CCSS for Reading: Literature


    Reading: Literature

    Key Ideas and Details

    RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

    RL.4.2 Determine a theme of a story, drama, or poem from details in the text; summarize the text.

    RL.4.3 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).

    Craft and Structure

    RL.4.4 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).

    RL.4.5 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.

    RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

    Integration of Knowledge and Ideas

    RL.4.7 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.

    RL.4.8 (Not applicable to literature)

    RL.4.9 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.

    Range of Reading and Level of Text Complexity

    RL.4.10 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.

    Responding to Literature

    RL.4.11 Recognize, interpret and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, personal events and situations.
             a. Self-select text  based upon personal  preferences.

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    More on Text Complexity:

    Cultivating Students’ Ability To Read Complex Texts Independently: Among the highest priorities of the Common Core State Standards is a requirement that students be able to demonstrate their independent capacity to read at the appropriate level of complexity and depth.


    A. Scaffolds enable all students to experience the complexity of the text, rather than avoid it. Many students will need careful instruction — including effective scaffolding — to enable them to read at the level of text complexity required by the Common Core State Standards. However, the scaffolding should not preempt or replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; that is, the scaffolding should not become an alternate, simpler source of information that diminishes the need for students to read the text itself carefully. Effective scaffolding aligned with the standards should result in the reader encountering the text on its own terms, with instructions providing helpful directions that focus students on the text.


    Follow-up support should guide the reader when encountering places in the text where he or she might struggle. Aligned curriculum materials therefore should explicitly direct students to re-read challenging portions of the text and offer instructors clear guidance about an array of text-based scaffolds. When productive struggle with the text is exhausted, questions rather than explanations can help focus the student’s attention on key phrases and statements in the text or on the organization of ideas in the paragraph.