Charlie and the Chocolate Factory Unit - Book Units … | 6 Unit Created by Gay Miller Lesson Plans...

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[

Charlie and

the Chocolate

Factory Unit

(Including a Grammar Unit)

Correlated to the

Common Core Standards

Created by Gay Miller


Thank you for downloading this

preview of Charlie and the

Chocolate Factory Book Unit.

Other products in this series may

be found at

http://www.teacherspayteachers.com/Store/Gay-Miller

This packet contains graphic

organizers for an interactive

notebook covering vocabulary,

comprehension, constructive

response writing, and skill

practice. I hope your students

enjoy a book study using the

engaging method of using

interactive notebooks.

Charlie and the Chocolate

Factory

Interest Level

Grades 4 - 6

Reading Level Grade level Equivalent: 5.9

Lexile Measure®: 810L



Charlie and the Chocolate Factory Table of Contents

Introduction 2

Table of Contents 3

Lesson Plans at a Glance 6

Vocabulary 7

Vocabulary Teaching Method 8

Option #1 Long Vocabulary List 10

Vocabulary Bookmarks 18

Vocabulary Word Cards 19

Vocabulary Storage Pockets 24

Vocabulary Test 27

Option #2 Short Vocabulary List 31

Vocabulary Bookmarks 33

Vocabulary Word Cards 34

Vocabulary Test 36

Comprehension 37

Comprehension Quiz for Chapters 1-3 38

Question 1 - Constructive Response - Mood 41


Question 2 - Constructive Response – Comparing Characters 45


Question 3 - Constructive Response – Describing 2 Events 49


Question 4 - Constructive Response – Foreshadowing 53


Question 5 - Constructive Response – Setting 58


Question 6 Constructive Response – Summarizing 62


Question 7 Constructive Response – Theme 68


Question 8 Constructive Response – Course of Action 72



Question 9 Constructive Response – Most Exciting Part of Story (Climax) 76


Question 10 Constructive Response – Problems and Solutions 80

Question 11 Constructive Response – Predictions 81

Question 12 Constructive Response – Creating a Character 82

Activities 83

Candy Bar Favorites 84

Creating a Golden Ticket 87

Character Activities 88

Chocolate Bar Inventions 91

Oompa-Loompa Boat 92

Book Vs. Movie 93

Grammar Unit 94

Common Core Alignment 95

Lap Book Instructions 97

Mini Posters for Parts of Speech 101

Lesson 1 – Nouns

Recognizing Nouns

Abstract or Concrete

Common or Proper

Capitalizing Nouns

117

Lesson 2 – Nouns

Forming Plural Nouns

Forming Plural Nouns and Possessive Nouns

127

Lesson 3 – Verbs

Forms of Be

Linking Verbs

Action or State of Being Verbs

154

Lesson 4 – Frequently Confused Words

They’re Their There

Contractions

159

Lesson 5 – Verbs

Helping Verbs

Verb Tenses

164

Lesson 6 – Irregular Verbs

177

Lesson 7 – Sit/Set, Rise/Raise, Lie/Lay

201


Lesson 8 – Verbs

Subject Verb Agreement

Modal Auxiliaries

205

Lesson 9 - Pronouns 211

Lesson 10 – Relative Pronouns 214

Lesson 11 - Adjectives 222

Lesson 12 - rdering Adjectives 228

Lesson 13 - Adverbs 233

Lesson 14 – Relative Adverbs 239

Lesson 15 - Conjunctions 241

Lesson 16 - Interjections 252

Lesson 17 - Prepositions 256

Classroom Display 265

Word Wall 266

Common Core Standards Mini Posters 280

Essential Questions 303

Answer Keys 323

Common Core Correlation 344

Password Information for Interactive Quizzes 347

Credits 348


Lesson Plans for Charlie and the Chocolate Factory

Vocabulary

(Long List)

Vocabulary

(Short List)

Reading Comprehension

Questions

Story Elements English

Grammar and

Usage

Extra Activities

Day1 desperate

extraordinary Chapter 1 Lesson 1 -

Nouns

Candy Bar

Favorites

Day 2 ordinary

ordinary Chapter 2 Lesson 2 –

Plurals &

Possessives

Day 3 colossal

Chapter 3 Chapters 1-3

Day 4 absurd

absurd Chapter 4 Lesson 3 – Be Verbs

Day 5 glisten

Chapter 5 Lesson 4 –

Confusing

Words

Day 6 announce


Day 7 intent

rummage Chapter 7 Lesson 5 Verb

Tenses

Day 8 criticize

Chapter 8 Lesson 6

Irregular Verbs

Design Golden

Ticket

Day 9 hoard Chapter 9 Chapter 7-9

Day 10 luscious

vital Chapter 10 Character Maps Lesson 7 Troublesome

Verbs

Day 11 sheer

Chapter 11 Character Puppets Lesson 8

Subject Verb

Agreement &

Modals

Day 12 perplex

Chapter 12 Chapter 10-12

Day 13 dread

dumbfounded Chapter 13 Setting Lesson 9

Pronouns

Day 14 corridor Chapter 14 Lesson 10 Relative

Pronouns

Day 15 bewilder Chapter 15 Chapter 13-15

Day 16 mischievous mischievous Chapter 16 Lesson 11

Adjectives

Day 17 indignant Chapters 17 Lesson 12

Ordering

Adjectives

Oompa Loompa

Boat

Day 18 aghast Chapter 18 Chapter 16-18

Day 19 furiously ludicrous Chapter 19 Lesson 13

Adverbs

Day 20 froth Chapter 20 Lesson 14

Relative

Adverbs

Day 21 obstinately Chapter 21 Chapter 19-21

Day 22 wafting mound Chapter 22 Lesson 15

Conjunctions

Day 23 triumphant Chapter 23 Candy Bar

Inventions

Day 24 descend Chapter 24 Chapter 22-24

Day 25 luminous trod Chapter 25 Lesson 16

Interjections

Day 26 tremendous Chapter 26

Day 27 hypnotize Chapter 27 Chapter 25-27

Day 28 hover hover Chapter 28 Lesson 17

Prepositions

Day 29 brim Chapter 29 Problems/Solutions

Day 30 petrified Review for

Vocabulary Test


Vocabulary Test Make a plot

diagram. Use

ReadWriteThink http://www.

readwritethink.

org/materials/

plot-diagram/

http://www.readwritethink.org/materials/plot-diagram/






1. desperate (adj or adv) - feeling, showing, or involving a hopeless sense that a situation is so bad as to be impossible to deal with

Synonyms: frantic, anxious, despairing, worried, distressed, fraught

Base Word ~ despair

Part of Speech Prefix or Suffix Suffix Meaning

desperate adj none none

desperately adv -ly in what manner

(makes an adverb)

desperateness noun -ness state of quality

(makes a noun)

desperation noun -ion action or condition

He desperately wanted something more filling and satisfying than cabbage and

cabbage soup.

But Charlie Bucket never got what he wanted because the family couldn't afford it, and as the cold weather went on and on, he became ravenously and desperately hungry.

But it wasn't enough to buy even a quarter of the food that seven people needed. The situation became desperate.

~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~

2. ordinary (adj) - with no special or distinctive features; normal.

Synonyms: normal, commonplace, usual, regular, every day, average, routine, common

Latin Base Word = order

Forms = ordinariness, extraordinary, unordinary

And it wasn't simply an ordinary enormous chocolate factory, either. It was the largest and most famous in the whole world!

Mr Willy Wonka is the most amazing, the most fantastic, the most extraordinary

chocolate maker the world has ever seen! I thought everybody knew that!

'Not people, Charlie. Not ordinary people, anyway.'

(10 more)

~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~^*^~~~~

3. colossal (adj) - extremely large

Synonyms: huge, massive, immense, oversize, gigantic

'Prince Pondicherry wrote a letter to Mr Willy Wonka,' said Grandpa Joe, 'and asked him

to come all the way out to India and build him a colossal palace entirely out of chocolate.'

You think that sucking my boy up into your Fudge Room like that is just one great big colossal joke?'

They're always laughing! They think everything's a colossal joke!


Each of the following pages has a photo of a candy bar which is sliced down the

middle next to the title. To pique students’ interests in chocolate, have them try to

guess which candy bar is pictured. You will find the answers in the key.

Like everyone else in America, I am discovering the world of the Common Core

Standards. I have tried to correlate the comprehension questions (higher reasoning

only) to the third, fourth, and fifth grade standards. Every question could be listed

under RL.10 read and comprehend literature, so I have decided to leave all the

original questions even if they are knowledge level questions. You will find a small

code in front of some of the questions which correspond to the following codes:

RL (Reading Literature)

RI (Reading Informational Text)

RF (Foundations Skills)

W (Writing)

SL (Speaking & Listening)

L (Language)

In many cases the same standard is appropriate across all three grade levels and in

other instances this is not true. Look for the charts at the end of this unit for the

details.

I have also created a constructive response question for each quiz. I hope this helps in

your journey into the next trend in education.


Charlie and the Chocolate Factory Chapters 1 -3

RL.3 1. What did Charlie love more than anything?

a) peppermint

b) pizza c) chocolate

d) ice cream

2. What was special about the Sunday meal?

a) Dessert was part of the meal.

b) Mrs. Bucket served meat. c) Everyone got seconds.

d) The Bucket cousins came to eat with Charlie.

3. What happened to Prince Pondicherry’s castle of chocolate?

a) He let his family eat it. b) It melted in the sun.

c) Prince Pondicherry ate it. d) Willy Wonka took it back to the chocolate factory.

4. How many beds were at the Bucket house?

______Write the page number where this information is found.

a) 8 b) 4

c) 2 d) 1


5. Mr. Bucket worked in _______ .

a) Willy Wonka’s Chocolate Factory

b) a lawyer’s office c) a toothpaste factory

d) the governor’s office

RL.1 6. How many grown-ups live with Charlie?

a) 6 b) 8

c) 4 d) 2

Name how each grown up is related to Charlie.

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

RL.3 7. Who was Prince Pondicherry?

a) the owner of a chocolate factory

b) Willy Wonka’s grandson c) the prince who asked Willy Wonka to build him a palace of chocolate

d) Charlie’s school teacher

RL.3 8. Willy Wonka is _______________.

a) Charlie’s best friend b) Charlie’s grandpa

c) the owner of the grocery store d) the owner of a chocolate factory


L.5 9. Which word from the passage best completes this analogy?

poor: rich :: enormous: _________________

a) tremendous

b) marvelous c) colossal

d) puny

RL.1 10. Which of these questions is answered by information in Charlie and the

Chocolate Factory?

a) Which book did the four grandparents read to Charlie each evening?

b) Which scent did Charlie Bucket love to smell on his way to school? c) What did Prince Pondicherry's wife do when the castle melted?

d) Who worked in Mr. Wonka's chocolate factory?

RL.2 11. Which of these states the main idea of Chapter 2 titled “Mr. Willy

Wonka's Factory”?

a) Charlie's parents described how large the chocolate factory was.

b) Mr. Bucket describes his day at the toothpaste factory. c) Grandpa George and Grandma Georgina told the story of Prince

Pondicherry. d) The four grandparents told Charlie about all the wonderful sweets that

Willy Wonka made.

W.4 12. The author most likely wrote this passage in order to

a) entertain people with a made-up story about a chocolate factory. b) inform readers of interesting facts about chocolate.

c) persuade people to learn more about chocolate. d) share different opinions with readers about chocolate.


Mood

_____________________________________________________________

_____________________________________________________________

Examples from Text Page Number (s) Information was Found

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

________________________________________________

RL.3.1 RL.3.2

RL.3.3

RL.3.5

RL.3.7 RL.3.10

W.3.1

W.3.2

What is the mood in Chapters 1-3? Give at least three examples of how the author tried to create this mood. Use this chart to help organize your

thoughts. After planning, write your answer in paragraph form in your writing journal.

RL.4.1 RL.4.2

RL.4.3

RL.4.10

W.4.1

W.4.2 RL.5.1

RL.5.2

RL.5.10

W.5.1 W.5.2


Candy Bar Favorites Golden Ticket Character Activities

o Character Map o Puppets o Bulletin Board

Candy Bar Inventions Oompa-Loompa Boat

In this section you will find activities to make teaching Charlie and the Chocolate Factory both fun and educational. Enjoy!


Buy a bag of the Hershey's Assorted Miniatures. You will use these for two activities which are found on the next two pages.

Activity 1

Have each student choose his/her favorite candy bar from the bag. Make a graph depicting

the class favorites.

Activity 2

Students will complete a logic puzzle with the Hershey’s Miniatures. The purpose of the

puzzle is for the students to determine the favorite of each student. Students will need the following to complete the activity.

Hershey Milk Chocolate Special Dark Mr. Goodbar Krackel


The sentences used for grammar practice are not necessarily quotes from

Charlie and the Chocolate Factory.


Common Core Standards

noun pronoun verb adjective adverb conjunction interjection preposition

3rd Grade

L.3.1a function noun

L.3.1a function pronoun

L.3.1a function verb

L.3.1a function adjective

L.3.1a function adverb

L.3.1h coordinating and subordinating

L.3.1b regular and irregular plural

L.3.1f pronoun-antecedent agreement

L.3.1d regular and irregular

L.3.1g comparative and superlative

L.3.1g comparative and superlative

L.3.1c abstract

L.3.1e verb tenses

L.3.1f subject-verb agreement

L.3.1f subject-verb agreement

L.3.2a

capitalize appropriate words in titles

L.3.2d Form and use possessives

4th Grade

L.4.1a relative pronouns

L.4.1b progressive verb tenses

L.4.1d order adjectives

L.4.1a relative adverbs

L.4.1e form and use prepositional phrases

L.4.2a Use correct capitalization.

L.4.1c modal auxiliaries

L.4.1g Correctly use frequently confused words (e.g., to, too, two; there, their).

5th Grade

L.5.1b perfect verb tense

L.5.1a function

L.5.1a function

L.5.1a function

L.5.1c verb tense to convey times, sequence, states, & conditions

L.5.1e correlative conjunctions

L.5.1d correct inappropriate shifts in verb tense

The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied

to increasingly sophisticated writing and speaking.

* *

*

*


Special Note:

I spent a large amount of time studying the Common Core Standards prior to writing this unit. I decided to

cover all eight parts of speech although the standards do not require any one grade level to cover all eight parts

of speech in one year. Each lesson in this unit is independent of the others, so you may pick and choose which

lessons you would like to cover in detail, use as a review, or simply an introduction as to what will come in

future grades.

Also, each skill within the lessons begins on a new page so that you can easily select just part of a lesson to run

off for the class. Since I use this unit with fourth graders, I place the third grade skills on the SmartBoard and

used them as a quick review before moving forward.

If you would like detailed lessons on nouns and adjectives The Cricket in Times Square unit covers the

following skills from the 3rd grade Common Core standards:

Lesson 1 Contractions using NOT

Lesson 2 Contractions with PRONOUNS Lesson 3 Plural Nouns - adding -s or –es

Lesson 4 Plural Nouns - nouns ending with consonant plus y Lesson 5 Plural Nouns - words that end with f, ff, or fe Lesson 6 Plural Nouns - irregular nouns Lesson 7 Singular Possessives Lesson 8 Plural Possessives Lesson 9 Irregular Plural Possessives Lesson 10 Comparative and Superlative Adjectives with -er & -est

Lesson 11 Comparative and Superlative Adjectives with more & most Lesson 12 Irregular Comparative and Superlative Adjectives English Test

If you would like detailed lessons on subject verb agreement Where the Red Fern Grows unit covers the

following skills from the Common Core standards:

English Lessons – Sentence Unit

Lesson 1 – Understanding Sentences

Lesson 2 – Four Types of Sentences and Sentence Punctuation

Lesson 3 – Punctuating Sentences

Lesson 3 - Subject-/Verb Agreement

Lesson 4 – Subject-/Verb Agreement

Lesson 5 - Subject-/Verb Agreement

Lesson 6 - Subject-/Verb Agreement – Irregular Verbs

Lesson 7 - Subject-/Verb Agreement – Irregular Verbs

Lesson 8 – Troublesome Words

Lesson 9 – Sentence Problems

Lesson 10 – Combining Choppy Sentences



Lesson 13 – Correcting Run-on Sentences

Lesson 14 - Correcting Run-on Sentences

Post Test for the Sentence Unit


Each two pages of your lap book will be used for one part of speech. Turn your lap book onto its side. Your pages will flip down. The top page will have a single page organizer. The bottom pages will have an assortment of organizers based on the skills covered in the lessons.

Have students decorate the cover of their lap books.

l


A noun is a word that names a

person, place, thing, or idea.

Concrete nouns name things you

can see and touch.

Abstract nouns name things

that cannot be seen or

touched. They represent

ideas.

Common nouns do not name a specific

person, place, or thing. Common

nouns begin with lower case letters.

Proper nouns name specific people, places,

and things. Capitalize

proper nouns.

Singular nouns

name one.

Plural nouns name more than one.

Possessive nouns show ownership.

Common Proper

____________ ____________

____________ ____________

____________ ____________

____________ ____________

Singular Plural

____________ ____________

____________ ____________

____________ ____________

____________ ____________

Concrete Abstract

____________ ____________

____________ ____________

____________ ____________

____________ ____________

Nouns

The chocolate that belongs to

Willy Wonka is

____________ ____________

____________.


A noun is a word that names a

person, place, thing, or idea.

Concrete nouns name things you

can see and touch.

Abstract nouns name things

that cannot be seen or

touched. They represent

ideas.

Common nouns do not name a specific

person, place, or thing. Common

nouns begin with lower case letters.

Proper nouns name specific people, places,

and things. Capitalize

proper nouns.

Singular nouns

name one.

Plural nouns name more than one.

Possessive nouns show ownership.

Common Proper

boy Charlie

town London

dog Sadie

doctor Dr. Smith

Singular Plural

girl girls

puppy puppies

stone stones

wish wishes

Concrete Abstract

factory knowledge

grandpa love

toothbrush happiness

house fun

Nouns

The chocolate that belongs to

Willy Wonka is

Willy Wonka’s chocolate.


Lesson 1 Recognizing Nouns L.3.1a function noun

A noun is a word that names a person, place, thing, or idea. Identifying nouns in a sentence is

easy when they name a person, place, or thing.

Just think, “Can I see it? Can I touch it? Then the word must be a noun.”

Noun Determiners Noun determiners are words that signal a noun will follow. Some types of determiners include:

articles (a, an, the)

possessive nouns (Charlie’s grandparents)

numbers (four)

indefinite pronouns (some, each, many, both, any, no, several, few)

demonstrative (this, that, these, those)

possessive pronouns (his, her, their, my, its, our, whose, your)

In the evenings, after he had finished his supper of watery cabbage soup, Charlie always went into

the room of his four grandparents to listen to their stories, and then afterwards to say good

night.

Underline the nouns in the following sentences.

1. And these two very old people are the father and mother of Mrs. Bucket.

2. He worked in a toothpaste factory, where he sat all day long at a bench and screwed the

little caps onto the tops of the tubes of toothpaste after the tubes had been filled.

3. Only once a year, on his birthday, did Charlie Bucket ever get to taste a bit of chocolate.

4. It was Wonka’s Factory, owned by a man called Mr. Willy Wonka, the greatest inventor and

maker of chocolates that there has ever been.

5. Twice a day, on his way to and from school, little Charlie Bucket had to walk right past the

gates of the factory.

6. Oh, how he loved that smell!


Lesson 1 Abstract or Concrete Nouns L.3.1c abstract A noun is a word that names a person, place, thing, or idea. Identifying nouns in a sentence is

easy when they name a person, place, or thing. Just think, “Can I see it? Can I touch it? Then

the word must be a noun.” These are called concrete nouns. Nouns that name ideas or

qualities are a little more difficult to identify in a sentence. Nouns that name ideas or qualities

are called abstract nouns. Abstract nouns cannot be seen or held.

Examples

Person Charlie boy worker

Place factory city London

Thing chocolate toothpaste bed

Idea/Quality hatred laughter justice

Practice Highlight all the nouns in the following sentences. Above each noun write a C if the noun is

concrete. Write an A above each noun that is abstract.

Example

The hunger that Grandpa Joe, Grandma Josephine, Grandpa George, and Grandma Georgina

had kept them from getting out of bed.

1. The smell of the chocolate coming from the factory made Charlie drool.

2. Charlie’s mother and father went without lunch with a stubbornness of a protective

parent.

3. One injustice was the fact that Charlie had to breathe the rich scent of melting chocolate

everyday on his way to and from school.

4. The town had a factory within sight of the Bucket household.

5. Mr. Wonka’s intelligence for inventing was known throughout the whole world.

6. Oh, the happiness Charlie would feel if he could only go inside the huge iron gates.

7. Charlie took deep sniffs of the chocolaty smell in the air.

8. The smell and sounds of the factory made Charlie dream of going inside the factory.

A C C C C

C


Lesson 1 Common or Proper Nouns L.4.2a Use correct capitalization. Proper nouns name a specific person, place, or thing.

Grandpa Joe Wonka’s Chocolate Factory Monday London

Common nouns do not name a specific person, place, or thing.

grandparent factory day city

Complete the chart by writing a common noun in the middle column that relates to the

category. In the third column to the right, write a proper noun that relates to the common

noun.

General Common Noun Type of Common Noun Proper Noun

person grandparent Grandma Georgina

writing book Charlie and the Chocolate Factory

1. place _____________________ ____________________________

2. dog _____________________ ____________________________

3. boy _____________________ ____________________________

4. landform _____________________ ____________________________

5. animal _____________________ ____________________________

6. building _____________________ ____________________________

7. recreational place _____________________ ____________________________

8. calendar _____________________ ____________________________

9. water form _____________________ ____________________________

10. store _____________________ ____________________________

11. company _____________________ ____________________________

12. heavenly body _____________________ ____________________________


Lesson 1 Capitalizing Titles L.3.2a capitalize appropriate words in

All titles whether they are titles of written work such as books, magazines, newspapers, etc. or

titles of people follow the same capitalization rule.

When writing a title, capitalize the first word, the last word, and all important words in

the middle.

Words such as is, of, the, and, in, my, our, etc. are not considered important words. Think of it this

way; if the word is needed to connect thoughts and does not create a picture in your mind, it is

probably not important.

Use editing marks to correct the following titles. Two lines under a letter means to capitalize

the letter.

Examples:

charlie and the chocolate factory

secretary of state of the united states of america hillary clinton

1. the cricket in times square

2. happy birthday to you

3. the dragonslayers

4. joy to the world

5. the new york times

6. sports illustrated kids

7. prime minister of the united kingdom of great britain and northern ireland david cameron

8. twinkle twinkle little star

9. highlights for children

10. ranger rick

________

________

________

________ ________

________

________

________

________

________

________

________

________

________ ________

________

________

________

________

________

________

________


Lessons 3, 4, and 5 Organizers


Lessons 6, 7, and 8 Organizers

Punch a hole in the corner of each deck of cards. Clip them together with rings or paper clips. The

additional pages in the lap book may be used for verbs so that you can place each deck of cards in

its own pocket for easy use. If using metal ring clips you may also place all the cards on one ring.


Organizers for Lessons 9-10 Pronouns


Organizers for Lesson 11 – Adjectives

Suffixes Organizer

Adding suffixes to words change the way they are used in sentences. In this organizer nouns are

changed to adjectives. One example is provided for each suffix. Have students create a second

example. Use the organizer to trigger example sentences for class discussion.

Comparative and Superlative Rules


Organizer for Lesson 12 Note: In the lap book there was not enough space for the entire “Comparative & Superlative

Adjectives” organizer. Just the pentagon with the five rules was added to the lap book.


Organizers for Lesson 13


Organizers for Lesson 15


Organizers for Lesson 16 Interjections


Organizers for Lesson 17 Prepositions


Third Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language

(Informational and Speaking & Listening are not taught in this unit.)

Chapte

rs

RL.3

.1 A

sk a

nd a

nsw

er q

uestio

ns to

dem

onstra

te u

nders

tandin

g o

f a te

xt, re

ferrin

g e

xplic

itly to

the te

xt a

s th

e b

asis

for th

e a

nsw

ers

.

RL.3

.2 R

ecou

nt s

torie

s, in

clu

din

g fa

ble

s, fo

lkta

les, a

nd m

yth

s fro

m d

ivers

e c

ultu

res; d

ete

rmin

e th

e

centra

l message, le

sson, o

r mora

l and e

xpla

in h

ow

it is c

onveyed th

rough k

ey d

eta

ils in

the te

xt.

RL.3

.3 D

escrib

e c

haracte

rs in

a s

tory

(e.g

., their tra

its, m

otiv

atio

ns, o

r feelin

gs) a

nd e

xpla

in h

ow

their a

ctio

ns c

ontrib

ute

to th

e s

equence o

f events

..

RL.3

.4 D

ete

rmin

e th

e m

ean

ing

of w

ord

s a

nd

ph

rases a

s th

ey a

re u

sed in

a te

xt, d

istin

guis

hin

g

litera

l from

nonlite

ral la

nguage.

RL.3

.5 R

efe

r to

parts

of s

torie

s, d

ram

as, a

nd p

oem

s w

hen w

riting o

r speakin

g a

bout a

text, u

sin

g

term

s s

uch a

s c

hapte

r, scene, a

nd s

tanza; d

escrib

e h

ow

each

su

ccessiv

e p

art b

uild

s o

n e

arlie

r

sectio

ns..

RL.6

Dis

tinguis

h th

eir o

wn p

oin

t of v

iew

from

that o

f the n

arra

tor o

r those o

f the c

hara

cte

rs.

RL.3

.7 E

xpla

in h

ow

specific

aspects

of a

text’s

illustr

atio

ns c

ontrib

ute

to w

hat is

conveyed b

y th

e

word

s in

a s

tory

(e.g

., cre

ate

mood, e

mphasiz

e a

spects

of a

chara

cte

r or s

ettin

g).

RL.3

.9 C

om

pare a

nd

con

trast th

e th

em

es, s

ettin

gs, a

nd

plo

ts o

f sto

ries w

ritten b

y th

e s

am

e

au

thor a

bout th

e s

am

e o

r sim

ilar c

hara

cte

rs (e

.g., in

books fro

m a

serie

s).

RL.3

.10 B

y th

e e

nd o

f the y

ear, r

ead

an

d c

om

preh

en

d lite

ratu

re, in

clu

din

g s

torie

s, d

ram

as, a

nd

poetry

, at th

e h

igh e

nd o

f the g

rades 2

–3 te

xt c

om

ple

xity

band in

dependently

and p

rofic

iently

RF.3

.3 K

now

and a

pply

gra

de-le

vel p

hon

ics a

nd w

ord

analy

sis

skills

in d

ecod

ing

word

s.

RF.3

.4 R

ead w

ith s

uffic

ient a

ccu

racy a

nd

fluen

cy to

support c

om

pre

hensio

n.

W.3

.1. W

rite

op

inio

n p

ieces o

n to

pic

s o

r texts

, supportin

g a

poin

t of v

iew

with

reasons.

W.3

.2. W

rite

info

rm

ativ

e/

exp

lan

ato

ry te

xts

to e

xam

ine a

topic

and c

onvey id

eas a

nd

info

rmatio

n c

learly

.

W.3

.3. W

rite

narrativ

es to

develo

p re

al o

r imagin

ed e

xperie

nces o

r events

usin

g e

ffectiv

e

techniq

ue, d

escrip

tive d

eta

ils, a

nd c

lear e

vent s

equences.

W.3

.4. W

ith g

uid

ance a

nd s

upport fro

m a

dults

, pro

duce w

riting in

whic

h th

e d

evelo

pm

ent a

nd

org

aniz

atio

n a

re a

ppro

pria

te to

task a

nd p

urp

ose. (G

rade-s

pecific

expecta

tions fo

r writin

g ty

pes a

re

defin

ed in

sta

ndard

s 1

–3 a

bove.)

W.3

.5. W

ith g

uid

ance a

nd s

upport fro

m p

eers

and a

dults

, develo

p a

nd s

trength

en w

riting a

s n

eeded

by p

lannin

g, re

vis

ing, a

nd e

ditin

g.

W.3

.6. W

ith g

uid

ance a

nd s

upport fro

m a

dults

, use te

chnolo

gy to

pro

duce a

nd p

ublis

h w

riting (u

sin

g

keyboard

ing s

kills

) as w

ell a

s to

inte

ract a

nd c

olla

bora

te w

ith o

thers

.

W.3

.7. C

onduct s

hort r

esearch

proje

cts

that b

uild

know

ledge a

bout a

topic

.

W.3

.8. R

ecall in

form

atio

n fro

m e

xperie

nces o

r gath

er in

form

atio

n fro

m p

rint a

nd d

igita

l sourc

es;

take b

rief n

ote

s o

n s

ourc

es a

nd s

ort e

vid

ence in

to p

rovid

ed c

ate

gorie

s.

W.3

.9. (B

egin

s in

gra

de 4

)

W.3

.10. W

rite

rou

tinely

over e

xte

nded tim

e fra

mes (tim

e fo

r researc

h, re

flectio

n, a

nd re

vis

ion)

and s

horte

r time fra

mes (a

sin

gle

sittin

g o

r a d

ay o

r two) fo

r a ra

nge o

f dis

cip

line-s

pecific

tasks,

purp

oses, a

nd a

udie

nces.

L.3

.1. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h g

ram

mar a

nd

usag

e w

hen

writin

g o

r speakin

g.

L.3

.2. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h c

ap

italiz

atio

n, p

un

ctu

atio

n,

and s

pellin

g w

hen w

riting.

L.3

.3. U

se k

now

led

ge o

f lan

gu

ag

e a

nd its

conventio

ns w

hen w

riting, s

peakin

g, re

adin

g, o

r

liste

nin

g.

L.3

.4. D

ete

rmin

e o

r cla

rify th

e m

eanin

g o

f un

kn

ow

n a

nd

mu

ltiple

-mean

ing

word

and p

hra

ses

based o

n g

rade 3

readin

g a

nd c

onte

nt, c

hoosin

g fle

xib

ly fro

m a

range o

f stra

tegie

s.

L.3

.5. D

em

onstra

te u

nders

tandin

g o

f figu

rativ

e la

ng

uag

e, w

ord

rela

tion

sh

ips a

nd

nu

an

ces in

word

meanin

gs.

L.3

.6. A

cquire

and u

se a

ccura

tely

grad

e-a

pp

rop

ria

te c

onvers

atio

nal, g

enera

l academ

ic, a

nd

dom

ain

-specific

word

s a

nd p

hra

ses, in

clu

din

g th

ose th

at s

ignal s

patia

l and te

mpora

l rela

tionship

s

(e.g

., Afte

r din

ner th

at n

ight w

e w

ent lo

okin

g fo

r them

).

1

-

3

6 10 11 1 7 8 12 9

4

-

6

8 11 12 10 9

7

-

9

12 7 11 9 10 9

10

-

12

1 11 14 11

13

-

15

10 11 9 5 8 12

16

-

18

5 13 6 12 11

19

-

21

12 10 9 11 12 13

22

-

24

5 12 10 3 11

25

-

27

7 5 2 6 12

28-30

11 12


Fourth Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language


Chapte

rs

RL.4

.1. R

efe

r to d

eta

ils a

nd e

xam

ple

s in

a te

xt w

hen e

xpla

inin

g w

hat th

e te

xt s

ays e

xplic

itly

and w

hen d

raw

ing in

fere

nces fro

m th

e te

xt.

RL.4

.2. D

ete

rmin

e a

them

e o

f a s

tory

, dra

ma, o

r poem

from

deta

ils in

the te

xt; s

um

mariz

e

the te

xt.

RL.4

.3. D

escrib

e in

depth

a c

hara

cte

r, settin

g, o

r event in

a s

tory

or d

ram

a, d

raw

ing o

n

specific

deta

ils in

the te

xt (e

.g., a

chara

cte

r’s th

oughts

, word

s, o

r actio

ns).

RL.4

.4. D

ete

rmin

e th

e m

eanin

g o

f word

s a

nd p

hra

ses a

s th

ey a

re u

sed in

a te

xt, in

clu

din

g

those th

at a

llude to

sig

nific

ant c

hara

cte

rs fo

und in

myth

olo

gy (e

.g., H

erc

ule

an).

RL.4

.5. E

xpla

in m

ajo

r diffe

rences b

etw

een p

oem

s, d

ram

a, a

nd p

rose, a

nd re

fer to

the

stru

ctu

ral e

lem

ents

of p

oem

s (e

.g., v

ers

e, rh

yth

m, m

ete

r) and d

ram

a (e

.g., c

asts

of

chara

cte

rs, s

ettin

gs, d

escrip

tions, d

ialo

gue, s

tage d

irectio

ns) w

hen w

riting o

r speakin

g a

bout

a te

xt.

RL.4

.6. C

om

pare

and c

ontra

st th

e p

oin

t of v

iew

from

whic

h d

iffere

nt s

torie

s a

re n

arra

ted,

inclu

din

g th

e d

iffere

nce b

etw

een firs

t- and th

ird-p

ers

on n

arra

tions.

RL.4

.7. M

ake c

onnectio

ns b

etw

een th

e te

xt o

f a s

tory

or d

ram

a a

nd a

vis

ual o

r ora

l

pre

senta

tion o

f the te

xt, id

entify

ing w

here

each v

ers

ion re

flects

specific

descrip

tions a

nd

dire

ctio

ns in

the te

xt.

RL.4

.9. C

om

pare

and c

ontra

st th

e tre

atm

ent o

f sim

ilar th

em

es a

nd to

pic

s (e

.g., o

ppositio

n o

f

good a

nd e

vil) a

nd p

atte

rns o

f events

(e.g

., the q

uest) in

sto

ries, m

yth

s, a

nd tra

ditio

nal

litera

ture

from

diffe

rent c

ultu

res.

RL.4

.10. B

y th

e e

nd o

f the y

ear, re

ad a

nd c

om

pre

hend lite

ratu

re, in

clu

din

g s

torie

s, d

ram

as,

and p

oetry

, in th

e g

rades 4

–5 te

xt c

om

ple

xity

band p

rofic

iently

, with

scaffo

ldin

g a

s n

eeded

at th

e h

igh e

nd o

f the ra

nge.

RF.4

.3. K

now

and a

pply

gra

de-le

vel p

honic

s a

nd w

ord

analy

sis

skills

in d

ecodin

g w

ord

s.

RF.4

.4. R

ead w

ith s

uffic

ient a

ccura

cy a

nd flu

ency to

support c

om

pre

hensio

n.

W.4

.1. W

rite o

pin

ion p

ieces o

n to

pic

s o

r texts

, supportin

g a

poin

t of v

iew

with

reasons a

nd

info

rmatio

n.

W.4

.2. W

rite in

form

ativ

e/e

xpla

nato

ry te

xts

to e

xam

ine a

topic

and c

onvey id

eas a

nd

info

rmatio

n c

learly

.

W.4

.3. W

rite n

arra

tives to

develo

p re

al o

r imagin

ed e

xperie

nces o

r events

usin

g e

ffectiv

e

techniq

ue, d

escrip

tive d

eta

ils, a

nd c

lear e

vent s

equences.

W.4

.4. P

roduce c

lear a

nd c

ohere

nt w

riting in

whic

h th

e d

evelo

pm

ent a

nd o

rganiz

atio

n a

re

appro

pria

te to

task, p

urp

ose, a

nd a

udie

nce. (G

rade-s

pecific

expecta

tions fo

r writin

g ty

pes

are

defin

ed in

sta

ndard

s 1

–3 a

bove.)

W.4

.5. W

ith g

uid

ance a

nd s

upport fro

m p

eers

and a

dults

, develo

p a

nd s

trength

en w

riting a

s

needed b

y p

lannin

g, re

vis

ing, a

nd e

ditin

g.

W.4

.6. W

ith s

om

e g

uid

ance a

nd s

upport fro

m a

dults

, use te

chnolo

gy, in

clu

din

g th

e In

tern

et,

to p

roduce a

nd p

ublis

h w

riting a

s w

ell a

s to

inte

ract a

nd c

olla

bora

te w

ith o

thers

;

dem

onstra

te s

uffic

ient c

om

mand o

f keyboard

ing s

kills

to ty

pe a

min

imum

of o

ne p

age in

a

sin

gle

sittin

g.

W.4

.7. C

onduct s

hort re

searc

h p

roje

cts

that b

uild

know

ledge th

rough in

vestig

atio

n o

f

diffe

rent a

spects

of a

topic

.

W.4

.8. R

ecall re

levant in

form

atio

n fro

m e

xperie

nces o

r gath

er re

levant in

form

atio

n fro

m

prin

t and d

igita

l sourc

es; ta

ke n

ote

s a

nd c

ate

goriz

e in

form

atio

n, a

nd p

rovid

e a

list o

f

sourc

es.

W.4

.9. D

raw

evid

ence fro

m lite

rary

or in

form

atio

nal te

xts

to s

upport a

naly

sis

, refle

ctio

n, a

nd

researc

h.

W.4

.10. W

rite ro

utin

ely

over e

xte

nded tim

e fra

mes (tim

e fo

r researc

h, re

flectio

n, a

nd

revis

ion) a

nd s

horte

r time fra

mes (a

sin

gle

sittin

g o

r a d

ay o

r two) fo

r a ra

nge o

f dis

cip

line-

specific

tasks, p

urp

oses, a

nd a

udie

nces.

L.4

.1. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h g

ram

mar a

nd u

sage

when w

riting o

r speakin

g.

L.4

.2. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h c

apita

lizatio

n,

punctu

atio

n, a

nd s

pellin

g w

hen w

riting.

L.4

.3. U

se k

now

ledge o

f language a

nd its

conventio

ns w

hen w

riting, s

peakin

g, re

adin

g, o

r

liste

nin

g.

L.4

.4. D

ete

rmin

e o

r cla

rify th

e m

eanin

g o

f unknow

n a

nd m

ultip

le-m

eanin

g w

ord

s a

nd

phra

ses b

ased o

n g

rade 4

readin

g a

nd c

onte

nt, c

hoosin

g fle

xib

ly fro

m a

range o

f stra

tegie

s.

L.4

.5. D

em

onstra

te u

nders

tandin

g o

f figura

tive la

nguage, w

ord

rela

tionship

s, a

nd n

uances in

word

meanin

gs.

L.4

.6. A

cquire

and u

se a

ccura

tely

gra

de-a

ppro

pria

te g

enera

l academ

ic a

nd d

om

ain

-specific

word

s a

nd p

hra

ses, in

clu

din

g th

ose th

at s

ignal p

recis

e a

ctio

ns, e

motio

ns, o

r sta

tes o

f bein

g

(e.g

., quiz

zed, w

hin

ed, s

tam

mere

d) a

nd th

at a

re b

asic

to a

partic

ula

r topic

(e.g

., wild

life,

conserv

atio

n, a

nd e

ndangere

d w

hen d

iscussin

g a

nim

al p

reserv

atio

n).

1

-

3

6 10 11 1 7 8 12 9

4

-

6

8 11 12 10 9

7

-

9

12 7 11 9 10 9

10

-

12

1 11 14 11

13

-

15

10 11 9 5 8 12

16

-

18

5 13 6 12 11

19

-

21

12 10 9 11 12 13

22

-

24

5 12 10 3 11

25

-

27

7 5 2 6 12

28-30

11 12


Fifth Grade Common Core Standards for Literature, Foundational Skills, Writing, and Language


Chapte

rs

RL.5

.1. Q

uote

accura

tely

from

a te

xt w

hen e

xpla

inin

g w

hat th

e te

xt s

ays e

xplic

itly a

nd

when d

raw

ing in

fere

nces fro

m th

e te

xt.

RL.5

.2. D

ete

rmin

e a

them

e o

f a s

tory

, dra

ma, o

r poem

from

deta

ils in

the te

xt,

inclu

din

g h

ow

chara

cte

rs in

a s

tory

or d

ram

a re

spond to

challe

nges o

r how

the

speaker in

a p

oem

refle

cts

upon a

topic

; sum

mariz

e th

e te

xt.

RL.5

.3. C

om

pare

and c

ontra

st tw

o o

r more

chara

cte

rs, s

ettin

gs, o

r events

in a

sto

ry

or d

ram

a, d

raw

ing o

n s

pecific

deta

ils in

the te

xt (e

.g., h

ow

chara

cte

rs in

tera

ct).

RL.5

.4. D

ete

rmin

e th

e m

eanin

g o

f word

s a

nd p

hra

ses a

s th

ey a

re u

sed in

a te

xt,

inclu

din

g fig

ura

tive la

nguage s

uch a

s m

eta

phors

and s

imile

s.

RL.5

.5. E

xpla

in h

ow

a s

erie

s o

f chapte

rs, s

cenes, o

r sta

nzas fits

togeth

er to

pro

vid

e

the o

vera

ll stru

ctu

re o

f a p

artic

ula

r sto

ry, d

ram

a, o

r poem

.

RL.5

.6. D

escrib

e h

ow

a n

arra

tor’s

or s

peaker’s

poin

t of v

iew

influ

ences h

ow

events

are

describ

ed.

RL.5

.7. A

naly

ze h

ow

vis

ual a

nd m

ultim

edia

ele

ments

contrib

ute

to th

e m

eanin

g, to

ne,

or b

eauty

of a

text (e

.g., g

raphic

novel, m

ultim

edia

pre

senta

tion o

f fictio

n, fo

lkta

le,

myth

, poem

).

RL.5

.9. C

om

pare

and c

ontra

st s

torie

s in

the s

am

e g

enre

(e.g

., myste

ries a

nd

adventu

re s

torie

s) o

n th

eir a

ppro

aches to

sim

ilar th

em

es a

nd to

pic

s.

RL.5

.10. B

y th

e e

nd o

f the y

ear, re

ad a

nd c

om

pre

hend lite

ratu

re, in

clu

din

g s

torie

s,

dra

mas, a

nd p

oetry

, at th

e h

igh e

nd o

f the g

rades 4

–5 te

xt c

om

ple

xity

band

independently

and p

rofic

iently

.

RF.5

.3. K

now

and a

pply

gra

de-le

vel p

honic

s a

nd w

ord

analy

sis

skills

in d

ecodin

g

word

s.

RF.5

.4. R

ead w

ith s

uffic

ient a

ccura

cy a

nd flu

ency to

support c

om

pre

hensio

n.

W.5

.1. W

rite o

pin

ion p

ieces o

n to

pic

s o

r texts

, supportin

g a

poin

t of v

iew

with

reasons

and in

form

atio

n.

W.5

.2. W

rite in

form

ativ

e/e

xpla

nato

ry te

xts

to e

xam

ine a

topic

and c

onvey id

eas a

nd

info

rmatio

n c

learly

.

W.5

.3. W

rite n

arra

tives to

develo

p re

al o

r imagin

ed e

xperie

nces o

r events

usin

g

effe

ctiv

e te

chniq

ue, d

escrip

tive d

eta

ils, a

nd c

lear e

vent s

equences.

W.5

.4. P

roduce c

lear a

nd c

ohere

nt w

riting in

whic

h th

e d

evelo

pm

ent a

nd o

rganiz

atio

n

are

appro

pria

te to

task, p

urp

ose, a

nd a

udie

nce. (G

rade-s

pecific

expecta

tions fo

r

writin

g ty

pes a

re d

efin

ed in

sta

ndard

s 1

–3 a

bove.)

W.5

.5. W

ith g

uid

ance a

nd s

upport fro

m p

eers

and a

dults

, develo

p a

nd s

trength

en

writin

g a

s n

eeded b

y p

lannin

g, re

vis

ing, e

ditin

g, re

writin

g, o

r tryin

g a

new

appro

ach.

W.5

.6. W

ith s

om

e g

uid

ance a

nd s

upport fro

m a

dults

, use te

chnolo

gy, in

clu

din

g th

e

Inte

rnet, to

pro

duce a

nd p

ublis

h w

riting a

s w

ell a

s to

inte

ract a

nd c

olla

bora

te w

ith

oth

ers

; dem

onstra

te s

uffic

ient c

om

mand o

f keyboard

ing s

kills

to ty

pe a

min

imum

of

two p

ages in

a s

ingle

sittin

g.

W.5

.7. C

onduct s

hort re

searc

h p

roje

cts

that u

se s

evera

l sourc

es to

build

know

ledge

thro

ugh in

vestig

atio

n o

f diffe

rent a

spects

of a

topic

.

W.5

.8. R

ecall re

levant in

form

atio

n fro

m e

xperie

nces o

r gath

er re

levant in

form

atio

n

from

prin

t and d

igita

l sourc

es; s

um

mariz

e o

r para

phra

se in

form

atio

n in

note

s a

nd

finis

hed w

ork

, and p

rovid

e a

list o

f sourc

es.

W.5

.9. D

raw

evid

ence fro

m lite

rary

or in

form

atio

nal te

xts

to s

upport a

naly

sis

,

refle

ctio

n, a

nd re

searc

h.

W.5

.10. W

rite ro

utin

ely

over e

xte

nded tim

e fra

mes (tim

e fo

r researc

h, re

flectio

n, a

nd

revis

ion) a

nd s

horte

r time fra

mes (a

sin

gle

sittin

g o

r a d

ay o

r two) fo

r a ra

nge o

f

dis

cip

line-s

pecific

tasks, p

urp

oses, a

nd a

udie

nces.

L.5

.1. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h g

ram

mar a

nd

usage w

hen w

riting o

r speakin

g.

L.5

.2. D

em

onstra

te c

om

mand o

f the c

onventio

ns o

f sta

ndard

Englis

h c

apita

lizatio

n,

punctu

atio

n, a

nd s

pellin

g w

hen w

riting.

L.5

.3. U

se k

now

ledge o

f language a

nd its

conventio

ns w

hen w

riting, s

peakin

g,

readin

g, o

r liste

nin

g.

L.5

.4. D

ete

rmin

e o

r cla

rify th

e m

eanin

g o

f unknow

n a

nd m

ultip

le-m

eanin

g w

ord

s a

nd

phra

ses b

ased o

n g

rade 5

readin

g a

nd c

onte

nt, c

hoosin

g fle

xib

ly fro

m a

range o

f

stra

tegie

s.

L.5

.5. D

em

onstra

te u

nders

tandin

g o

f figura

tive la

nguage, w

ord

rela

tionship

s, a

nd

nuances in

word

meanin

gs.

L.5

.6. A

cquire

and u

se a

ccura

tely

gra

de-a

ppro

pria

te g

enera

l academ

ic a

nd d

om

ain

-

specific

word

s a

nd p

hra

ses, in

clu

din

g th

ose th

at s

ignal c

ontra

st, a

dditio

n, a

nd o

ther

logic

al re

latio

nship

s (e

.g., h

ow

ever, a

lthough, n

everth

ele

ss, s

imila

rly, m

ore

over, in

additio

n).

1

-

3

6 10 11 1 7 8 12 9

4

-

6

8 11 12 10 9

7

-

9

12 7 11 9 10 9

10

-

12

1 11 14 11

13

-

15

10 11 9 5 8 12

16

-

18

5 13 6 12 11

19

-

21

12 10 9 11 12 13

22

-

24

5 12 10 3 11

25

-

27

7 5 2 6 12

28-30

11 12


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