Identify the audience for which a text is written.

LA.6.SPI 0601.3.3: English/Language Arts

Select an appropriate thesis statement for a writing sample.

LA.6.SPI 0601.3.4: English/Language Arts

Rearrange multi-paragraphed work in a logical and coherent order.

LA.6.SPI 0601.3.5: English/Language Arts

Select illustrations, descriptions, and/or facts to support key ideas.

LA.6.SPI 0601.3.6: English/Language Arts

Choose the supporting sentence that best fits the context flow of ideas in a paragraph.

LA.6.SPI 0601.3.7: English/Language Arts

Identify sentences irrelevant to a paragraph's theme or flow.

LA.6.SPI 0601.3.8: English/Language Arts

Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.

LA.6.SPI 0601.3.9: English/Language Arts

Select an appropriate concluding sentence for a well-developed paragraph.

LA.6.SPI 0601.3.10: English/Language Arts

Select an appropriate title that reflects the topic of a written selection.

LA.6.SPI 0601.3.11: English/Language Arts

Complete a graphic organizer (e.g., clustering, listing, mapping, webbing) with information from notes for a writing selection.

LA.6.SPI 0601.3.12: English/Language Arts

Select the most appropriate format for writing a specific work-related text (i.e., instructions, directions, letters, memos, e-mails, reports).

LA.6.SPI 0601.4.1: English/Language Arts

Select the most focused research topic.

LA.6.SPI 0601.4.2: English/Language Arts

Rank research resources according to reliability.

LA.6.SPI 0601.4.3: English/Language Arts

Determine the most appropriate research source for a given research topic.

LA.6.SPI 0601.4.4: English/Language Arts

Distinguish between primary (i.e., letters, interviews, diaries, newspapers) and secondary (i.e., reference books, periodicals, Internet, biographies) sources.

LA.6.SPI 0601.4.5: English/Language Arts

Discern irrelevant research material from written text.

LA.6.SPI 0601.5.1: English/Language Arts

Predict future events of a given text.

LA.6.SPI 0601.5.2: English/Language Arts

Determine whether a given statement in text is fact or opinion.

LA.6.SPI 0601.5.3: English/Language Arts

Identify stated or implied cause/effect relationships.

LA.6.SPI 0601.5.4: English/Language Arts

Identify examples of persuasive devices (i.e., bandwagon, loaded terms, testimonial, name-calling).

LA.6.SPI 0601.5.5: English/Language Arts

Specify a logical word choice to complete an analogy using synonyms, antonyms, homonyms, categories, subcategories, whole/part, and functions.

LA.6.SPI 0601.5.6: English/Language Arts

Indicate the sequence of events in text.

LA.6.SPI 0601.5.7: English/Language Arts

Make inferences and draw conclusions based on evidence in text.

LA.6.SPI 0601.6.1: English/Language Arts

Formulate clarifying questions for use before, during, and after reading.

LA.6.SPI 0601.6.2: English/Language Arts

Identify the main idea and supporting details in a text.

LA.6.SPI 0601.6.3: English/Language Arts

Use text features to locate information and make meaning from text (e.g., headings, key words, captions, footnotes).

LA.6.SPI 0601.6.4: English/Language Arts

Interpret factual, quantitative, technical, or mathematical information presented in text features (e.g., maps, charts, graphs, time lines, tables, and diagrams).

LA.6.SPI 0601.6.5: English/Language Arts

Locate and verify information in text to support inferences, opinions, predictions, and conclusions.

LA.6.SPI 0601.6.6: English/Language Arts

Select the best summary of a text.

LA.6.SPI 0601.6.7: English/Language Arts

Recognize that purpose determines text format.

LA.6.SPI 0601.6.8: English/Language Arts

Choose the correct order of a set of instructions.

LA.6.SPI 0601.7.1: English/Language Arts

Select the medium that best reinforces a viewpoint or enhances a presentation.

LA.6.SPI 0601.7.2: English/Language Arts

Select the visual image that best reinforces a viewpoint or enhances a presentation.

LA.6.SPI 0601.7.3: English/Language Arts

Identify the purpose of a medium (i.e., to inform, to persuade, to entertain, to describe).

LA.6.SPI 0601.7.4: English/Language Arts

Draw an inference from a non-print medium.

LA.6.SPI 0601.7.5: English/Language Arts

Choose the statement that best summarizes/communicates the message presented by a medium.

LA.6.SPI 0601.7.6: English/Language Arts

Identify the type of conflict (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology) represented in a non-print medium.

LA.6.SPI 0601.8.1: English/Language Arts

Distinguish among various literary genres (e.g., fiction, drama, nonfiction, poetry).

LA.6.SPI 0601.8.2: English/Language Arts

Identify the setting and conflict of a passage.

LA.6.SPI 0601.8.3: English/Language Arts

Determine the main ideas of plots, their causes, how they influence future actions, and how they are resolved.

LA.6.SPI 0601.8.4: English/Language Arts

Distinguish between first and third person points of view.

LA.6.SPI 0601.8.5: English/Language Arts

Identify the kind(s) of conflict present in a literary plot (i.e., person vs. person, person vs. self, person vs. environment, person vs. technology).

LA.6.SPI 0601.8.6: English/Language Arts

Identify the stated or implied theme of a literary text.

LA.6.SPI 0601.8.7: English/Language Arts

Analyze figurative language (i.e., hyperbole, similes, metaphors, personification,) within context.

LA.6.SPI 0601.8.8: English/Language Arts

Identify examples of sound devices (i.e., accent, alliteration, onomatopoeia, rhyme, and repetition).

LA.6.SPI 0601.8.9: English/Language Arts

Identify patterns of rhyme and rhythm.

LA.6.SPI 0601.8.10: English/Language Arts

Determine the author's purpose for writing.

LA.4.CCSS.ELA-Literacy.RL.4.1: English Language Arts/Literacy

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

LA.4.CCSS.ELA-Literacy.RL.4.2: English Language Arts/Literacy

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

LA.4.CCSS.ELA-Literacy.RL.4.3: English Language Arts/Literacy

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character?s thoughts, words, or actions).

LA.4.CCSS.ELA-Literacy.RL.4.4: English Language Arts/Literacy

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).

LA.4.CCSS.ELA-Literacy.RL.4.5: English Language Arts/Literacy

Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

LA.4.CCSS.ELA-Literacy.RL.4.6: English Language Arts/Literacy

Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

LA.4.CCSS.ELA-Literacy.RL.4.7: English Language Arts/Literacy

Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

LA.4.CCSS.ELA-Literacy.RL.4.9: English Language Arts/Literacy

Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.

LA.4.CCSS.ELA-Literacy.RL.4.10: English Language Arts/Literacy

By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4?5 text complexity band proficiently, with scaffolding as needed at the high end of the range.

LA.4.CCSS.ELA-Literacy.RI.4.1: English Language Arts/Literacy

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

LA.4.CCSS.ELA-Literacy.RI.4.2: English Language Arts/Literacy

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

LA.4.CCSS.ELA-Literacy.RI.4.3: English Language Arts/Literacy

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.

LA.4.CCSS.ELA-Literacy.RI.4.4: English Language Arts/Literacy

Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.

LA.4.CCSS.ELA-Literacy.RI.4.5: English Language Arts/Literacy

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.

LA.4.CCSS.ELA-Literacy.RI.4.6: English Language Arts/Literacy

Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

LA.4.CCSS.ELA-Literacy.RI.4.7: English Language Arts/Literacy

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.

LA.4.CCSS.ELA-Literacy.RI.4.8: English Language Arts/Literacy

Explain how an author uses reasons and evidence to support particular points in a text.

LA.4.CCSS.ELA-Literacy.RI.4.9: English Language Arts/Literacy

Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

LA.4.CCSS.ELA-Literacy.RI.4.10: English Language Arts/Literacy

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.

LA.4.CCSS.ELA-Literacy.RF.4.3a: English Language Arts/Literacy

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

LA.4.CCSS.ELA-Literacy.RF.4.4a: English Language Arts/Literacy

Read on-level text with purpose and understanding.

LA.4.CCSS.ELA-Literacy.RF.4.4b: English Language Arts/Literacy

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

LA.4.CCSS.ELA-Literacy.RF.4.4c: English Language Arts/Literacy

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

LA.4.CCSS.ELA-Literacy.W.4.1a: English Language Arts/Literacy

Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer?s purpose.

LA.4.CCSS.ELA-Literacy.W.4.1b: English Language Arts/Literacy

Provide reasons that are supported by facts and details.

LA.4.CCSS.ELA-Literacy.W.4.1c: English Language Arts/Literacy

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

LA.4.CCSS.ELA-Literacy.W.4.1d: English Language Arts/Literacy

Provide a concluding statement or section related to the opinion presented.

LA.4.CCSS.ELA-Literacy.W.4.2a: English Language Arts/Literacy

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.

LA.4.CCSS.ELA-Literacy.W.4.2b: English Language Arts/Literacy

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

LA.4.CCSS.ELA-Literacy.W.4.2c: English Language Arts/Literacy

Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).

LA.4.CCSS.ELA-Literacy.W.4.2d: English Language Arts/Literacy

Use precise language and domain-specific vocabulary to inform about or explain the topic.

LA.4.CCSS.ELA-Literacy.W.4.2e: English Language Arts/Literacy

Provide a concluding statement or section related to the information or explanation presented.

LA.4.CCSS.ELA-Literacy.W.4.3a: English Language Arts/Literacy

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

LA.4.CCSS.ELA-Literacy.W.4.3b: English Language Arts/Literacy

Use dialogue and description to develop experiences and events or show the responses of characters to situations.

LA.4.CCSS.ELA-Literacy.W.4.3c: English Language Arts/Literacy

Use a variety of transitional words and phrases to manage the sequence of events.

LA.4.CCSS.ELA-Literacy.W.4.3d: English Language Arts/Literacy

Use concrete words and phrases and sensory details to convey experiences and events precisely.

LA.4.CCSS.ELA-Literacy.W.4.3e: English Language Arts/Literacy

Provide a conclusion that follows from the narrated experiences or events.

LA.4.CCSS.ELA-Literacy.W.4.4: English Language Arts/Literacy

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

LA.4.CCSS.ELA-Literacy.W.4.5: English Language Arts/Literacy

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

LA.4.CCSS.ELA-Literacy.W.4.6: English Language Arts/Literacy

With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

LA.4.CCSS.ELA-Literacy.W.4.7: English Language Arts/Literacy

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

LA.4.CCSS.ELA-Literacy.W.4.8: English Language Arts/Literacy

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

LA.4.CCSS.ELA-Literacy.W.4.9a: English Language Arts/Literacy

Apply grade 4 Reading standards to literature (e.g., ?Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character?s thoughts, words, or actions].?).

LA.4.CCSS.ELA-Literacy.W.4.9b: English Language Arts/Literacy

Apply grade 4 Reading standards to informational texts (e.g., ?Explain how an author uses reasons and evidence to support particular points in a text?).

LA.4.CCSS.ELA-Literacy.W.4.10: English Language Arts/Literacy

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

LA.4.CCSS.ELA-Literacy.SL.4.1a: English Language Arts/Literacy

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

LA.4.CCSS.ELA-Literacy.SL.4.1b: English Language Arts/Literacy

Follow agreed-upon rules for discussions and carry out assigned roles.

LA.4.CCSS.ELA-Literacy.SL.4.1c: English Language Arts/Literacy

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.

LA.4.CCSS.ELA-Literacy.SL.4.1d: English Language Arts/Literacy

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

LA.4.CCSS.ELA-Literacy.SL.4.2: English Language Arts/Literacy

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

LA.4.CCSS.ELA-Literacy.SL.4.3: English Language Arts/Literacy

Identify the reasons and evidence a speaker provides to support particular points.

LA.4.CCSS.ELA-Literacy.SL.4.4: English Language Arts/Literacy

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

LA.4.CCSS.ELA-Literacy.SL.4.5: English Language Arts/Literacy

Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

LA.4.CCSS.ELA-Literacy.SL.4.6: English Language Arts/Literacy

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

LA.4.CCSS.ELA-Literacy.L.4.1a: English Language Arts/Literacy

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

LA.4.CCSS.ELA-Literacy.L.4.1b: English Language Arts/Literacy

Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

LA.4.CCSS.ELA-Literacy.L.4.1c: English Language Arts/Literacy

Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

LA.4.CCSS.ELA-Literacy.L.4.1d: English Language Arts/Literacy

Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

LA.4.CCSS.ELA-Literacy.L.4.1e: English Language Arts/Literacy

Form and use prepositional phrases.

LA.4.CCSS.ELA-Literacy.L.4.1f: English Language Arts/Literacy

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

LA.4.CCSS.ELA-Literacy.L.4.1g: English Language Arts/Literacy

Correctly use frequently confused words (e.g., to, too, two; there, their).

LA.4.CCSS.ELA-Literacy.L.4.2a: English Language Arts/Literacy

Use correct capitalization.

LA.4.CCSS.ELA-Literacy.L.4.2b: English Language Arts/Literacy

Use commas and quotation marks to mark direct speech and quotations from a text.

LA.4.CCSS.ELA-Literacy.L.4.2c: English Language Arts/Literacy

Use a comma before a coordinating conjunction in a compound sentence.

LA.4.CCSS.ELA-Literacy.L.4.2d: English Language Arts/Literacy

Spell grade-appropriate words correctly, consulting references as needed.

LA.4.CCSS.ELA-Literacy.L.4.3a: English Language Arts/Literacy

Choose words and phrases to convey ideas precisely.

LA.4.CCSS.ELA-Literacy.L.4.3b: English Language Arts/Literacy

Choose punctuation for effect.

LA.4.CCSS.ELA-Literacy.L.4.3c: English Language Arts/Literacy

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

LA.4.CCSS.ELA-Literacy.L.4.4a: English Language Arts/Literacy

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

LA.4.CCSS.ELA-Literacy.L.4.4b: English Language Arts/Literacy

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

LA.4.CCSS.ELA-Literacy.L.4.4c: English Language Arts/Literacy

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

LA.4.CCSS.ELA-Literacy.L.4.5a: English Language Arts/Literacy

Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context.

LA.4.CCSS.ELA-Literacy.L.4.5b: English Language Arts/Literacy

Recognize and explain the meaning of common idioms, adages, and proverbs.

LA.4.CCSS.ELA-Literacy.L.4.5c: English Language Arts/Literacy

Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

LA.4.CCSS.ELA-Literacy.L.4.6: English Language Arts/Literacy

Acquire and use accurately grade-appropriate general academic and domain-specific 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).
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This resource received a 3* rating because it is part of Tuck Everlasting Novel Study, which received a rating of 3-Exemplary in the Curriki Review System and which you can see here: http://www.curriki.org/xwiki/bin/view/Coll_hlengst/TuckEverlastingNovelStudy

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