2.1.b.ii 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.
2.1.c.ii 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.
2.1.d Use Range of Reading and Complexity of Text to:
2.1.d.i 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.
2.2.b.iii Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
2.2.b.iv Identify common organizational structures (paragraphs, topic sentences, concluding sentences) and explain how they aid comprehension
2.2.b.v Use text features (bold type, headings, visuals, captions, glossary) to organize or categorize information
2.2.b.vi Identify conclusions
2.2.c Use Integration of Knowledge and Ideas to:
2.2.c.i 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.
2.2.d Use Range of Reading and Complexity of Text to:
2.2.d.i 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.
Interpret how the structure of written English contributes to the pronunciation and meaning of complex vocabulary
2.3 Knowledge of complex orthography (spelling patterns), morphology (word meanings), and word relationships to decode (read) multisyllabic words contributes to better reading skills
2.3.a Know and apply grade-level phonics and word analysis skills in decoding words.
2.3.a.i 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.
2.3.c.vii 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.
2.3.e 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).