ELA 4-5 Roberto Clemente

Common Core State Standards for English Language Arts: K-12 Close Reading Task

Standards & Objectives

Academic standards
CCSS.ELA-Literacy.L.4.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CCSS.ELA-Literacy.L.4.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CCSS.ELA-Literacy.L.4.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.4.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a...
CCSS.ELA-Literacy.L.4.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.4.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions,...
CCSS.ELA-Literacy.L.5.3
Use knowledge of language and its conventions when writing, speaking, reading, or listening.
CCSS.ELA-Literacy.L.5.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a...
CCSS.ELA-Literacy.L.5.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L.5.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition,...
CCSS.ELA-Literacy.RF.4.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-Literacy.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-Literacy.RI.4.1
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
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-Literacy.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-Literacy.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.RI.5.2
Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CCSS.ELA-Literacy.RI.5.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-Literacy.RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-Literacy.RL.4.2
Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-Literacy.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,...
CCSS.ELA-Literacy.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...
CCSS.ELA-Literacy.RL.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-Literacy.SL.4.2
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details...
CCSS.ELA-Literacy.SL.4.5
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
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g.,...
CCSS.ELA-Literacy.SL.5.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and...
CCSS.ELA-Literacy.SL.5.2
Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-Literacy.SL.5.3
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
CCSS.ELA-Literacy.SL.5.4
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support...
CCSS.ELA-Literacy.SL.5.5
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas...
CCSS.ELA-Literacy.SL.5.6
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1...
CCSS.ELA-Literacy.W.4.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.4.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions...
CCSS.ELA-Literacy.W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and...
CCSS.ELA-Literacy.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.4.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and...
CCSS.ELA-Literacy.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS.ELA-Literacy.W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
CCSS.ELA-Literacy.W.5.10
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)...
CCSS.ELA-Literacy.W.5.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-Literacy.W.5.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
CCSS.ELA-Literacy.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific...
CCSS.ELA-Literacy.W.5.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new...
CCSS.ELA-Literacy.W.5.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and...
CCSS.ELA-Literacy.W.5.7
Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
CCSS.ELA-Literacy.W.5.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
GLE 0401.1.1
Demonstrate knowledge of Standard English usage, mechanics, and spelling.
GLE 0401.1.2
Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.
GLE 0401.3.1
Write for a variety of purposes and to a variety of audiences.
GLE 0401.3.2
Write in a variety of modes and genres (e.g., narration, description, personal expression, imaginative writing, response to literature, response to subject...
GLE 0401.3.3
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
GLE 0401.4.1
Conduct research to access and present information.
GLE 0401.4.2
Collect, organize, and determine the reliability of researched information.
GLE 0401.4.3
Present research results in a written report.
GLE 0501.3.2
Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
GLE 0501.4.3
Present the research results in a written report, citing the resources used.
SPI 0401.1.12
Select appropriate antonyms, synonyms, and homonyms within context.
SPI 0401.1.13
Recognize and use grade appropriate vocabulary within context.
SPI 0401.1.14
Use prefixes, suffixes, and root words as aids in determining meaning within context.
SPI 0401.1.16
Determine the meaning of unfamiliar words using context clues, dictionaries, and glossaries.
SPI 0401.3.8
Select appropriate time-order or transitional words to enhance the flow of a writing sample.
SPI 0401.7.3
Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, model, diorama, PowerPoint, recording).
SPI 0401.8.2
Identify characters, setting, and plot in a passage.
SPI 0401.8.6
Identify and interpret similes and metaphors.
SPI 0501.1.15
Recognize and use grade appropriate vocabulary within context.
SPI 0501.3.10
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
SPI 0501.5.1
Locate information to support opinions, predictions, and conclusions.
SPI 0501.5.6
Make inferences and draw appropriate conclusions from text.
SPI 0501.7.2
Determine the main idea in a visual image.
TSS.ELA.4.FL.VA.7a
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of...
TSS.ELA.4.FL.VA.7b
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
TSS.ELA.4.FL.VA.7c
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions,...
TSS.ELA.4.FL.WC.4
Know and apply grade-level phonics and word analysis skills when encoding words; write legibly.
TSS.ELA.4.RI.KID.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific...
TSS.ELA.4.RL.KID.3
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in a text, such as a character's thoughts, words, or...
TSS.ELA.4.SL.CC.2
Paraphrase portions of a text presented in diverse media such as visual, quantitative, and oral formats.
TSS.ELA.4.SL.PKI.5
Add multimedia such as audio and visual elements to presentations when appropriate to enhance the development of main ideas or themes.
TSS.ELA.4.W.PDW.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
TSS.ELA.4.W.PDW.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
TSS.ELA.4.W.RBPK.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
TSS.ELA.4.W.RBPK.8
Recall relevant information from experiences or gather relevant information from print and digital sources; take notes, categorize information, and provide...
TSS.ELA.4.W.RBPK.9
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade 4 standards for reading.
TSS.ELA.4.W.RW.10
Write routinely over extended time frames for a range of discipline-specific tasks, purposes, and audiences; promote writing fluency.
TSS.ELA.4.W.TTP.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
TSS.ELA.4.W.TTP.2
Write informative/explanatory texts to examine a topic and convey ideas and information.
TSS.ELA.4.W.TTP.3
Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
TSS.ELA.5.RI.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.RL.KID.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
TSS.ELA.5.SL.CC.2
Summarize a text presented in diverse media such as visual, quantitative, and oral formats.
TSS.ELA.5.W.TTP.3
Write narratives to develop real or imagined experiences or events using an effective technique, such as descriptive details and clear event sequences.
 
Alignment of this item to academic standards is based on recommendations from content creators, resource curators, and visitors to this website. It is the responsibility of each educator to verify that the materials are appropriate for your content area, aligned to current academic standards, and will be beneficial to your specific students.
 
Essential and guiding questions: 

Text-Dependent Questions:

  • What were the reasons implied in the text for the boys to be playing with cans and broomsticks instead of bats and balls?
  • Using evidence from the text discuss some of the life lessons Roberto learned from his father.-Using details from the text, explain why the year 1954 not a happy time for Roberto.
  • Using context clues from the text determine the meaning of “Puerto Rican hotdog”. Explain using details why Roberto was called that?
  • What point according to the text was Roberto trying to make when he left the furniture store without buying anything?
  • Citing evidence from the text, why didn’t people think he could get 3,000 hits in the 1972 season?
  • What details from the text show the reader that the other players are hoping Roberto gets his 3000th hit?
  • In what way does the text imply that Roberto’s father was a role model for Roberto?
  • How does the title of this story let the reader know how people felt about Roberto?

Activity/Task Variations

Blooms taxonomy level: 
Understanding
Differentiation suggestions: 

Scaffolding and support for special education students, English language learners, and struggling readers:

Struggling readers would be supported through smaller group size, possible peer tutoring, and preloading vocabulary/concepts.