Int e ract Middle Scho o l Library
Grade s: 5, 6
St at e s: Co mmo n Co re State Standards
Interact Middle School Library: SHAKESPEARE FESTIVAL: A Notebook Program That Enlivens
Shakespeare's Works
Summary: This creative resource helps bring the words of William Shakespeare and the pageantry of
Elizabethan England into the classroom through puppet shows, incorporating period language into
everyday activities, designing costumes, and creating a Shakespeare exhibit. (9781573361125INT200)
Co m m o n Co re St at e St andards
Language Art s
Grade: 5 - Ado pted 2 0 1 0
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R L.5
C AT EG O R Y /
C LU ST ER
Reading Standards for Literature
Key Ideas and D etails
STAN D AR D
C C SS.ELALit eracy.R L.5.2
D etermine a theme of a story, drama, or poem from details in the text, including
how characters in a story or drama respond to challenges or how the speaker
in a poem reflects upon a topic; summarize the text.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R L.5
Reading Standards for Literature
C AT EG O R Y /
C LU ST ER
Range of Reading and Level of Text Complexity
STAN D AR D
C C SS.ELABy the end of the year, read and comprehend literature, including stories,
Lit eracy.R L.5.10 dramas, and poetry, at the high end of the grades 4-5 text complexity band
independently and proficiently.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R I.5
C AT EG O R Y /
C LU ST ER
Reading Standards for Informational Text
Integration of Knowledge and Ideas
STAN D AR D
C C SS.ELALit eracy.R I.5.7
D raw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
STAN D AR D
C C SS.ELALit eracy.R I.5.8
Explain how an author uses reasons and evidence to support particular points
in a text, identifying which reasons and evidence support which point(s).
STAN D AR D
C C SS.ELALit eracy.R I.5.9
Integrate information from several texts on the same topic in order to write or
speak about the subject knowledgeably.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R I.5
Reading Standards for Informational Text
C AT EG O R Y /
C LU ST ER
Range of Reading and Level of Text Complexity
STAN D AR D
C C SS.ELALit eracy.R I.5.10
By the end of the year, read and comprehend informational texts, including
history/social studies, science, and technical texts, at the high end of the
grades 4-5 text complexity band independently and proficiently.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R F.5
Reading Standards: Foundational Skills
C AT EG O R Y /
C LU ST ER
STAN D AR D
Fluency
C C SS.ELALit eracy.R F.5.4
Read with s uffic ient ac c urac y and fluenc y to s up p o rt c o mp rehens io n.
EXPEC TAT IO N C C SS.ELARead on-level text with purpose and understanding.
Lit eracy.R F.5.4 a
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.5
C AT EG O R Y /
C LU ST ER
STAN D AR D
Writing Standards
Text Types and Purposes
C C SS.ELALit eracy.W.5.2
Write info rmative/exp lanato ry texts to examine a to p ic and c o nvey id eas and
info rmatio n c learly.
EXPEC TAT IO N C C SS.ELALit eracy.W.5.2b
D evelop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
ST R AN D /
D O MAIN
Writing Standards
C C SS.ELALit eracy.W.5
C AT EG O R Y /
C LU ST ER
Production and D istribution of Writing
STAN D AR D
C C SS.ELALit eracy.W.5.4
Produce clear and coherent writing in which the development and organization
are appropriate to task, purpose, and audience. (Grade-specific expectations
for writing types are defined in standards 1-3 above.)
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.5
Writing Standards
C AT EG O R Y /
C LU ST ER
Research to Build and Present Knowledge
STAN D AR D
C C SS.ELALit eracy.W.5.7
Conduct short research projects that use several sources to build knowledge
through investigation of different aspects of a topic.
STAN D AR D
C C SS.ELALit eracy.W.5.8
Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.5
Writing Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Research to Build and Present Knowledge
C C SS.ELALit eracy.W.5.9
Draw evid enc e fro m literary o r info rmatio nal texts to s up p o rt analys is , reflec tio n,
and res earc h.
EXPEC TAT IO N C C SS.ELALit eracy.W.5.9 b
Apply grade 5 reading standards to informational texts (e.g., ''Explain how an
author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point[s]'').
ST R AN D /
D O MAIN
Writing Standards
C C SS.ELALit eracy.W.5
C AT EG O R Y /
C LU ST ER
Range of Writing
STAN D AR D
C C SS.ELALit eracy.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) for a range of
discipline-specific tasks, purposes, and audiences.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.SL.5
Speaking and Listening Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Comprehension and Collaboration
C C SS.ELALit eracy.SL.5.1
Eng ag e effec tively in a rang e o f c o llab o rative d is c us s io ns (o ne-o n-o ne, in g ro up s ,
and teac her-led ) with d ivers e p artners o n g rad e 5 to p ic s and texts , b uild ing o n
o thers ' id eas and exp res s ing their o wn c learly.
EXPEC TAT IO N C C SS.ELACome to discussions prepared, having read or studied required material;
Lit eracy.SL.5.1a explicitly draw on that preparation and other information known about the topic
to explore ideas under discussion.
EXPEC TAT IO N C C SS.ELAFollow agreed-upon rules for discussions and carry out assigned roles.
Lit eracy.SL.5.1b
EXPEC TAT IO N C C SS.ELAPose and respond to specific questions by making comments that contribute to
Lit eracy.SL.5.1c the discussion and elaborate on the remarks of others.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.L.5
C AT EG O R Y /
C LU ST ER
STAN D AR D
Language Standards
Knowledge of Language
C C SS.ELALit eracy.L.5.3
Us e kno wled g e o f lang uag e and its c o nventio ns when writing , s p eaking , read ing , o r
lis tening .
EXPEC TAT IO N C C SS.ELALit eracy.L.5.3b
Compare and contrast the varieties of English (e.g., dialects, registers) used in
stories, dramas, or poems.
ST R AN D /
D O MAIN
Language Standards
C C SS.ELALit eracy.L.5
C AT EG O R Y /
C LU ST ER
STAN D AR D
Vocabulary Acquisition and Use
C C SS.ELALit eracy.L.5.6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases, including those that signal contrast, addition, and
other logical relationships (e.g., however, although, nevertheless, similarly,
moreover, in addition).
Grade: 6 - Ado pted 2 0 1 0
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R L.6
C AT EG O R Y /
C LU ST ER
Reading Standards for Literature
Key Ideas and D etails
STAN D AR D
C C SS.ELALit eracy.R L.6 .3
D escribe how a particular story's or drama's plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R L.6
Reading Standards for Literature
C AT EG O R Y /
C LU ST ER
Craft and Structure
STAN D AR D
C C SS.ELALit eracy.R L.6 .4
D etermine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R L.6
Reading Standards for Literature
C AT EG O R Y /
C LU ST ER
Range of Reading and Level of Text Complexity
STAN D AR D
C C SS.ELABy the end of the year, read and comprehend literature, including stories,
Lit eracy.R L.6 .10 dramas, and poems, in the grades 6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.R I.6
C AT EG O R Y /
C LU ST ER
Reading Standards for Informational Text
Integration of Knowledge and Ideas
STAN D AR D
C C SS.ELALit eracy.R I.6 .7
Integrate information presented in different media or formats (e.g., visually,
quantitatively) as well as in words to develop a coherent understanding of a
topic or issue.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.6
Writing Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Text Types and Purposes
C C SS.ELALit eracy.W.6 .2
Write info rmative/exp lanato ry texts to examine a to p ic and c o nvey id eas , c o nc ep ts ,
and info rmatio n thro ug h the s elec tio n, o rg aniz atio n, and analys is o f relevant
c o ntent.
EXPEC TAT IO N C C SS.ELALit eracy.W.6 .2b
D evelop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
ST R AN D /
D O MAIN
Writing Standards
C C SS.ELALit eracy.W.6
C AT EG O R Y /
C LU ST ER
Production and D istribution of Writing
STAN D AR D
C C SS.ELALit eracy.W.6 .4
Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1-3 above.)
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.6
Writing Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Research to Build and Present Knowledge
C C SS.ELALit eracy.W.6 .7
Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
STAN D AR D
C C SS.ELALit eracy.W.6 .8
Gather relevant information from multiple print and digital sources; assess the
credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic
information for sources.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.W.6
Writing Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Research to Build and Present Knowledge
C C SS.ELALit eracy.W.6 .9
Draw evid enc e fro m literary o r info rmatio nal texts to s up p o rt analys is , reflec tio n,
and res earc h.
EXPEC TAT IO N C C SS.ELALit eracy.W.6 .9 a
Apply grade 6 reading standards to literature (e.g., ''Compare and contrast
texts in different forms or genres [e.g., stories and poems; historical novels and
fantasy stories] in terms of their approaches to similar themes and topics'').
ST R AN D /
D O MAIN
Writing Standards
C C SS.ELALit eracy.W.6
C AT EG O R Y /
C LU ST ER
Range of Writing
STAN D AR D
C C SS.ELALit eracy.W.6 .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) for a range of
discipline-specific tasks, purposes, and audiences.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.SL.6
Speaking and Listening Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Comprehension and Collaboration
C C SS.ELALit eracy.SL.6 .1
Eng ag e effec tively in a rang e o f c o llab o rative d is c us s io ns (o ne-o n-o ne, in g ro up s ,
and teac her-led ) with d ivers e p artners o n g rad e 6 to p ic s , texts , and is s ues ,
b uild ing o n o thers ' id eas and exp res s ing their o wn c learly.
EXPEC TAT IO N C C SS.ELACome to discussions prepared, having read or studied required material;
Lit eracy.SL.6 .1a explicitly draw on that preparation by referring to evidence on the topic, text, or
issue to probe and reflect on ideas under discussion.
EXPEC TAT IO N C C SS.ELAFollow rules for collegial discussions, set specific goals and deadlines, and
Lit eracy.SL.6 .1b define individual roles as needed.
EXPEC TAT IO N C C SS.ELAPose and respond to specific questions with elaboration and detail by making
Lit eracy.SL.6 .1c comments that contribute to the topic, text, or issue under discussion.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.SL.6
C AT EG O R Y /
C LU ST ER
Speaking and Listening Standards
Presentation of Knowledge and Ideas
STAN D AR D
C C SS.ELALit eracy.SL.6 .6
Adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate.
ST R AN D /
D O MAIN
C C SS.ELALit eracy.L.6
Language Standards
C AT EG O R Y /
C LU ST ER
STAN D AR D
Vocabulary Acquisition and Use
C C SS.ELALit eracy.L.6 .6
Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.