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A Correlation of Words Their Way : Word Study in Action, Developmental Model © 2012to the Common Core State Standardsfor English Language Arts

®

Grades K–5

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Words Their Way®: Word Study in Action, Developmental Model is a developmentally based approach to word study—phonics, spelling, and vocabulary development. There are five developmental levels that students work through in their acquisition of the principles and elements of phonics, spelling, and vocabulary development. These five levels are Emergent-Early Letter Name, Letter Name, Within Word Pattern, Syllables and Affixes, and Derivational Relations. The Common Core State Standards for English Language Arts have been issued by grade level.

This correlation demonstrates that the word knowledge developed through Words Their Way®: Word Study in Action, Developmental Model © 2012 supports the Common Core State Standards for English Language Arts, specifically, the Reading Foundational Skills and the Language standards. The page numbers listed in this correlation refer to pages in the Words Their Way Teacher’s Resource Guide. Page numbers appear in parentheses when the Words Their Way developmental level targeting the skill differs from the grade level cited in the Common Core State Standards. A notation of “N/A” identifies skills that are not addressed in the Words Their Way instruction but should be covered in other areas of the teacher’s reading curriculum.

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Table of Contents

Kindergarten ................................................................................................. 4

Grade One ..................................................................................................... 7

Grade Two ...................................................................................................... 10

Grade Three .................................................................................................. 13

Grade Four ..................................................................................................... 16

Grade Five ..................................................................................................... 19

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Correlation of Words Their Way®: Word Study in Action, Developmental Model © 2012 to the Common Core State Standards

Kindergarten

Common Core State StandardsKindergarten

Words Their Way: Word Study in Action, Developmental Model

Reading Standards for Foundational Skills

Print Concepts

Foundational Skills 1. Demonstrate understanding of the organization and basic features of print.

Foundational Skills 1.a. Follow words from left to right, top to bottom, and page-by-page.

TRG: Teachers use Big Book of Rhymes and Words Their Way Library books to teach this skill, e.g., 38, 51, 65, 68, 77, 85, 94

Foundational Skills 1.b. Recognize that spoken words are represented in written language by specific sequences of letters. TRG: (106–114)

Foundational Skills 1.c. Understand that words are separated by spaces in print.


Foundational Skills 1.d. Recognize and name all upper- and lowercase letters of the alphabet. TRG: 52, 53, 57, 58, 62, 63, 67, 68, 71, 72

Phonological Awareness

Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Foundational Skills 2.a. Recognize and produce rhyming words. TRG: 42, 43, 44, 45, 46, 47, 48

Foundational Skills 2.b. Count, pronounce, blend, and segment syllables in spoken words. TRG: (161, 179, 186)

Foundational Skills 2.c. Blend and segment onsets and rimes of single syllable spoken words.

TRG: 41, 42, 43, 44, 45, 46, 47, 48, 49, 60, 61, 62, 63, 64, 65

Foundational Skills 2.d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

TRG: 49, 50, 61, 54, 59, 82

Foundational Skills 2.e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. TRG: 42, 43, 44, 45, 46, 47

Phonics and Word Recognition

Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words.

Foundational Skills 3.a. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

TRG: 49, 51, 55, 61, 64, 67, 70, 72, 82, 88, 90, 94, 95, 97, 98

Foundational Skills 3.b. Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. TRG: (137, 139, 141, 143, 146–153)

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Foundational Skills 3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). N/A

Foundational Skills 3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. TRG: 87, 88, 89, 90, 91, 92, 93, 94, 95

Fluency

Foundational Skills 4. Read emergent-reader texts with purpose and understanding.

TRG: Teachers can evaluate through Words Their Way Library books, e.g., 46, 50, 57, 70, 77, 83

Language Standards

Conventions in Writing and Speaking

Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Language 1.a. Print many upper- and lowercase letters. TRG: 52, 53, 57, 58, 62, 63, 67, 68, 71, 72, 89, 96, 97, 98

Language 1.b. Use frequently occurring nouns and verbs. TRG: (157, 160, 167)

Language 1.c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). TRG: (188, 189, 203)

Language 1.d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). N/A

Language 1.e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). N/A

Language 1.f. Produce and expand complete sentences in shared language activities. TRG: 37, 38, 41, 42, 45, 46, 50, 51, 60, 61, 73, 75

Language 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Language 2.a. Capitalize the first word in a sentence and the pronoun I. N/A

Language 2.b. Recognize and name end punctuation. N/A

Language 2.c. Write a letter or letters for most consonant and short-vowel sounds (phonemes).

TRG: 52, 53, 57, 58, 62, 63, 71, 72, 82, 83, 84, 85, 86, 87, 88, 89, 90, 91, 92, 93, 94, 95

Language 2.d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. TRG: 86, 87, 88, 89, 90, 91, 92, 93, 94, 95


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Knowledge of Language

Language 3. (Begins in Grade 2)

Vocabulary Acquisition and Use

Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

Language 4.a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

TRG: (191, 100, 203)

Language 4.b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

TRG: (188, 193, 194)

Language 5. With guidance and support from adults, explore word relationships and nuances in word meanings.

Language 5.a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. TRG: 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48

Language 5.b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

TRG: (237)

Language 5.c. Identify real-life connections between words and their use (e.g., note places at school that are colorful).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 46, 61, 75, 89

Language 5.d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

N/A

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

TRG: See activities associated with Big Book of Rhymes and the Words Their Way Library, e.g., 37, 38, 39, 41, 44, 47, 54, 70


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Grade One

Common Core State StandardsGrade One



Print Concepts

Foundational Skills 1. Demonstrate understanding of the organization and basic features of print.

Foundational Skills 1.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).



Foundational Skills 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

Foundational Skills 2.a. Distinguish long from short vowel sounds in spoken single-syllable words. TRG: 136, 138, 140, 143, 144

Foundational Skills 2.b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. TRG: 87, 88, 89, 90, 96, 97, 101, 102, 103, 104

Foundational Skills 2.c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

TRG: 82, 83, 106, 107, 108, 111, 112, 128, 136, 144

Foundational Skills 2.d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). TRG: 87, 108, 109, 120



Foundational Skills 3.a. Know the spelling-sound correspondences for common consonant digraphs. TRG: 73, 74, 75, 76, 77, 96, 97, 98

Foundational Skills 3.b. Decode regularly spelled one-syllable words.

TRG: Words, Bonus Words, and Bonus Words Activities throughout text meet this standard and aid students with decoding common words, e.g., 87, 89, 93, 95, 105, 107, 110

Foundational Skills 3.c. Know final -e and common vowel team conventions for representing long vowel sounds. TRG: 137, 139, 141, 143, 145 (146–158)

Foundational Skills 3.d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

TRG: (197, 198, 199)

Foundational Skills 3.e. Decode two-syllable words following basic patterns by breaking the words into syllables. TRG: (161, 179, 186)

Foundational Skills 3.f. Read words with inflectional endings. TRG: (188, 190, 192)

Foundational Skills 3.g. Recognize and read grade-appropriate irregularly spelled words. N/A


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Fluency

Foundational Skills 4. Read with sufficient accuracy and fluency to support comprehension.

Foundational Skills 4.a. Read on-level text with purpose and understanding.

TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 70, 77, 83, 100, 106, 114, 129, 141

Foundational Skills 4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 70, 77, 83, 100, 106, 114, 129, 141

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. N/A

Language Standards



Language 1.a. Print all upper- and lowercase letters. TRG: 71, 72, 89, 96, 97, 98, 99

Language 1.b. Use common, proper, and possessive nouns. TRG: (161, 179, 186)

Language 1.c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). TRG: (161, 179, 186)

Language 1.d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). N/A

Language 1.e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

TRG: 51 (157, 160, 162)

Language 1.f. Use frequently occurring adjectives. TRG: (179, 191, 199)

Language 1.g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). N/A

Language 1.h. Use determiners (e.g., articles, demonstratives). N/A

Language 1.i. Use frequently occurring prepositions (e.g., during, beyond, toward). N/A

Language 1.j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

N/A



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Language 2.a. Capitalize dates and names of people. N/A

Language 2.b. Use end punctuation for sentences. N/A

Language 2.c. Use commas in dates and to separate single words in a series. N/A

Language 2.d. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

TRG: 106, 107, 108, 109, 110, 111, 112, 113, 136, 138, 140, 142, 145

Language 2.e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. TRG: 136, 138, 140, 142, 145


Language (Begins in Grade 2)


Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. TRG: 45 (178, 224, 226)

Language 4.b. Use frequently occurring affixes as a clue to the meaning of a word. TRG: (188, 193, 194)

Language 4.c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). TRG: (188, 190, 191)

Language 5. With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.

Language 5.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. TRG: (36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48)

Language 5.b. Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

TRG: (36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48)

Language 5.c. Identify real-life connections between words and their use (e.g., note places at home that are cozy).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 75, 89, 108, 120, 140

Language 5.d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

N/A

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 76, 95, 111, 120, 136


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Grade Two

Common Core State StandardsGrade Two



Print

Foundational Skills 1. (Not applicable to Grade 2) N/A





Foundational Skills 3.a. Distinguish long and short vowels when reading regularly spelled one-syllable words. TRG: 137, 139, 141, 143, 145

Foundational Skills 3.b. Know spelling sound correspondences for additional common vowel teams.

TRG: 146, 147, 148, 149, 150, 151, 152, 153, 154, 155, 156, 157

Foundational Skills 3.c. Decode regularly spelled two-syllable words with long vowels. TRG: 187, 188, 190, 191, 192, 193, 194, 195 (197–240)

Foundational Skills 3.d. Decode words with common prefixes and suffixes. TRG: (232, 233, 234, 238)

Foundational Skills 3.e. Identify words with inconsistent but common spelling-sound correspondences.

TRG: 158, 159, 160, 161, 162, 163, 164, 165, 166, 167, 168, 169, 177, 196

Foundational Skills 3.f. Recognize and read grade-appropriate irregularly spelled words. N/A

Fluency



TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 70, 77, 83, 100, 106, 114, 129, 141, 151, 159, 168, 176

Foundational Skills 4.b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.

TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 70, 77, 83, 100, 106, 114, 129, 141, 151, 159, 168, 176

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. TRG: 178, 179, 180, 189, 190, 191, 194, 196


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Language Standards



Language 1.a. Use collective nouns (e.g., group). TRG: 160, 172, 189

Language 1.b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). TRG: 139, 141, 146, 153, 154, 155, 157, 189

Language 1.c. Use reflexive pronouns (e.g., myself, ourselves). N/A

Language 1.d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). TRG: 196

Language 1.e. Use adjectives and adverbs, and choose between them depending on what is to be modified. TRG: (217, 236)

Language 1.f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).

N/A


Language 2.a. Capitalize holidays, product names, and geographic names. N/A

Language 2.b. Use commas in greetings and closings of letters. N/A

Language 2.c. Use an apostrophe to form contractions and frequently occurring possessives. TRG: 130 (contractions)

Language 2.d. Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

TRG: 128, 129, 137, 139, 141, 143, 145, 146, 147, 165, 175

Language 2.e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. TRG: 112, 195


Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Language 3.a. Compare formal and informal uses of English. N/A


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Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. TRG: 45, 178

Language 4.b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

TRG: (232, 233, 234)

Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). TRG: (232–238; 246–259)

Language 4.d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

TRG: 186, 187, 188

Language 4.e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

TRG: 112, 195

Language 5. Demonstrate understanding of word relationships and nuances in word meanings.

Language 5.a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 75, 89, 108, 120, 140, 154, 179

Language 5.b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

N/A

Language 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 76, 95, 111, 120, 136, 157, 177, 191


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Grade Three

Common Core State StandardsGrade Three



Print Concepts






TRG: Words, Bonus Words, and Bonus Words Activities throughout text meet this standard and aid students with decoding common words, e.g., 149, 151, 152, 154, 156, 158, 161, 162

Foundational Skills 3.a. Identify and know the meaning of the most common prefixes and derivational suffixes. TRG: (232, 233, 234)

Foundational Skills 3.b. Decode words with common Latin suffixes. TRG: (250, 254, 258)

Foundational Skills 3.c. Decode multisyllable words. TRG: 161, 186, 191, 192, 197, 202, 205, 206, 207, 208, 209, 210

Foundational Skills 3.d. Read grade-appropriate irregularly spelled words. TRG: 186, 187, 189, 190, 196, 197, 198, 202, 204

Fluency



TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 126, 137, 149, 158, 168, 175

Foundational Skills 4.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.

TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 129, 141, 151, 159, 164, 179

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. TRG: 155, 166, 186, 187, 191, 194, 196, 211, 212

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Language Standards



Language 1.a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

TRG: 179, 188, 191, 201

Language 1.b. Form and use regular and irregular plural nouns. TRG: 138, 153, 154, 155, 157, 189

Language 1.c. Use abstract nouns (e.g., childhood). TRG: 176, 200

Language 1.d. Form and use regular and irregular verbs. TRG: 161, 179, 186, 188, 189, 191, 197, 198, 201

Language 1.e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. TRG: 180, 193, 194, 196

Language 1.f. Ensure subject-verb and pronoun-antecedent agreement.* N/A

Language 1.g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

TRG: (221, 237)

Language 1.h. Use coordinating and subordinating conjunctions. N/A

Language 1.i. Produce simple, compound, and complex sentences. N/A


Language 2.a. Capitalize appropriate words in titles. N/A

Language 2.b. Use commas in addresses. N/A

Language 2.c. Use commas and quotation marks in dialogue. TRG: 202

Language 2.d. Form and use possessives. N/A


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Language 2.e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness).

TRG: (236, 238, 247)

Language 2.f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

TRG: 128, 137, 139, 141, 143, 145, 146, 147, 175

Language 2.g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. TRG: 112, 195, 213, 217



Language 3.a. Choose words and phrases for effect.* N/A

Language 3.b. Recognize and observe differences between the conventions of spoken and written standard English. N/A


Language 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.

Language 4.a. Use sentence-level context as a clue to the meaning of a word or phrase. TRG: 178, 179, 180 (224, 226, 240)

Language 4.b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

TRG: (232, 233, 234)

Language 4.c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). TRG: (259, 263. 264)

Language 4.d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

TRG: 195, 213, 217

Language 5. Demonstrate understanding of word relationships and nuances in word meanings.

Language 5.a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). TRG: 186, 188, 192, 196, 216

Language 5.b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 120, 140, 154, 179, 199, 209

Language 5.c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

N/A

Language 6. Acquire and use accurately grade-appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 120, 136, 157, 177, 191, 209


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Grade Four

Common Core State StandardsGrade Four



Print Concepts






Foundational Skills 3.a. 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.

TRG: 161, 186, 191, 192, 197, 202, 205, 206, 207, 208, 209, 210

Fluency



TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 168, 175, 178


TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 159, 164, 179

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. TRG: 173, 176, 187, 190, 194, 230

Language Standards

Conventions of Standard English


Language 1.a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). N/A

Language 1.b. Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses. TRG: 190

Language 1.c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. N/A


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Language 1.d. Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

N/A

Language 1.e. Form and use prepositional phrases. N/A

Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* TRG: 178, 179, 180, 191, 211, 213, 215

Language 1.g. Correctly use frequently confused words (e.g., to, too, two; there, their).* TRG: 178, 179, 180, 239, 240


Language 2.a. Use correct capitalization. N/A

Language 2.b. Use commas and quotation marks to mark direct speech and quotations from a text. N/A

Language 2.c. Use a comma before a coordinating conjunction in a compound sentence. N/A

Language 2.d. Spell grade-appropriate words correctly, consulting references as needed. TRG: 195, 199, 213, 217, 229 (256, 263, 277)



Language 3.a. Choose words and phrases to convey ideas precisely.* N/A

Language 3.b. Choose punctuation for effect.* N/A

Language 3.c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

N/A



Language 4.a. Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. TRG: 178, 179, 180, 224, 240

Language 4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

TRG: (260, 261, 263)

Language 4.c. 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.

TRG: 195, 199, 213, 217, 229 (256, 263, 277)


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Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Language 5.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. N/A

Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs. TRG: 192, 195, 196, 216

Language 5.c. Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).

TRG: 215, 237

Language 6. 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).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 177, 191, 209, 236

Language Progressive Skills, by Grade

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.

Grade 3

Language 1.f. Ensure subject-verb and pronoun-antecedent agreement. N/A

Language 3.a. Choose words and phrases for effect. N/A


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Grade Five

Common Core State StandardsGrade Five



Print Concepts





Foundational Skills 3. Know and apply grade-level phonics and word analysis skills in decoding words

Foundational Skills 3.a. 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.

TRG: 219, 225, 228, 232, 236, 247, 250, 255, 257, 263, 272

Fluency



This objective is met in earlier levels. For example see the following: TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 175


This objective is met in earlier levels. For example see the following: TRG: Teachers can evaluate through Words Their Way Library reader selections, e.g., 179

Foundational Skills 4.c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. TRG: 218, 220, 227, 239, 255, 256, 262, 280

Language Standards

Conventions of Standard English


Language 1.a. Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

N/A

Language 1.b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses. N/A

Language 1.c. Use verb tense to convey various times, sequences, states, and conditions. N/A


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Language 1.d. Recognize and correct inappropriate shifts in verb tense.* N/A

Language 1.e. Use correlative conjunctions (e.g., either/or, neither/nor). N/A


Language 2.a. Use punctuation to separate items in a series. N/A

Language 2.b. Use a comma to separate an introductory element from the rest of the sentence. N/A

Language 2.c. Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

N/A

Language 2.d. Use underlining, quotation marks, or italics to indicate titles of works. N/A

Language 2.e. Spell grade-appropriate words correctly, consulting references as needed. TRG: 219, 220, 253, 262, 280, 283



Language 3.a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. N/A

Language 3.b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. N/A



Language 4.a. Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase. TRG: 224, 226, 240, 246, 260, 272, 273, 274, 276

Language 4.b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis).

TRG: 260, 261, 263, 264, 265, 266, 267, 268, 269, 270, 271, 272, 273, 274

Language 4.c. 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.

TRG: 255, 256, 263, 267, 268, 269, 270, 271, 272, 273


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Language 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Language 5.a. Interpret figurative language, including similes and metaphors, in context. N/A

Language 5.b. Recognize and explain the meaning of common idioms, adages, and proverbs. TRG: (192, 194, 216)

Language 5.c. Use the relationship between particular words (e.g., synonyms, antonyms, homographs) to better understand each of the words.

TRG: 237, 239, 240

Language 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

TRG: Extend the Sort activities throughout text meet this standard, e.g., 177, 191, 209, 236, 246, 260, 278

Language Progressive Skills, by Grade

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.

Grade 3

Language 1.f. Ensure subject-verb and pronoun-antecedent agreement. N/A

Language 3.a. Choose words and phrases for effect. N/A

Grade 4

Language 1.f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.

TRG: Skill is practiced at the end of many sorts in the Apply activities and Extend the Sort activities, e.g., 191, 194, 212, 223, 230, 256, 268, 274, 281

Language 1.g. Correctly use frequently confused words (e.g., to, too, two; there, their). TRG: 239

Language 3.a. Choose words and phrases to convey ideas precisely. N/A

Language 3.b. Choose punctuation for effect. N/A


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Words Their Way is a trademark in the U.S. and/or other countries, of Pearson Education, Inc., or its affiliates.

Common Core State Standards: © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

ISBN-13: 978-0-328-71622-7ISBN-10: 0-328-71622-7

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