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HARLAN INDEPENDENT SCHOOL DISTRICT

SCOPE AND SEQUENCE

ENGLISH LANGUAGE ARTS

KINDERGARTEN-FOURTH GRADE

2011

D RA F T AS OF JUNE 27

Harlan Elementary School

ENGLISH LANGUAGE ARTS D R A F T5/23/23

Introduction

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READING STANDARDS FOR LITERATURE (RL)

Key Ideas and Details

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. K.R.L.1. With prompting and support, ask and answer questions about key details in a text. (R) Understand that

questions are asked to clarify understanding of a text. (K)

Identify story elements with prompting. (K)

Develop questions centered on key ideas. (R) (For example, Who is the main character? Where does this story take place?)

With prompting and support:

Identify key details in informational text. (K)

Ask questions about key details in informational text. (K)

Answer questions about key ideas in informational text. (K)

Understand highlighted

1.RL.1. Ask and answer questions about key details in a text. Identify story elements.

(K) Formulate questions

about key details in the story. (R)

Identify key details in informational text and reading for information. (K)

Ask questions about key details in informational text. (K)

Answer question about key details in informational text. (K)

Understand highlighted or bold print words are key words. (K)

2.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (R) Identify: who, what,

when, why, and how in a given text. (K)

Identify key details in an informational text. (K)

Describe key details in an informational text using the questions who, what, when, where, why and how. (K)

Ask and answer such questions as who, what, where, when, why and how to determine understanding of key details in informational text. (R)

3.RL.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (R) Understand the

importance of referring to the text when answering questions. (K)

Formulate questions based upon the understanding of a text. (R)

Answer questions to demonstrate understanding of a text. (R)

4.RL.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (R) Use context clues to

locate key ideas and details. (R)

Locate and explain details and examples in a text that support their inferences. (R)

Distinguish between what is stated directly in the text and what one has to figure out. (R)

Define inference.

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEor bold print words are key words. (K)

R.CCR.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.K.RL.2. With prompting and support, retell familiar stories, including key details. (K) With prompting and

support: Identify the main topic

of a text. (K) Identify the key details

of a text. (K) Retell key details of a

text. (K)

1.RL.2. Retell stories, including key details, and demonstrate understanding of their central message or lesson. Identify the main topic

of a text. (K) Identify key details of a

text. (K) Retell key details of a

text. (K)

2.RL.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Supporting the main

topic of the text. (K)

3.RL.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

4.RL.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. (R) Define “theme” of a

story, drama, or poem.. (K)

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.K.RL.3. With prompting and support, identify characters, settings, and major events in a story. (K) Know that stories have

characters, settings, and events. (K)

Identify characters in a story using prompting and support. (K)

Identify setting of a story using prompting and support. (K)

Identify major events in a story using prompting and support. (K)


Identify key details

1.RL.3. Describe characters, settings, and major events in a story, using key details. (R) Describe characters in a

story using key details. (R)

Describe the setting of a story using key details. (R)

Describe the major events in a story using key details. (R)

Define: character, setting, major events, details. (K)

Identify: characters, setting, major events, details. (K)

2.RL.3. Describe how characters in a story respond to major events and challenges. (R) Identify the historical

events that occurred in a text. (K)

Identify specific ideas or concepts that occur in a text. (K)

Identify the steps in a procedure. (K)

Describe the connection that occurs in a text between a series of:

Historical events Scientific ideas or

concepts The steps from a

3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. Describe a character’s

feelings/emotions based on information found in the text. (K)

Describe a character’s traits/motivations. (K)

Retell the sequence of events using time order word. (K)

Infer a character’s feelings and/or emotions. (R)

Analyze a character’s

4.RL.3. Describe in depth a character, setting, or spec-ific details in a story or drama, draw-ing on specific details in the text (e.g. a character’s thoughts, words, or actions). (R) Recognize that clues in

the text such as what a character’s thoughts, words, or actions can be used to make inferences about a character. (K)

Make inferences about a character, setting, or event using specific details. (R)

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEabout an individual discussed in informational text. (K)

Identify details about events or ideas in a text. (K)


Discuss how two individual events, ideas, pieces of information in a text connect. (R)

Identify the relationship between elements in informational piece. (R)

Identify key details about an individual discussed in an informational text. (K)

Identify details about events or ideas in an informational text. (K)

Describe the connections made between two: individuals, events, ideas, pieces of information in a text. (R)

procedure. (R) feelings and/or emotions (R)

Interpret how a character’s traits’ motivation; feelings lead to actions. (R)

Explain how a character’s actions contribute to the sequence of events. (R)

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Craft and Structure

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.K.RL.4. Ask and answer questions about unknown words in a text. (S) Know that asking

questions is a strategy for finding out what words mean. (K)

Use context clues to figure out the meaning of a word. (R)

1.RL.4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. (R) Know a variety of

common words relating to feelings and the five senses (i.e., “happy” words, “sad” words, “touch” words) (K)

2.RL.4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. (R) Explain the meaning of

rhyme, rhythm, and alliteration. (K)

Perceive patterns in the arrangement of words. (R) (For example, the repetition in Brown Bear, Brown Bear.)

3.RL.4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. (R) Define literal and non-

literal. (K) Recognize whether a

word is being used in a literal or non-literal sense. (R)

Use context clues to determine meaning of words. (R)

Recognize meaning of several high frequency prefixes and suffixes (e.g., un-, im-, ex-, dis-, -er, =ing, -able, -ly). (K)

4.RL.4. Determine the meaning of words and phrases as they are used in a text, (R)including those that allude to significant characters found in mythology (e.g., Herculean). (R) Recognize some high

frequency roots (K). Use high frequency

prefixes, suffixes, and roots to determine word meaning. (R)

Explain what an allusion is. (K)

Know details of some well-known myths from world cultures (e.g., Pegasus, King Midas, Damon and Pythias). (K)

Recognize words and phrases that allude to these myths. (R)

R.CCR.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.K.RL.5. Recognize common types of texts (e.g., storybooks, poems). (R)

1.RL.5. Explain major differences between books that tell stories and books

2.RL.5. Describe the overall structure of a story, including describing how

3.RL.5. Refer to parts of stories, dramas, and poems when writing or speaking

4.RL.5. Explain major differences between poems, drama, and prose (K),

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEthat give information, drawing on a wide reading of a range of text types. (R) Know the terms fiction

and nonfiction and characteristics associated with each. (K)

the beginning introduces the story and the ending concludes the action. (R) Know that story parts

include beginning, middle, end, problem,, and solution. (K)

Identify the beginning, middle, and end of a given story. (R)

about a text, using terms such as chapter, scene, and stanza (S); describe how each successive part builds on earlier sections. (R) Know that poems are

composed of lines and stanzas. (K)

Know that plays are divided into scenes. (K)

Know that books are often divided into chapters. (K)

Understand why authors divide their work into sections. (K)

and refer to the structural elements of poems (e.g., verse, rhythm, meter); prose (e.g., characters, settings, descriptions, dialogue) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. (R) Define: poetry, prose,

drama (K) Know the key elements

of poetry including verse, rhythm, meter. (K)

Know the key elements of drama including acts, scenes, characters, dialogue, stage directions, and props. (K)

Understand that dramas are written to be performed by actors. (K)

R.CCR.6. Assess how point of view or purpose shapes the content and style of a text.

K.RL.6. With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. (K) Know that the author is

the person who wrote

1.RL.6. Identify who is telling the story at various points in a text. (K) Define what the

narrator of a text does. (K)

Identify the characters

2.RL.6. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. (S)

3.RL.6. Distinguish their own point of view from that of the narrator or those of the characters. (R) Recognize own point of

view. (K) Identify the narrator’s

4.RL.6. Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. (R)

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEthe book and the illustrator is the person who drew the pictures. (K)

Know that the names of the author and the illustrator are found on the title page. (K)

of the story. (K) Who is telling the story

at various points. (K) Define what the

narrator of a text does. (K)

Identify the characters of the story. (K)

Who is telling the story at various points. (K)

point of view; character’s point of view. (K)

Compare/contrast own point of view to the narrator’s or the character’s point of view. (R)

Know the difference between first and third person narrators and the cues associated with each (e.g., pronouns). (K)

Application of comparing and contrasting point of view in narrated stories. (R)

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Integration of Knowledge and Ideas

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.* *Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening foradditional standards relevant to gathering, assessing, and applying information from print and digital sources.K.RL.7. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). (R) Understand the term

illustration. (K) Know the purpose of

illustrations (i.e., picture match text). (K)

Identify illustration. (K) Know how to describe.

(K) With prompting and

support, describe a moment in the story using illustration that depict it. (R)

With prompting and support, describe how the illustrations and story are related as they appear. (R)

1.RL.7. Use illustrations and details in a story to describe its characters, setting, or events. (R) Look at the illustration

and give details. (R) Ask and answer

questions about the illustrations to describe characters, setting, or events. (R)

2.RL.7. Use information gained from the illustra-tions and words in a print or digital text to demon-strate understanding of its characters, setting, or plot. Understand the plot of a

story. (K) Link the illustration to

describe the plot. (R) Explain how the

illustrations extend the meaning of the text. (R)

3.RL.7. Explain how specific aspects of a text’s illustra-tions contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). (R) Analyze the illustrations

to determine the aspects which tell them about the characters and the setting. (R)

Define mood as the atmosphere or feeling created by the story. (K)

Use of visual art elements to create mood, etc. e.g. how do the colors selected contribute to the mood?

4.RL.7. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. (R) Link and compare two

versions of the same story but presented in different modes reflecting different aspects. (R)

Identify story and/or drama in text, visually, and orally.

Identify descriptions in a story or drama in text visually and orally.

Recognize stage directions in a story/drama both in text and a visual/oral pre-sentation.

Connect the text of a story or drama to the text of a visual or roal presentation recognizing the descritions and

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEdirection in each version.

R.CCR.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. K.RI.8. With prompting and

support: Understand the key

points in an informational text. (K)

Define what a fact is. (K)NOT APPLICABLE TO LITERATURE

R.CCR.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.K.RL.9. With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. (R)Define similari/difference With prompting and

support identify: Basic similarities in ad.

(K) Difference between: Illustrations(K) Descriptions (K) Procedures (K) Of two text on the same

topic. (K)

1.RL.9. Compare and contrast the adventures and experiences of characters in stories. (R) Understand the terms

“compare” and “contrast.” (K)

Identify basic similarities, differences of two text on the same topic. (K)

Know what similar means. (K)

Know what difference means. (K)

2.RL.9. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures. (R) Identify the important

points presented in two informational texts on the same topic. (K)

Compare the most important points presented by two texts on the same topic. (R)

Contrast the most important points presented by two texts on the same topic. (R)

3.RL.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). (R) Identify and define

theme, setting, and plot. (K)

Link and compare two versions of the same story. (R)

4.RL.9. 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. Identify specific details

that describe themes, topics, patterns of events in stories, myths, or traditional literature from different cultures.

Identify key features for comparing and contrasting themes, topics, patterns of events in stories, myths or traditional literature

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEfrom different cultures.

Understand the difference of themes, topics, patterns of events between a literary story, a myth, and folk tales from different cultures. (K)

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Range of Reading and Level of Text Complexity

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR. 10. Read and comprehend complex literary and informational texts independently and proficiently.K.RL.10. Actively engage in group reading activities with purpose and understanding. (R) Identify basic story

elements through listening as a group (e.g., character, setting, sequence of events). (R)

Understand that purposes for reading include reading to acquire new information and reading for personal fulfillment. (K)

With prompting and support, respond to comprehension strategies such as drawing a picture, retelling by role playing, phonetic written response, multiple choice. (PS)

With prompting and support, apply comprehension strategies. (R)

Predict outcomes for a story and confirm after listening to it. (R)

1.RL.10. With prompting and support, read prose and poetry of appropriate complexity for grade 1. (R) Understand that

purposes for reading include reading to acquire new information and reading for personal fulfillment. (K)

With prompting and support use a variety of strategies to support comprehension: predicting, questioning, rereading and monitoring, locating and using text features, using prior knowledge. (R)

With prompting and support apply comprehension strategies. (R)

With prompting and support, self-monitor comprehension by making predictions or formulating questions while reading or rereading. (R)

Make simple inferences.

2.RL.10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (R) Understand that


Know comprehension strategies (prior knowledge, predicting, generating, clarifying, and literal questions, visualizing, locating and using text features). (K)

Apply comprehension strategies. (R)

Identify/understand in an informational text:

Key ideas and details Craft and structure Integration of

knowledge and ideas at appropriate complexity with scaffolding as

3.RL.10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. (R) Understand that


Know comprehension strategies (prior knowledge, predicting, generating, clarifying, and literal questions, constructing sensory image, locating and using text features). (K)

Understand that knowledge of the text features and structures associated with different genres facilitates the reader’s ability to make meaning from the text. (K)

Select comprehension

4.RL.10. 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. (R) Understand that


Use comprehension strategies (prior knowledge, predicting, generating, clarifying, and literal questions, constructing sensory image, locating and using text features). (R)

Identify and understand in literary text key ideas and details, craft and structure, integration of knowledge and ideas.

Apply comprehension strategies to text being read; (Qualitative and Quantitive and readers

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADE Read literary texts from

suggested titles (e.g., Green Eggs and Ham) (R)

Actively engage in group reading activities:

Key ideas & details (ask & answer questions about details, identify the main topic, & retell key details, describe connections in text). (K)

Craft and structure (ask and answer questions about unknown words; identify front and back cover; and title; name the author and illustrator; identify the role of each in presenting the ideas or information in a text). (K)

Integration of knowledge and ideas (describe the relationship between illustrations and the text, identify the reasons an author gives to support points, identify basic similarities in and differences between two texts on the same topic) at appropriate

(R) Draw conclusions about

stories and/or based on information in test (cause and effect). (R)

Read literary texts from suggested titles (Frog and Toad Together, As I Was Going to St. Ives}, My Five Senses)

With prompting and support, identify/understand in an informational text: key ideas and details; craft and structure; integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task as seen in Standards 1-9 independently and proficiently. (K)

Comprehend independently in an informational text: key ideas and details; craft and structure; integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader

needed. (K) Comprehend

independently in an informational text:

Key ideas and details Craft and structure Integration of

knowledge and ideas at appropriate complexity with scaffolding as needed. (R)

strategies appropriate to the text being read. (R)

Locate information in narrative and informa-tional texts to answer literal comprehension questions. (R)

Self-monitor comprehension by making predictions or formulating questions while reading or reading (clarifying, confirm, correct). (R)

Make connections text to text, text to self, and text to world. (R)

Read literary texts from suggested titles (“Stopping by the Woods on a Snowy Evening,” “The Stories Julian Tells, “ “From Seed to Plant.”)

Identify/understand in literary text key ideas and details; craft and structure; integration of knowledge and ideas at appropriate complexity (qualitative, quantative, and readers and task) as seen in 1-9. (K)

Comprehend in literary text key ideas and details; craft and

and task as seen in standards 1-9 with scaffolding as needed. (R)

During oral reading access fluency and accurate reading of text using appropriate pacing, phrasing, intonation, and expression. (S)

Demonstrate comprehension by stating connections or inferences made and by posing questions or drawing conclusions that indicate deeper meaning. (R)

Explain the difference between explicit and inferred information in a text.

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEcomplexity (Qualitative, Quantitative) Reader & Task.) as seen in Standards 1-9 independently and proficiently. (K)

Understand activities that reflect purpose and understanding of text. (K)

Actively engage in group reading activities:

Key ideas and details (ask and answer questions about details, identify the main topic and retell key details, describe connections in text). (R)

Craft and structure (ask and answer questions about unknown words; identify front and back cover; and title; name the author and illustrator; identify the role of each in presenting the ideas or information in a text). (R)

Integration of knowledge and ideas (describe the relationship between illustrations and the text

and Task) as seen in Standards 1-9 independently and proficiently. (R)

structure; integration of knowledge and ideas at appropriate complexity (qualitative and quantitave, and readers and task) as seen in 1-9, independently and proficiently. (R)

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEidentify the reasons an author gives to support points, identify basic similarities in and differences between two texts on the same topic). at appropriate complexity (Qualitative, Quantitative) Reader & Task.) as seen in Standards 1-9 independently and proficiently. (R)

Apply activities that reflect purpose and understanding of text. (R)

March 1 suggestion: In the MS scope and sequence the purposes of reading include to inform, to entertain, to persuade, to share human experiences, to teach a lesson, or to pass on tradition and culture.

From current scope and sequence:

Related to K.RL.10. (?)Respond to rhythmic and patterned/ predictable reading materials while listening (H)Discuss the message of the text (P).Demonstrate participation in a literate community by sharing and responding to ideas and connections through writing and focused discussions about text (P).Extend the story (e.g., through discussion, role play, writing)

Related to other grade levels:

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Use comprehension strategies (e.g., using prior knowledge, predicting, generating clarifying and literal questions, constructing sensory images, locating and using text features) while reading, listening to, or viewing literary and informational texts (P).

Use comprehension strategies while reading, listening to, or viewing literary and informational texts (e.g., using prior knowledge, previewing text selections, making predictions, generating questions, constructing sensory images, using text features, making connections, determining importance of information) (P).

Generate a personal response to what is read, listened to or viewed: Relate stories or texts to prior knowledge, personal experiences, other texts, or ideas (P).

Understand that reading is a process that includes applying a variety of strategies to comprehend, interpret, and evaluate texts.Understand that reading is a process that includes applying a variety of strategies to comprehend, interpret and evaluate texts, showing evidence of responsible interpretations of texts and examining texts critically

Understand that• reading a wide range of print and non-print texts builds an understanding of texts, of themselves, and of different cultures.• different purposes to read include reading to acquire new information and reading for personal fulfillment. Among these texts include fiction, non-fiction, classic and contemporary works.• the use of comprehension strategies greatly enhances understanding of text. • different types of texts place different demands on the reader. Understanding text features and structures, and characteristics associated with different genres (including print and non-print) facilitates the reader’s ability to make meaning of the text

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READING STANDARDS FOR INFORMATIONAL TEXT (RI)

Key Ideas and Details

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. K.RI.1. With prompting and support, ask and answer questions about key details in a text

1.RI.1. Ask and answer questions about key details in a text.

2.RI.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in informational text. (K)

3.RI.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. Ask and answer

questions to understand text. (K)

Formulate questions (based on the text) to demonstrate understanding. (R)

Refer explicitly to the text to answer questions. (R)

4.RI.1. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. (R) Use context clues to

locate key ideas and details. (R)

Locate details and examples in a text that support their inferences. (R)

Distinguish between what is stated directly in the text and what one has to infer. (R)

R.CCR.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.K.RI.2. With prompting and support, identify the maintopic and retell key details of a text.

1.RI.2. Identify the main topic and retell key details of a text.

2.RI.2. Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs withinthe text supporting the main topic of the text.

3.RI.2. Determine the main idea of a text; recount the key details and explain how they support the main idea. (K) Explain how the key

details support the main idea of a text. (R)

4.RI.2. Determine the main idea of a text and explain how it is supported by key details; summarize the text. (R) Understand the difference

between main idea and supporting details. (K)

Know that a summary consists of all the main

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEideas in a passage. (K)

Understand that summaries are expressed in their own words, not copied or quoted directly from the passage. (K)

R.CCR.3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.K.RI.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

1.RI.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

2.RI.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. Define character. (K) Define major events. (K) Identify major events or

challenges in story. (K) Describe how characters

respond to major events and challenges. (R)

3.RI.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/ effect.(R) Define and use terms

pertaining to time; sequence; relationship; and cause and effect. (K)

Identify relationships within text. (K)

Describe the relationship that occurs in a text between historical events, scientific ideas or concepts and the steps from a procedure. (R)

Describe the sequence of events using language that pertains to time, sequence and cause and effect. (R)

4.RI.3. Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (K) (R) Identify events

procedures, ideas, or concepts in a historical, scientific or technical text. (K)

Draw conclusions and cite evidence including what happened and why based on specific information in the text. (R)

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Craft and Structure

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, andfigurative meanings, and analyze how specific word choices shape meaning or tone.K.RI.4. With prompting and support, ask and answer questions about unknown words in a text. (R)

1.RI.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. (R)

2.RI.4. Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. (R)

3.RI.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. (R)

4.RI.4. Identify and determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. (R)

R.CCR.5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.K.RI.5. Identify the front cover, back cover, and title page of a book. (R)

1.RI.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. (R) Understand that text

features are tools for locating information in the text. (K)

Explain the purpose of these text features: headings, tables of contents, glossaries, icons. (K)

2.RI.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate keyfacts or information in a text efficiently. (R) Explain the purpose of

these text features: captions, boldface type, subheadings, indexes, and electronic menus. (K)

3.RI.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. (R) Explain the purpose of

these text features: key words, sidebars, and hyperlinks. (K)

4.RI.5. Determine and describe the overall structure (e.g., chronology,comparison, cause/effect, problem/solution) of events, ideas, concepts, or informa-tion in a text or part of a text. (R) Know common text

structures (e.g., chronology, comparison, cause/effect, problem/ solution). (K)

Know cues for recognizing which type of text structure is being used (e.g., time/order words). (K)

Recognize which text structure is being used in a given text or part of a text and justify choice.

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADE(R)

R.CCR.6. Assess how point of view or purpose shapes the content and style of a text. K.RI.6. Name the author

and illustrator of a text and define the role of each in presenting the ideas or information in a text. (K)

Know that the author is the person who wrote the book and the illustrator is the person who drew the pictures. (K)

Know that the names of the author and the illustrator are found on the title page. (K)

1.RI.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (R) Understand that

illustrations can provide useful information in addition to that found in the text itself. (K)

2.RI.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. (R) Define author’s purpose.

(K) Identify characters. (K) Identify traits of each

character. (K) Define point of view. (K) Recognize dialogue to

determine who is speaking. (K)

Read the dialogue in text using appropriate character voices for different characters. (R)

3.RI.6. Distinguish their own point of view from that of the author of a text. (R) Understand that point of

view refers to what a particular person thinks about a topic and how the person sees the topic. (K)

4.RI.6. Compare and contrast a firsthand and secondhand account of the same event or topic; describe how the differences in focus and the information provided. (R) Define, compare, contrast

firsthand account, secondhand account.. (K)

Describe the main events or main ideas of each account.

Integration of Knowledge and Ideas

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, aswell as in words.* *Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening foradditional standards relevant to gathering, assessing, and applying information from print and digital sources.K.RI.7. With prompting and support, describe the relation-ship between illustrations and the text in which they appear (e.g., what person, place,

1.RI.7. Use the illustrations and details in a text to describe its key ideas. (R) Identify key ideas in a

text. (R)

2.RI.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to andclarify a text. (R)

3.RI.7. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of

4.RI.7. Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEthing, or idea in the text an illustration depicts). (R) Know the purpose of

illustrations as they relate to a person, place, or thing. (K)

Ask and answer questions about illustrations to describe key ideas within a text. (R)

Identify images in an in-formational text. (K)

Understand the terms: explain, contribute and clarify. (K)

Discuss how specific images add to and clarify informational text. (R)

the text (e.g., where, when, why, and how key events occur). (R) Analyze illustrations

within a text to answer questions about key events. (R)

Demonstrate an understanding of text using information from illustrations: maps; photographs.

Demonstrate an understanding of text using information from words that tell: where; when; why and how.

elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. (R) Define interpret. (K) Recognize text features

of nonfiction (e.g., graphs, charts, diagrams, timelines, etc). (K)

Recognize interactive Web page elements. (K)

Explain information from text features (e.g., charts, diagrams, graphs, timelines, animations, interactive elements, etc. (R)

Interpret information that is presented visually, orally, quantitatively in text or in the Web. (R)

R.CCR.8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. K.RI.8. With prompting and support, identify the reasons an author gives to support points in a text.

1.RI.8. Identify the reasons an author gives to support points in a text.

2.RI.8. Describe how reasons support specific points the author makes in a text.

3.RI.8. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/ third in a sequence). (R) Define sentence. (K) Explain the purpose of a

paragraph. (K) Identify structure(s) of

paragraphs (e.g., comparison, cause/effect,

4.RI.8. Explain how an author uses reasons and evidence to support particular points in a text. (K) (R) Recognize differences

between fact and opinion. (K)

Define evidence; reason. (K)

Identify the author’s reasons and evidence. (K)

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEfirst/second/third in a sequence). (K)

Explain how sentences and paragraphs in text are logically connected. (R)

Determine how a text is organized (e.g., comparison, cause/effect, first/second/third in a sequence. (R)

Explain how an author uses reasons to support particular points in a text. (opinions). (R)

Explain how an author uses evidence to support particular points in a text. (facts). (R)

K.RI.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustra-tions, descriptions, or procedures).

1.RI.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustra-tions, descriptions, or procedures).

2.RI.9. Compare and contrast the most important points presented by two texts on the same topic. (R)

3.RI.9. Compare and contrast the most important points and key details presented in two texts on the same topic.(R) Identify the most

important points in each text; the key details in each text; similarities of key details; differences in key details. (K)

Distinguish between key details and important points. (R)

Compare and contrast the most important points in two different texts on the same topic; key details in two different texts on the same topic. (R)

4.RI.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Identify information

within two texts on the same topic. (K)

Dist (?) Distinguish between

relevant and non-relevant information and any misconceptions of the authors. (R)

Analyze text features and written information of two or more texts in order to write or speak about the subject knowledgeably. (R)

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Range of Range and Level of Text Complexity

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADER.CCR.10. Read and comprehend complex literary and informational texts independently and proficiently.K.RI.10. Actively engage in group reading activities with purpose and understanding.

1.RI.10. With prompting and support, read informational texts appropriately complex for grade 1.

2.RI.10. Comprehend informational texts complexity band proficiently, with scaffolding as needed. Understand that purposes

for reading include reading to acquire new information and reading for personal fulfillment. (K)

Identify / understand in literary text:

Key ideas / details Crafts / structure Integration of knowledge

and ideas at appropriate complexity. (K)

Comprehend indepen-dently in literary text:

Key ideas / details Craft / structure Integration of knowledge

and ideas at appropriate complexity. (R)

3.RI.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 2–3 text complexity band independently and proficiently. (R) Identify/understand in an

informational text key ideas and details; craft and structure; integration of knowledge and ideas at appropriate complexity (qualitative, quantitative, reader and task) as seen in standard 1-9, independently and proficiently. (K)

Comprehend independently in an informational text key ideas and details; craft and structure; integration of knowledge and ideas at appropriate complexity (qualitative, quantitative and reader and task) as seen in standards 1-9; independently and proficiently. (R)

4.RI.10. 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. Identify/understand in an

informational text key ideas and details; craft and structure (e.g., leads, voice, supporting details, setting, mood character, etc. ); intergration of knowledge and ideas at appropriate grade level complexity with scaffolding as needed. (K)

Comprehend independently in an informational text key ideas & details; craft and structure; integration of knowledge and ideas at appropriate grade level complexity with scaffolding as needed. (R)

23



KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADE

24



READING STANDARDS: FOUNDATIONAL SKILLS (RF)

KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEPRINT CONCEPTSK.RF.1. Demonstrate understanding of the organization and basic features of print. (S)a. Follow words from left to right, top to bottom, and page by page. (S)b. Recognize that spoken words are represented in written language by specific sequences of letters. (K)c. Understand that words are separated by spaces in print. (K)d. Recognize and name all upper- and lowercase letters of the alphabet. (S)

1.FR.1. Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word,capitalization, ending punctuation). (K) [See 1.L.2.]

PHONOLOGICAL AWARENESSK.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (S)a. Recognize and produce rhyming words. (S)b. Count, pronounce, blend, and segment syllables in spoken words. (S)c. Blend and segment onsets and rimes of single-syllable spoken words. (S)d. Isolate and pronounce

1.RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (S)a. Distinguish long from short vowel sounds in spoken single-syllable words. Know what long and

short vowels are. (K)b. Orally produce single-syllable words by blending sounds (phonemes),

25



KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEthe initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) (S)e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. (S)

*Words, syllables, or phonemes written in /slashes/refer to their pronunciation or phonology.Thus, /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word.

including consonant blends. (S) Know what a consonant

blend is. (K)c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) inspoken single-syllable words. (S)d. Segment spoken single-syllable words into their complete sequence ofindividual sounds (phonemes). (S)

PHONICS AND WORD RECOGNITIONK.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. S)a. Demonstrate basic knowledge of one-to-oneletter-sound correspond-ences by producing the primary or many of the most frequent sounds for each consonant. (S) Know the meaning of

consonant and vowel. (K)

1.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. (S)a. Know the spelling-sound correspondences forcommon consonant digraphs. (K)b. Decode regularly spelled one-syllable words. (S)c. Know final -e and common vowel teamconventions for representing long vowel

2.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. (K)a. Distinguish long and short vowels whenreading regularly spelled one-syllable words. (K)b. Know spelling-sound correspondences foradditional common vowel teams. (K)c. Decode regularly spelled two-syllable words with

3.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Identify and know the meaning of the mostcommon prefixes and derivational suffixes.b. Decode words with common Latin suffixes.c. Decode multisyllable words.d. Read grade-appropriate irregularly spelled words.

4.RF.3. Know and apply grade-level phonics and word analysis skills in decoding words.a. Use combined knowledge of all letter-sound corres-pondences, syllabication patterns, and morphology (e.g., roots and affixes, prefixes and suffixes) to read accurately unfamiliar multisyllabic words in context and out of context. Accurately read words

26



KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEb. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. (S)c. Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does). (S)d. Distinguish between similarly spelled words byidentifying the sounds of the letters that differ. (S)

sounds. (S)d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. (S)e. Decode two-syllable words following basicpatterns by breaking the words into syllables. (S)f. Read words with inflectional endings. (S) Understand how to use

inflectional endings. (K)g. Recognize and read grade-appropriateirregularly spelled words. (S)

long vowels. (K)d. Decode words with common prefixes andsuffixes. Know what prefixes and

suffixes are. (K)e. Identify words with inconsistent but commonspelling-sound correspondences.f. Recognize and read grade-appropriate irregularly spelled words. (PS)

(PS) Know and apply grade

level-phonics and word analysis skills in decoding words. (K)

Identify and know the meaning of the common prefixes; the meaning of the most common derivational suffixes and decode words with common Latin suffixes. (K)

Identify syllables in words . (K)

Read multiple syllable words. (K)

Recognize irregulary spelled words. (K)

Apply grade level – level phonics and word analysis skills in decoding words. (R)

Recognize irregulary spelled words. (R)

Read grade appropriate irregulary spelled words. (PS)

with Latin roots. (K)

FLUENCYK.RF.4. Read emergent-reader texts with purpose and understanding. (S) Understand that people

read for a purpose. Understand that reading

1.RF.4. Read with sufficient accuracy and fluency tosupport comprehension. (S)a. Read on-level text with purpose and understanding.

2.RF.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose and understanding.b. Read on-level text orally

3.RF.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and

4.RF.4. Read with sufficient accuracy and fluency tosupport comprehension.a. Read on-level text with purpose and understanding.b. Read on-level prose and

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEinvolves using words to create pictures and ideas in one’s mind. (K)

(S) Understand that people

read for a purpose. Understand that reading

involves using words to create pictures and ideas in one’s mind. (K)

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. (S) Know procedures for

oral reading (e.g., tracking, breathing, highlighting, etc.) (K)

c. Use context to confirm or self-correct word recognition and under-standing, rereading asnecessary. (R) Recognize that reading

makes sense. (R) Know strategies for

clarifying meaning and self-correcting. (S)

with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recogni-tion and under-standing, rereading as necessary. Identify and

understand foundational skills for reading standards #1-3. (K)

To support comprehension:

Identify the purpose and understanding of text. (K)

Identify oral reading with accuracy, appropriate rate, and expression on successive readings. (K)

Identify rereading, when necessary, as a strategy when confirming or self-correcting words in text. (K)

Apply foundational skills reflected in standards # 1-3. (R)


Determine the purpose for reading on-level

poetry orally with accuracy, appropriate rate, and expression on successive readingsc. Use context to confirm or self-correct word recogni-tion and understanding, rereading as necessary. (PS) Identify the purpose

and understanding of text. (K)

Identify oral reading with accuracy, appropriate rate, and expression on successive readings. (K)

Identify rereading, when necessary, as a strategy when confirming or self-correcting words in text. (K)

Understand how context can help to confirm or self correct word recognition. (K)

Determine the purpose for reading on-level text. (R)

Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings. (R)

poetry orally with accuracy, appropriate rate, and expression on successive readings.c. Use context to confirm or self-correct word recognit-ion and understanding, rereading as necessary. To support compre-

hension: Identify rereading,

when necessary, as a strategy when confirming or self-correcting words in text. (K)

Use rereading as a spec-ific strategy when confirming or self-correcting words in text. (K)

Determine the purpose for reading on-level text. (K)

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KINDERGARTEN FIRST GRADE SECOND GRADE THIRD GRADE FOURTH GRADEtext. (R)

Apply reading strategies to be used with text for accuracy, appropriate rate, and expression on successive readings. (R)

Confirm or self correct word recognition and understanding by using context. (R)


Read on level text fluently and accurately. (S)

Reread with fluency as necessary. (S)

Read with: Accuracy (S) Appropriate rate (S) Expression on

successive readings. (S)

Confirm or self correct word recognition and understanding by using context. (R)

Read on-level text fluently and accurately. (PS)

Reread with fluency as necessary. (PS)

Read with: accuracy, appropriate rate, expression on successive readings. (PS)

WRITING STANDARDS (W)

Writing Standards K-4

TEXT TYPES AND PURPOSES*

*These broad types of writing include many subgenres.

Definitions from Common Core State Standards for English Language Arts, Appendix A ( See pages 23-25 for detailed explanation.)

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ARGUMENT

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about….Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

INFORMATIONAL/EXPLANATORY WRITING

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources.

NARRATIVE WRITING

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense.

The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.


W.CCR.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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THIS DECONSTRUCTION NEEDS EDITING. 3/25/2011K.W.1. Use a combination of drawing, dictating, andwriting to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., Myfavorite book is . . .). (P) Identify the title of a

book. (K) Identify the topic of a

book. (K) Know what an opinion

is. (K) Formulate an opinion of

the book. (R) Write an opinion piece

that includes: Drawing Dictating Writing

And tells the topic, title, and an opinion or preference about a book. (P)Recognize and define closure. (K)

1.W.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. (P) Identify the topic and

title of the book. (K) Understand the meaning

of closure. (K) State and opinion and

supply (explain) a reason for that opinion. (R)

Write an opinion piece that: Introduces the

topic States an opinion

about the book. Supplies a reason

for that opinion. Provides closure.

(P)

2.W.1. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion,use linking words (e.g., because, and, also) toconnect opinion and reasons, and provide aconcluding statement or section. (P) Recognize concluding

sections/statements. (K) Determine the

appropriate linking word to connect opinion and reason (e.g., because, and, also).

Compose an opinion piece with: Introduction A stated opinion At least 2

supporting points for the opinion

Words that link opinions and reasons

A conclusion or concluding statement.

3.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons. (P)a. Introduce the topic or text they are writing about, state an opinion, and create anorganizational structure that lists reasons. b. Provide reasons that support the opinion.c. Use linking words and phrases (e.g., because,therefore, since, for example) to connectopinion and reasons.d. Provide a concluding statement or section. Identify reasons that

support an opinion. (P) Know the purpose of a

concluding statement. (R)

Formulate reasons that support the opinion. (R)

Determine the appropriate linking words or phrases to connect opinions and reasons (e.g., because, therefore, since, for example). (K)

Compose an opinion piece on a topic or text

4.W.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and informa-tion. (P)a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to supportthe writer’s purpose.b. Provide reasons that are supported by facts and details.c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).d. Provide a concluding statement or section related to the opinion presented. Identify facts and details

that support reasons. (K) Identify organizational

structures. (K) Know linking words and

phrases. (K) Understand how to write

a concluding statement or section. (K)

Understand how to establish writer’s purpose. (K)

Determine the

31




supporting a point of view with reasons including: (P)

Introduction A stated opinion Reasons for the opinion Linking words to

connect reasons and opinions

A conclusion Define point of view.

(K)

appropriate linking words or phrases to connect opinions and reasons (e.g., for instance, in order, in addition).

Formulate reasons that are supported with facts and details.

Provide a conclusion related to the opinion presented.

Create an opinion piece on a topic or text supporting a point of view with reasons including: (P) Clear introduction

of text or topic Statement of

opinion Strong organiza-

tional; structure in which related ideas are grouped to support the writer’s purpose

Reasons supported by facts and details

Links between opinion and reasons using words and phrases

A concluding statement or

32




section related to the opinion presented.

W.CCR.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.K.W.2. Use a combination of drawing, dictating, andwriting to compose informative/explanatorytexts in which they name what they are writing about and supply some informa-tion about the topic. (P) Know what an

information text is. (K) Understand that pictures

are a means of sharing information. (K)

Understand that writers select information to share based on the purpose of the writing. (K)

Identify a purpose for writing an informative/ explanatory text. (R)

Identify a topic. (R) Compose sentences

(e.g., dictated sentences, captions for pictures). (S)

Draw pictures to illustrate information in the text. (P)

1.W.2. Write informative/ explanatory texts in which they name a topic, supply some facts about the topic,and provide some sense of closure. Select a topic to write

about. (R) Set a purpose for

writing. (R) Know the difference

between a fact and an opinion. (K)

Select facts appropriate to topic and purpose. (R)

Recognize that informa-tive/explanatory texts need an ending. (K)

2.W.2. Write informative/ explanatory texts in whichthey introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. Know that an

informative/explanatory text has a beginning, a middle (body), and an end (conclusion). (K)

Understand that authors use definitions to help readers understand words and ideas that may be unfamiliar. (K)

Know these terms: topic sentence, facts, points, details, definitions, conclusion. (K)

Select a topic and set a purpose for writing. (R)

Use definitions when appropriate for clarifica-tion of text. (R)

Distinguish between points being made and the details that support them. (R)

3.W.2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic and group related information together; include illustra-tions when useful to aiding comprehension.b. Develop the topic with facts, definitions, anddetails.c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.d. Provide a concluding statement or section. Know how to group

information by categories. (K)

Determine when an illustration is needed to support the text. (R)

Use linking words to create compound sentences. (S)

Use transition words to

4.W.2. Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustra-tions, and multimedia when useful to aiding comprehen-sion.b. Develop the topic with facts, definitions, concrete details, quotations, or otherinformation and examples related to the topic.c. Link ideas within categories of informationusing words and phrases (e.g., another, for example, also, because).d. Use precise language and domain-specificvocabulary to inform about or explain the topic.e. Provide a concluding statement or section related to the information or

33




Frame points as topic sentences of paragraphs in the text. (S)

connect paragraphs. (S) Write informative

/explanatory pieces that have an introduction, body, and conclusion. (P)

explanation presented. Know these terms:

paragraph, section. (K) Know commonly used

text features such as bullets and heading. (K)

Know vocabulary useful in making transitions between sections of text. (K)

Use concrete details and examples to develop points. (R)

Incorporate multimedia in writing when appropriate. (S)

W.CCR.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.THIS DECONSTRUCTION NEEDS EDITING AS TO CONTENT, FORM, AND TARGET TYPE 3/25/2011 K.W.3. Use a combination of drawing, dictating, andwriting to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide areaction to what happened. (P) Know drawings are

symbolic to language. (K)

Model the writing for students. (K)

Understand letters represent a phonetic

1.W.3. Write narratives in which they recount two ormore appropriately sequenced events, includesome details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (P) Know words indicating

sequence or direction. (K)

Understand that events have an order or flow. (K)

Understand that

2.W.3. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (P) Choose purpose for

writing (inform, persuade, instruct, or entertain). (K)

Focus on an orderly sequence in the writing. (K)

3.W.3 Write narratives to develop real or imaginedexperiences or events using effective technique, descriptive details, and clear event sequences. (P)a. Establish a situation and introduce a narratorand/or characters; organize an event sequence that unfolds naturally.b. Use dialogue and descriptions of actions,thoughts, and feelings to develop experiences and events or show the response

4.W.3. Write narratives to develop real or imaginedexperiences or events using effective technique,descriptive details, and clear event sequences. (P)a. Orient the reader by establishing a situation and introducing a narrator and/ or characters; organize an event sequence that unfolds naturally.b. Use dialogue and description to developexperiences and events or show the responses

34

Harlan Ind., 03/25/11,

It is unclear to me how some of these fit and what is intended (e.g., “Use step by step procedures.” Several seem to be misclassified.




spelling. (K) Understand a sequence

of events. (K) Explain and.or draw a

reaction to a specific stimulus (e.g., book, math, social studies, or science inquiry). (R)

Decide the purpose for the writing: to inform or entertain. (R)

Create a narrative literary or technical: (P) Narrative a single

event or several loosely linked events.

Provide details in order.

React to the event.

sequence refers to an order of events (e.g., math, timelines, scientific process). (K)

Understand that a narrative can be technical or literary (creative). (K)

Decide if the purpose for writing is to inform, instruct, persuade, or entertain. (R)

Develop a summative statement from the writing piece. (R)

Create a narrative literary or technical: (P) Narrate an event. Sequence the order

of events. Develop details. Use temporal

words. Provide closure.

Use temporal words to signal event order. (K)

Understand that literary and technical writing require different elements. (K)

Decide when it is appropriate to use feelings in a narrative. (R)

Know that narratives can include creative pieces, fictional stories, memoirs, anecdotes, and autobiographies. (K)

Provide a sense of closure to the writing piece. (R)

Create a narrative literary or technical: (P) Narrate an event. Develop audience,

purpose Develop details to

describe actions, thoughts.

Use temporal words.

Provide closure.

of characters to situations.c. Use temporal words and phrases to signal event order.d. Provide a sense of closure. Choose a purpose for

writing. (K) Understand what a

narrator does. (K) Know strategies for

developing characters. (K)

Develop a natural flow in the sequence of events. (R)

Understand how to develop dialogue and use it appropriately. (K)

Use dialogue and description of actions, thoughts, and feelings to develop experiences or events. (R)

Show response of characters to situations. (K)

Use temporal words or phrases to signal order. (K)Provide closure. (K)

Create a narrative literary or technical: (P) Narrate an event. Establish purpose,

of characters to situations.c. Use a variety of transitional words and phrases to manage the sequence of events.d. Use concrete words and phrases and sensory details to convey experiences and events precisely.e. Provide a conclusion that follows from the narrated experiences or events. Demonstrate awareness

of purpose and audience. (R)

Identify and understand the elements of a literary narrative, grammar skills, dialogue, point of view, cause and effect. (K)

Understand the elements of technical writing (sequence, factual, follows a timeline or sequence of events, attends to precision). (K)

Identify the use of dialogue and use description to develop experiences and events. (K)

Show the response of characters to situations. (K)

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audience Use dialogue. Use transitional

words. Use concrete words

and sensory details.

Recognize and utilize transitional words or phrases. (K)

Use concrete words or phrases. (K)

Establish purpose and audience for writing. (R)

Decide on a specific format. (R)

Explain with detail the sequence events logically using transitional words tomove the events along. (R)

Describe how writers use concrete and sensory details. (?)

Summarize the events of the piece. (R)

Create a narrative that conveys imaginary or real experiences. (P) Establish a

situation, a narrator and/or characters. (?)

Establish purpose, audience

Develop a controlled flow of order to the piece.

Provide visual details.

Use dialogue or

36




monologue to provide insight.

Use step by step procedures.

Use sensory details. Establish a

conclusion aligned with sequence of events. (?)

Use concrete and/or sensory details to develop experiences or events. (?)

PRODUCTION AND DISTRIBUTION OF WRITING


W.CCR.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.(Begins in grade 3) (Begins in grade 3) (Begins in grade 3) With guidance and support

from adults, produce writing in which the developmentand organization are appropriate to task andpurpose. (Grade-specific expectations for writingtypes are defined in standards 1–3 above.)

Produce clear and coherent writing in which the development and organiza-tion are appropriate to task, purpose, and audience. (Grade-specific expecta-tions for writing types are defined in standards 1–3 above.)

W.CCR.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.K.W.5. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen

1.W.5. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details

2.W.5. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and

3.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by plan-ning,

4.W.5. With guidance and support from peers and adults, develop and strengthen writing as needed by plan-ning,

37




writing as needed. (S) Understand that writers

revise their work to make the writing clear to the reader. (K)

Ask appropriate questions to clarify a text. (S)

Make constructive suggestions to help peers improve (S)

to strengthen writing as needed. (S) Ask appropriate

questions to clarify a text. (S)

Make constructive suggestions to help peers improve (S)

Self-monitor to recognize when they are not on topic. (S)

editing. (R) Recognize commonly

used proofreading marks. (K)

Rewrite to tighten focus, add details, or clarify. (R)

Proofread for mechanical errors. (R)

Use a dictionary to check spelling. (S)

revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on pages 28 and 29.) (S) Know a variety of

strategies for prewriting. (K)

Develop a plan for writing a piece. (R)


Proofread checking for spelling and language conventions. (R)

Use dictionaries as reference tools. (S)

revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.) (S) Know a variety of

strategies for prewriting. (K)

Develop a plan for writing a piece. (R)


Proofread checking for spelling and language conventions. (R)

Use dictionaries as reference tools. (S)

W.CCR.6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.K.W.6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (S) With guidance and

support, use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tools). (K)

With guidance and

1.W.6. With guidance and support from adults, use a variety of digital tools to produce and publish writ-ing, including in collabora-tion with peers. (S) With guidance and

support us a document camera. (S)

With guidance and support use an overhead projector. (S)

With guidance and support use a

2.W.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (S) Use a document camera.

(S) Use an overhead

projector. (S) Use a SmartBoard to

display a document. (S) With guidance and

support choose digital

3.W.6. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. (S) Demonstrate proper

placement of hands on keyboard for keyboarding. (S)

With guidance and support: use basic computer skills (e.g.,

4.W.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstratesufficient command of keyboarding skills to typea minimum of one page in a single sitting.

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support , choose digital tools for producing and publishing writing. (R)

With guidance and support, use technology to produce and publish writing individually and with peers. (PS)

SmartBoard to display a document. (S)

With guidance and support use basic computer skills (e.g., turn on computer, log on, use common software, basic word processing tool). (K)

With guidance and support choose digital tools for producing and publishing writing. (R)

With guidance and support use technology to produce and publish writing individually and with peers. (PS)

tools for producing and publishing writing. (R)

turn on computer, log on, use common software, basic word processing tools); know how to use technology to produce writing and to interact with others; and know how to use technology to edit and revise writing. (K)

With guidance and support select appropriate technology tools that fit the intended audience and purpose. (R)

RESEARCH TO BUILD AND PRESENT KNOWLEDGE


W.CCR.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.K.W.7. Participate in shared research and writingprojects (e.g., explore a number of books by a favorite author and express opinions about them). (S) Identify a topic for

project. (R) Develop questions to

guide research. (S)

1.W.7. Participate in shared research and writingprojects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions). (S) Identify a topic for

project. (R) Develop questions to

2.W.7. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (S) Select a topic for a

project and set a purpose. (R)

Develop questions to

Conduct short research projects that build knowledge about a topic. (P) Select a topic or

question to research. (R)

Establish a purpose for the research. (R)

Develop questions to guide research. (R)

Conduct short research projects that build know-ledge through investigation of different aspects of a topic. (P) Select a topic or

question to research. (R)

Establish a purpose for the research. (R)

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guide research. (S) Use research to develop

a written text or other product. (P)

guide research. (R) Know strategies for

recording data from observations. (K)

Develop a plan to guide research including questions to investigate. (R)

W.CCR.8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.K.W.8. With guidance and support from adults, recall information from experi-ences or gather information from provided sources to answer a question. (S) Extract information

from a source provided by the teacher. (S)

Select information appropriate to the question. (R)

Record information. (S)

1.W.8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. (S) Extract information




2.W.8. Recall information from experiences or gatherinformation from provided sources to answer a question. (S) Extract information




Recall information from experiences or gatherinformation from print and digital sources; (S) take brief notes on sources and sort evidence into provided categories. (S) Know strategies for

taking notes. (K) Restate information in

own words. (R) Group information by

categories. (R)

Recall relevant information from experiences orgather relevant information from print and digitalsources; (S)take notes and categorize information, and provide a list of sources. (S) Know strategies for

taking notes. (K) Restate information in

own words. (R) Group information by

categories. (R) Make a list of sources

including the title, author, and web address (where applicable). (S)

W.CCR.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.(Begins in grade 4) (Begins in grade 4) (Begins in grade 4) (Begins in grade 4) Draw evidence from literary

or informational texts to support analysis, reflection, and research. Identify key ideas and

details which provide evidence to support conclusions about the text through research.

City textual evidence to

40




support analysis of what the text says explicitly.

Draw evidence from key ideas and details as support for research.

Analyze key ideas and details in a text as evidence for support understanding of text.

Reflect on key ideas and details in a text as evidence for support understanding of text.

a. Apply grade 4 Reading standards to literature(e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’sthoughts, words, or actions].”).b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how anauthor uses reasons and evidence to supportparticular points in a text”).

RANGE OF WRITING

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W.CCR.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 tasks, purposes, and audiences.(Begins in grade 3) (Begins in grade 3) (Begins in grade 3) 3.W.10. Write routinely

over extended time frames (time for research, reflec-tion, and revision) and shorter time frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences. (PS) Identify the various

purposes for writing. (K)

Identify and understand the various organizational structures related to different genres of purposes for writing. (K)

Determine when to write for short or extended time frames for a range of discipline – specific tasks, purposes, and audiences. (R)

Determine the appropriate organizational structure needed for specific audiences and purposes. (R)

Write for various

4.W.10. Write routinely over extended time frames (time for research, reflec-tion, and revision) and shorter time frames (a single sitting or a day or two) fora range of discipline-specific tasks, purposes, andaudiences. Identify the various

purposes for writing. Identify and understand

the various organizational structures related to different genres or purposes for writing.

Determine when to write for short or extended time frames for a range of discipline – specific tasks, purposes, and audiences.

Determine the appropriate organizational structure needed for specific audiences and purposes.

42




purposes and to various audiences for short or extended time frame for a range of discipline-specific tasks, purposes , and audiences. (PS)

43



Speaking and Listening Standards K-4 (SL)

COMPREHENSION AND COLLABORATION

KINDERGARTEN GRADE 1 GRADE 2 GRADE 3 GRADE 4

SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners,building on others’ ideas and expressing their own clearly and persuasively.K.SL.1. Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. (S)a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). (S)b. Continue a conversation through multiple exchanges. (S) Understand that the way

one communicates depends on the situation, task, and context. (K)

Recognize that having rules helps groups have a productive discussion. (K)

1.SL.1. Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. (S)a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts underdiscussion). (S)b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. (S)c. Ask questions to clear up any confusion about the topics and texts under discussion. (S) Explain why rules are

needed for discussions. (K)

Identify ways of managing differences within a group. (K)

Understand that listening

2.SL.1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. (S)a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). (S)b. Build on others’ talk in conversations by linking their comments to the remarks of others. (S)c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (S) Know methods for

gaining the floor in respectful ways. (K)

Use appropriate strategies for managing differences within the group. (S)

Understand that asking

3.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. (S) Understand the purpose of

working collaboratively. (K)

Know how to adjust their behavior to fit the format of the group. (K)

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (R) Understand that preparing

in advance makes discuss-ion more effective. (K)

b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,

4.SL.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. (S)a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. (R)b. Follow agreed-upon rules for discussions and carry out assigned roles. (S)c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. (S)d. Review the key ideas expressed and explain their

44




is a key to useful discussion. (K)

Understand that asking questions is a way to get additional information about a topic or situation. (K)

Use different voice level, phrasing, and intonation for different situations (e.g., small groups, whole class). (S)

questions is a key to clearing up confusion or misunderstandings about a topic or situation. (K)

Use different voice level, phrasing, and intonation for different situations (e.g., small groups, whole class). (S)

listening to others with care, speaking one at a time about the topics and texts under discussion). (S)c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. (S)d. Explain their own ideas and understanding in light of the discussion. (R) Know strategies for

inviting/welcoming others into a group (e.g., making space, making eye contact, using names).

Identify and explain the roles one can play in a group (e.g., leader, encourager, summarizer, clarifier, recorder, reporter)

Describe strategies for keeping discussion on target. (K)

Determine what is relevant to a discussion. (R)

Distinguish between one’s personal point of view and that of others. (R)

Demonstrate inviting and welcoming behaviors during collaborative

own ideas and understanding in light of the discussion. (R) Know roles one can play

in a group and identify the responsibilities of each role. (K)

Summarize key ideas during the discussion. (S)

Self-monitor own participation for effectiveness during activity and adjust it as appropriate. (S)

Evaluate effectiveness of group and of self as a member of the group. (R)

45




activities. (S)SL.CCR.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, andorally.K.SL.2. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. (S) Identify key details in a

text read aloud or information presented orally or through other media. (R)

Listen carefully to information being presented. (S)

Self-monitor to determine understanding. (S)

1.SL.2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. (S) Know how to ask

questions using who, what, when, where, how, and why. (K)

Demonstrate good listening skills (e.g., following along in a story when being read.) (S)

2.SL.2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. (R)

3.SL.2. Determine the main ideas and supporting details of a text read aloud or information presented indiverse media and formats, including visually, quantita-tively, and orally. (R) Distinguish between key

ideas and supporting details. (R)

4.SL.2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantita-tively, and orally. (S) Know that paraphrasing

means restating something in one’s own words. (K)

SL.CCR.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoricK.SL.3. Ask and answer questions in order to seek help, get information, or clarify something that is not understood, (S)

1.SL.3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not under-stood. (S)

2.SL.3. Ask and answer questions about what a speaker says in order to clarify comprehension, gatheradditional information, or deepen understanding of a topic or issue. (S)

3.SL.3. Ask and answer questions about information from a speaker, offering appropriate elaboration anddetail. (S) Respond appropriately to

information in a variety of ways. (S)

Recognize the conventions of language for : writing, speaking, reading, listening. (K)

4.SL.3. Identify the reasons and evidence a speaker provides to support particular points. (R)

46




Identify types of words and phrases that create effect. (K)

Apply knowledge of language when: writing, reading, listening. (R)

Apply knowledge of language conventions when: writing, reading, listening. (R)

Determine words/phrases that create effect. (R)

Use: knowledge of language when speaking, conventions of language when speaking. (PS)

Include words/phrases that create effect. (PS)

PRESENTATION OF KNOWLEDGE AND IDEAS


SL.CCR.4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and theorganization, development, and style are appropriate to task, purpose, and audience.K.SL.4. Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. (S) Know the kind of

information someone might want to know about a particular person, place,

1.SL.4. Describe people, places, things, and events with relevant details, expressing ideas and feelingsclearly. (S) Know what makes a detail

relevant. (K) Select information to

share relevant to the

2.SL.4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details,speaking audibly in coherent sentences. (S) Know that stories need a

beginning, middle, and end. (K)

3.SL.4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. (S) Select a topic and

determine what information would be

4.SL.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 to support main ideas or themes; speak clearly at an understandable pace. (S) Select a topic and narrow

47




or thing. (K) Understand that the use of

descriptive language makes an account more interesting. (K)

situation. (R) Explain what makes information relevant. (K)

Select details to share relevant to the situation. (R)

Use phrasing, intonation, gestures, and volume appropriate to the story telling setting. (S)

relevant. (R) Locate information

needed for the report. (S) Organize information into

an appropriate format. (R) Enunciate clearly and use

appropriate volume, pacing, and gestures. (S)

it down in order to report relevant information. (R)

Use voice level, phrasing, intonation, gestures, and pacing appropriate to setting. (S)

SL.CCR.5. Make strategic use of digital media and visual displays of data to express information and enhance understandingof presentations.K.SL.5. Add drawings or other visual displays to descriptions as desired to provide additional detail. (S) Explain the relationship

between the drawing and the description. (R)

Draw with an audience in mind. (R)

1.SL.5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. (S) Use a variety of visual

arts media to enhance displays (e.g., drawings, paintings, Playdough, clay). (S)

2.SL.5. Create audio recordings of stories or poems; add drawings or other visual displays to storiesor recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. (P) Record an audio

recording. (K) Recount an experience.

(K) Create an audio

recording. (K) Add drawings or visual

display to stories or recounts of experience. (R)

Clarify ideas, thoughts, and feelings. (R)

Create fluent audio recordings of stories or poems with appropriate tone and volume. (S)

3.SL.5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. (P) Apply oral reading skills.

(S) Identify audio recordings

with fluid reading; facts or details. (K)

Emphasize/enhance facts by adding visual displays when appropriate. (R)

Emphasize/enhance details by adding visual displays when appropriate. (R)

Read stories or poems fluently for audio recordings. (PS)

Create audio recordings

4.SL.5. Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. (S) Identify main idea. Identify theme.

48




Add drawings / visual displays to: stories; experiences. (S)

Read fluently with expression. (S)

Use appropriate tone and volume. (S)

Know how to interpret punctuation in reading aloud. (K)

Know that italicized words require special emphasis in reading aloud. (K)

Use a variety of visual arts media to enhance displays (e.g., collages, paintings, diorama, puppets). (S)

that demonstrate fluid reading. (PT)

Create visual displays. (PT)

SL.CCR.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English whenindicated or appropriate.K.SL.6. Speak audibly and express thoughts, feelings, and ideas clearly. (S) Organize thoughts . (R) Speak so as to express

complete thoughts. (S) Adjust volume of voice to

the setting. (S)

1.SL.6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.) (S)

2.SL.6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (S) (See grade 2 Language standards 1 and 3 for specific expectations.) Recognize complete

sentences: In writing.When spoken (K)

Identify audience. (K) Recognize:

Task

3.SL.6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (S) (See grade 3 Language standards 1 and 3 for specific expectations.) Recognize complete

sentences in writing and when spoken. (K)

Identify the audience. (K)

Recognize task and

4.SL.6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appro-priate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 for specific expectations.) Identify audience task

situation. Identify characteristics of

49




Audience. (K) Differentiate when

situation calls for speaking in complete sentences. (R)

Interpret requested detail or clarification. (R)

Formulate a response. (R)

Speak in complete sentences when appropriate to task and situation. (S)

Respond to answer questions or to clarify. (S)

situation. (K) Recognize when

situation calls for speaking in complete sentences. (R)

Interpret requested tetail or clarification. (R)

Speak in complete sentences when appropriate to task and situation. (PS)Respond to answer questions or to clarify. (PS)

formal and informal speaking.

Distinguish between formal and informal speech.

Analyze situation to determine appropriate speech use (formal English or informal discourse.)

50



Language (L)

CONVENTIONS OF STANDARD ENGLISH


L. CCR.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.K.L.1. Demonstrate com-mand of the conventions of standard English grammar and usage when writing or speaking. (S)a. Print many upper- and lowercase letters. (S) Know the correct strokes

to make each letter. (K) Apply principles of

directionality in making letters and writing sentences (left to right, top to bottom, front to back). (S)

Form all upper- and lower case letters and numerals correctly. (S)

1.L.1. Demonstrate com-mand of the conventions of standard English grammar and usage when writing or speaking. (S)a. Print all upper- and lowercase letters. (S) Understand the difference

between upper case and lower case letters. (K)

Know the correct strokes to make each letter. (K)

Apply principles of directionality in making letters and writing sentences (left to right, top to bottom, front to back). (S)

Form all upper- and lower case letters and numerals correctly. (S)

2.L.1. Demonstrate command of the conventions ofstandard English grammar and usage when writingor speaking. (S)a. Use collective nouns (e.g., group). (K) Know what a collective

noun is. (K)

3.L.1. Demonstrate com-mand of the conventions of standard English grammar and usage when writing or speaking. (S)a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. (R) Define subject and

predicate. (K) Identify the subject and

predicate of a given sentence. (R)

4.L.1. Demonstrate com-mand of the conventions of standard English grammar and usage when writing or speaking. (S)a. Use relative pronouns (who, whose, whom,which, that) and relative adverbs (where, when, why). (K) Know what relative

pronouns and relative adverbs are and their function. (K)

Know the rules for using relative pronouns and adverbs correctly. (K)

Know what an object is and how to identify one. (K)

b. Use frequently occurring nouns and verbs. (K)

b. Use common, proper, and possessive nouns. (K) Know what a noun is. (K) Distinguish among

common, proper, and possessive nouns. (R)

Recognize that

b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). (K) Know what an irregular

plural noun is. (K)

b. Form and use regular and irregular plural nouns. (K)

b. Form and use the progressive (e.g., I waswalking; I am walking; I will be walking) verb tenses. (K) Understand the difference

between simple and progressive tenses. (K)

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apostrophes are used to show ownership. (K)

c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). (K)

c. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop). (K) Distinguish between

singular and plural. (R) Know how plural nouns

are formed. (K)

c. Use reflexive pronouns (e.g., myself, ourselves). Know what a reflexive

pronoun is. (K)

c. Use abstract nouns (e.g., childhood). (K) Know what an abstract

noun is.

c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. (K)

d. Understand and use question words (interrogat-ives) (e.g., who, what, where, when, why, how). (K)

d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their;anyone, everything). (K) Understand that pronouns

are used to represent nouns. (K)

Understand the purpose and function of personal pronouns. (K)

d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). (K) Know what makes a verb

irregular. (K)

d. Form and use regular and irregular verbs. (K) Understand what tense

means when speaking of verbs. (K)

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

e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for,of, by, with). (K)

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 walkhome).

e. Use adjectives and adverbs, and choose between them depending on what is to be modified. (R) Define adjective and

adverb. (K) Understand the function

of adjectives and adverbs. (K)

e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. (K)

e. Form and use prepositional phrases. (K) Know what a preposi-

tional phrase is. (K)

f. Produce and expand complete sentences inshared language activities. (P) Understand that a

f. Use frequently occurring adjectives. (K) Know what an adjective is

and its function (K)

f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched

f. Ensure subject-verb and pronoun-antecedent agree-ment.* Understand that the

antecedent is the noun to

f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.* (P) Know what fragments and

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sentence expresses a complete thought. (K)

Know that a sentence contains a who (subject) and a what in the form of an action (verb). (K)

the movie; The action movie was watched by thelittle boy).

which the pronoun refers. (K)

Understand “agreement.” (K)

run-ons are. (K) Know strategies for

identifying and correcting run-ons. (K)

g. Use frequently occurring conjunctions (e.g., and, but, or, so, because). (K) Know what conjunctions

are and when they are used. (K)

g. Form and use comparative and superlative adjectives and adverbs, and choose betweenthem depending on what is to be modified. (R) Understand

“comparative” and “superlative.” (K)

g. Correctly use frequently confused words (e.g., to, too, two; there, their).* Understand what

homonyms and homophones are. (K)

h. Use determiners (e.g., articles, demonstratives). Know that “a” is used

before words beginning with a consonant while “an” is used with words beginning with a vowel. (K)

Know and use the demonstrative adjectives this, that, these, and those instead of colloquialisms. (K)

h. Use coordinating and subordinating conjunctions. Understand

“coordinating” and “subordinating.” (K)

Know that conjunctions are used to combine words and phrases. (K)

i. Use frequently occurring prepositions (e.g., during, beyond, toward).

i. Produce simple, compound, and complex sentences. (R) Know the characteristics

of simple, compound, and complex sentences. (K)

j. Produce and expand complete simple and compound declarative,

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interrogative, imperative, and exclamatory sentences inresponse to prompts.

L.CCR.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.K.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (K)a. Capitalize the first word in a sentence and the pronoun I. Understand that capitalize

means using an upper case letter. (K)

b. Recognize and name end punctuation. (K) Know what punctuation

is and its purpose. (K) Recognize periods,

question marks, and exclamation points and what they mean. (K)

c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). (K)d. Spell simple words phonetically, drawing onknowledge of sound-letter relationships. (K)

1.L.2. Demonstrate command of the conventions of standard English capitaliza-tion, punctuation, and spell-ing when writing. (R) Understand that capitalize

means using an upper case letter. (K)

a. Capitalize dates and names of people.b. Use end punctuation for sentences. Recognize periods,

question marks, and exclamation points as end punctuation marks and understand the function of each. (K)

Identify the end of a sentence. (R)

c. Use commas in dates and to separate single words in a series. Understand what is meant

by “words in a series.” (K)

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

2.L.2. Demonstrate command of the conventions of standard English capitaliza-tion, punctuation, and spell-ing when writing.a. Capitalize holidays, product names, andgeographic names. Know that specific brands

are to be capitalized (e.g., Nike shoes).

Identify holidays. (K)b. Use commas in greetings and closings of letters.c. Use an apostrophe to form contractions and frequently occurring possessives. Explain the difference in

purpose and placement of commas and apostrophes. (K)

Understand what a contraction is and what the apostrophe represents. (K)

Understand what a possessive is. (K)

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

3.L.2. Demonstrate command of the conventions of standard English capitaliza-tion, punctuation, and spell-ing when writing. (K)a. Capitalize appropriate words in titles. (K)b. Use commas in addresses. (K)c. Use commas and quotation marks in dialogue. (K)d. Form and use possessives. (K) Place apostrophes

correctly according to number. (K)

e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happi-ness). (K)f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningfulword parts) in writing words. (K)g. Consult reference mate-rials, including beginning

4.L.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spell-ing when writing. (K)a. Use correct capitalization. (K)b. Use commas and quotation marks to mark direct speech and quotations from a text. (K)c. Use a comma before a coordinating conjunction in a compound sentence. (K)d. Spell grade-appropriate words correctly, consulting references as needed. (K)

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e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

e. Consult reference mate-rials, including beginning dictionaries, as needed to check and correct spellings. (S) Know what reference

materials are (e.g., dictionary, glossary). (K)

Know that words in standard dictionaries are arranged in alphabetical order.

dictionaries, as needed to check and correct spellings. Know that words in

dictionaries are arranged in alphabetical order. (K)

Understand how dictionaries are structured. (K)

KNOWLEDGE OF LANGUAGE


L. CCR.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.(Begins in Grade 2) (begins in Grade 2) 2.L.3. Use knowledge of

language and its conventionswhen writing, speaking, reading, or listening. (S)a. Compare formal and

informal uses of English. Recognize conventions

of language for:WritingSpeakingReadingListening (K)

Identify convention of language for :Formal use of English.Informal use of English

3.L.3. Use knowledge of language and its conventionswhen writing, speaking, read-ing, or listening. (S)a. Choose words and phrases for effect.*

4.L.3. Use knowledge of language and its conventionswhen writing, speaking, read-ing, or listening. (S)a. Choose words and phrases to convey ideas precisely.* (R)

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(K) Use knowledge of

language when:WritingSpeakingReading. (R)

Use knowledge of language conventions when:WritingReadingListening. (R)

Compare:Formal use of EnglishInformal use of English. (R)

Use:Knowledge of language when speaking.Knowledge of language conventions when speaking. (S)

b. Recognize and observe differences between the conventions of spoken and written standard English.

b. Choose punctuation for effect.* (R) Recognize types of

punctuation. Recognize the

fundamentals of formal and informal English.

c. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where

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informal discourse isappropriate (e.g., small-group discussion).

VOCABULARY ACQUISITION AND USE


L. CCR.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.K.L.4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on kinder-garten reading and content.a. Identify new meanings for familiar words and apply them accurately (e.g., know-ing duck is a bird and learn-ing the verb to duck). (R) Understand that words

can have more than one meaning. (K)

1.L.4. Determine or clarify the meaning of unknownand multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.a. Use sentence-level context as a clue to the meaning of a word or phrase. Understand that one can

often use the words around an unfamiliar word to determine its meaning. (K)

Know what is meant by context and context clue. (K)

2.L.4. Determine or clarify the meaning of unknown andmultiple-meaning words and phrases based on grade 2 reading and content, choos-ing flexibly from an array of strategies.a. Use sentence-level

context as a clue to the meaning of a word or phrase.

Identify context clues within sentences and know how to use these to construct meaning of unknown or multiple meaning words. (K)

Use : Print glossaries and

beginning dictionaries to determine or clarify meaning of words or phrases. (K)

Digital glossaries and beginning dictionaries to

3.L.4. Determine or clarify the meaning of unknownand multiple-meaning word and phrases based on grade 3 reading and content, choos-ing flexibly from a range of strategies.a. Use sentence-level

context as a clue to the meaning of a word or phrase.

Recognize that context clues can help determine the meaning of unknown or multiple-meaning words. (K)

Determine the meaning of unknown and multiple-meaning words or phrases by examining a sentence to find clues. (R)

Choose flexibly from a range of strategies. (R)

Determine needed

4.L.4. Determine or clarify the meaning of unknown multiple-meaning words and phrases based on grade 4 reading and content, choos-ing flexibly from a range of strategies.a. Use context (e.g., definit-ions, examples, or restate-ments in text) as a clue to the meaning of a word or phrase. (R) Know that context clues

include definitions, examples, or other statements contained within a text. (K)

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determine and clarify the meanings of words or phrases. (K)

vocabulary strategy to determine or clarify the meaning of an unknown word or phrase. (R)

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 unknownword. (K)

b. Use frequently occurring affixes as a clue to the meaning of a word.

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). Identify meaning of

common grade appropriate prefixes and new words formed with them (e.g., happy/unhappy, tell/retell. (K)

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

affixes. (K) Determine the meaning

of a word when an affix is added. (R)

b. Use common, grade-appropriate Greek andLatin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). (K) Define prefix and suffix.

(K)

c. Identify frequently occur-ring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). Know that a root word is

a word that can be built on to form other words. (K)

c, Apply knowledge of common root words as a clue to problem solve novel with the same root (e.g.addition,additional). Identify grade

appropriate root words and their meanings. (K)

Identify compound words. (K)

Define individual words within the compound word. (K)

c. Use a known root word as a clue to the meaning of an unknown word with the sameroot (e.g., company, compan-ion). Identify and define root

words. (K) Determine the meaning

of an unknown word by identifying the common root.(R)

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronuncia-tion and determine or clarify the precise meaning of key words and phrases. (S) Know the parts of a

dictionary and how to use them, (K)

Identify the definition that fits the context. (R)

Pronounce words correctly using the key in a dictionary. (S)

Know the purpose of a thesaurus and how to use it. (K)

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Select words from a thesaurus which are appropriate to the situation. (R)

d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., bird-house, lighthouse, housefly; bookshelf, notebook, book-mark).

d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. Understand that a glossary

is the part of a book which contains meanings of words used in the book. (K)

Select the definition appropriate to the context. (R)

e. Choose to use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Determine or clarify

meaning of unknown or multiple-meaning words and phrases. (R)

Choose flexibly from an array of vocabulary strategies. (R)

L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.K.L.5. With guidance and support from adults, exploreword relationships and nuances in word meanings.

1.L.5. With guidance and support from adults, demon-strate understanding of word relationships and nuances in

2.L.5. Demonstrate understanding of word relationships and nuances in word meanings. (R)

3.L.5. Demonstrate under-standing of word relation-ships and nuances in word meanings.

4.L.5. Demonstrate under-standing of figurativelanguage, word relationships, and nuances in word mean-

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a. Sort common objects into categories (e.g. shapes, foods) to gain a sense of the con-cepts the categories represent. (R)

word meanings.a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts thecategories represent. (K) With guidance and

support distinguish shades of meaning among similar verbs. (R)

With guidance and support distinguish adjectives differing in intensity by defining, choosing and applying them. (R)

a. Identify real-life connec-tions between words and their use (e.g., describe foods that are spicy or juicy). Demonstrate unders-

standing:Word RelationshipsNuances in word meanings. (K)

Identify:VerbsAdjectives. (K)

Identify real life connect-Ions between words and their use. (K)

Distinguish meaning between closely related:VerbsAdjectives. (R)

a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps). (R) Understand what literal

and non-literal mean. (K) Recognize that words can

have both literal and non-literal meanings. (K)

ings. (R)a. Define and explain the meaning of simple similes and meta-phors (e.g., as pretty as a picture) in context. (K) Define simile and

metaphor. (K)

b. Demonstrate understanding of frequently occurring verbs and adjectives by relatingthem to their opposites (antonyms). (R)

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). (R)

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

b. Identify real-life connect-ions between words and their use (e.g., describe people who are friendly or helpful.

Identify real-life connections between words and their use. (K)

b. Define and explain the meaning of common idioms, adages, and proverbs. (K) Know what a proverb is

and give examples. (K) Explain the meaning of

simple similes and metaphors in context.

Explain the meaning of common idioms, adages, and proverbs.

Distinguish between: Synonyms and antynyms. Similes and metaphors.

c. Identify real-life connec- c. Identify real-life connec- c. Distinguish shades of c. Demonstrate understanding

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tions between words and their use (e.g., note places at school that are colorful). (R)

tions between words and their use (e.g., note places at home that are cozy). (K)

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

Distinguish shades of meaning among related words that describe state of mind or degrees of certainty.

of words by relating them to their opposites (antonyms)and to words with similar but not identical meanings (synonyms). (R) Know the meaning of

synonym and antonym. (K)

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

d. Distinguish shades of meaning among verbsdiffering in manner (e.g., look, peek, glance,stare, glare, scowl) and adjectives differing inintensity (e.g., large, gigantic) by defining orchoosing them or by acting out the meanings. (S)

.

L.CCR.6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.K.L.6. Use words and phrases acquired throughconversations, reading and being read to, and responding to texts. (S) Understand that learning

new words improves one’s ability to communi-cate effectively. (K)

Recognize that words are learned by being used.

1.L .6. Use words and phrases acquired throughconversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). (S) Know that some words

are used to make

2.L.6. Use words and phrases acquired through conversa-tions, 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). Use words and phrases

acquired through, conversations, reading,

3.L.6. Acquire and use accurately grade-appropriateconversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relation-ships (e.g., After dinner that night we went looking for them).(R) Acquire grade

4.L.6. Acquire and use accurately grade-appropriategeneral academic and domain-specific wordsand 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

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(K) Obtain words and phrases

acquired through: conversations, reading, being read to, responding to text. (K)

Distinguish if a word or phrase should be used when responding. (R)

Use words and phrases accurately acquired through: conversations, reaching being read to, responding to text. (PS)

connections in simple relationships (e.g.. because) (K)

Obtain words and phrases acquired through, reading, conversation and responding to reading. (K)

Distinguished between words and phrases to use in appropriate conversation. (R)

Use words or phrases accurately through: conversation, reading, being read to, responding to reading. (PS)

being read to and responding to texts. (K)

Identify and use: adjectives and adverbs. (K)

Distinguish between words and phrases acquired through conversations, reading, being read to and responding to texts. (R)

Determine when an adjective should be used to describe. (R)

Use words and phrases, including adjectives and adverbs acquired through conversations, reading, being read to and responding to texts accurately and appropriately. (R)

appropriate: conversational; general academic; domain-specific. (K)

Words and phrases including those that signal: spatial relationships; temporal relationships. (K)

Use accurately grade appropriate: conversational, general academic, and domain specific. (R)

Words and phrases including those that signal: spatial relationships, temporal relationships. ®

endangered when discussing animal preservation). (R)

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