workin’ out the curriculum details 5th grade. “either you deal with what is the reality, or you...

Workin’ Out the Workin’ Out the Curriculum DetailsCurriculum Details

Workin’ Out the Workin’ Out the Curriculum DetailsCurriculum Details

5th Grade5th Grade

““Either you deal with what Either you deal with what is the reality, or you can is the reality, or you can

be sure reality is going to be sure reality is going to deal with you.”deal with you.”

““Either you deal with what Either you deal with what is the reality, or you can is the reality, or you can

be sure reality is going to be sure reality is going to deal with you.”deal with you.”

Alex HaleyAlex Haley

Connections to the PARCC AssessmentConnections to the PARCC Assessment

Reading complex texts:

Read and comprehend a range of grade-level complex texts in all domains

Assess vocabulary in the context of reading passages

Compare and synthesize ideas across texts

Read closely and analytically

Reading complex texts:

Read and comprehend a range of grade-level complex texts in all domains

Assess vocabulary in the context of reading passages

Compare and synthesize ideas across texts

Read closely and analytically

Writing effectively when using and/or analyzing sources:

Demonstrate interrelated literacy activities of reading, gathering evidence about what is read, and analyzing/presenting that evidence in writing

Conducting and reporting on research:

Demonstrate the ability to gather resources, evaluate their relevance, and report the information and ideas investigated (conducting research to answer questions or solve problems)

Writing effectively when using and/or analyzing sources:

Demonstrate interrelated literacy activities of reading, gathering evidence about what is read, and analyzing/presenting that evidence in writing

Conducting and reporting on research:

Demonstrate the ability to gather resources, evaluate their relevance, and report the information and ideas investigated (conducting research to answer questions or solve problems)

Speaking and listening:Speaking and listening:

Demonstrate a range of interactive oral Demonstrate a range of interactive oral communication and interpersonal skills - formal communication and interpersonal skills - formal presentations, working collaboratively, sharing presentations, working collaboratively, sharing findings, and listening carefully to the ideas of findings, and listening carefully to the ideas of othersothers

Language use for reading, writing, and speaking:Language use for reading, writing, and speaking:

Demonstrate strong command of grammar and Demonstrate strong command of grammar and spoken/written academic Englishspoken/written academic English

Speaking and listening:Speaking and listening:

Demonstrate a range of interactive oral Demonstrate a range of interactive oral communication and interpersonal skills - formal communication and interpersonal skills - formal presentations, working collaboratively, sharing presentations, working collaboratively, sharing findings, and listening carefully to the ideas of findings, and listening carefully to the ideas of othersothers

Language use for reading, writing, and speaking:Language use for reading, writing, and speaking:

Demonstrate strong command of grammar and Demonstrate strong command of grammar and spoken/written academic Englishspoken/written academic English

Students need regular Students need regular opportunities to grapple with opportunities to grapple with

close analytic reading of grade-close analytic reading of grade-level complex texts and to level complex texts and to

construct increasingly construct increasingly sophisticated responses in sophisticated responses in

writing.writing.

Students need regular Students need regular opportunities to grapple with opportunities to grapple with

close analytic reading of grade-close analytic reading of grade-level complex texts and to level complex texts and to

construct increasingly construct increasingly sophisticated responses in sophisticated responses in

writing.writing.

A significant body of research links A significant body of research links the close reading of complex text-the close reading of complex text-

whether the student is a struggling or whether the student is a struggling or advanced reader-to significant gains advanced reader-to significant gains in reading proficiency and finds close in reading proficiency and finds close

reading to be a key component of reading to be a key component of college and career readiness.college and career readiness.

A significant body of research links A significant body of research links the close reading of complex text-the close reading of complex text-

whether the student is a struggling or whether the student is a struggling or advanced reader-to significant gains advanced reader-to significant gains in reading proficiency and finds close in reading proficiency and finds close

reading to be a key component of reading to be a key component of college and career readiness.college and career readiness.

Reading Complex TextReading Complex TextReading Complex TextReading Complex Text

Complex text:Complex text: What you should be

talking about!

Complex text:Complex text: What you should be

talking about!

Complex text is typified by a Complex text is typified by a combination of longer combination of longer

sentences, a higher proportion sentences, a higher proportion of less-frequent words, and a of less-frequent words, and a greater number of words with greater number of words with

multiple meanings. multiple meanings.

Complex text is typified by a Complex text is typified by a combination of longer combination of longer

sentences, a higher proportion sentences, a higher proportion of less-frequent words, and a of less-frequent words, and a greater number of words with greater number of words with

multiple meanings. multiple meanings.

ReadingReading “Flava”:“Flava”:

complexcomplex texttext

ReadingReading “Flava”:“Flava”:

complexcomplex texttext

It is It is timetime to examine text to examine text thoroughlythoroughly and and methodicallymethodically..

It is It is timetime to examine text to examine text thoroughlythoroughly and and methodicallymethodically..

Yeah, Boii.. Take time to Yeah, Boii.. Take time to Analyze!Analyze!

Yeah, Boii.. Take time to Yeah, Boii.. Take time to Analyze!Analyze!

Encourage students to read and Encourage students to read and REREAD deliberately.REREAD deliberately.

central ideascentral ideas

key supporting detailskey supporting details

meanings of individual words meanings of individual words and sentencesand sentences

the order in which sentences the order in which sentences unfoldunfold

the development if ideas over the development if ideas over the course of text.the course of text.

Encourage students to read and Encourage students to read and REREAD deliberately.REREAD deliberately.

central ideascentral ideas

key supporting detailskey supporting details

meanings of individual words meanings of individual words and sentencesand sentences

the order in which sentences the order in which sentences unfoldunfold

the development if ideas over the development if ideas over the course of text.the course of text.

Make Comparisons.

Make Comparisons.

Students can make comparisons Students can make comparisons between what they have just between what they have just read to previous learning and read to previous learning and assess how the text expands and assess how the text expands and challenges that knowledge. challenges that knowledge.

Comparison and synthesis of Comparison and synthesis of ideas across multiple texts allow ideas across multiple texts allow students to thoroughly students to thoroughly demonstrate reading demonstrate reading comprehension as defined by comprehension as defined by entirety of the reading standards entirety of the reading standards -- integration, comparison, and -- integration, comparison, and synthesis of ideas.synthesis of ideas.

Choosing short texts to Choosing short texts to complement an extended text complement an extended text will create coherence in a will create coherence in a module.module.

Students can make comparisons Students can make comparisons between what they have just between what they have just read to previous learning and read to previous learning and assess how the text expands and assess how the text expands and challenges that knowledge. challenges that knowledge.

Comparison and synthesis of Comparison and synthesis of ideas across multiple texts allow ideas across multiple texts allow students to thoroughly students to thoroughly demonstrate reading demonstrate reading comprehension as defined by comprehension as defined by entirety of the reading standards entirety of the reading standards -- integration, comparison, and -- integration, comparison, and synthesis of ideas.synthesis of ideas.

Choosing short texts to Choosing short texts to complement an extended text complement an extended text will create coherence in a will create coherence in a module.module.

I pity the fool who doesn’t I pity the fool who doesn’t choose text wisely!choose text wisely!

I pity the fool who doesn’t I pity the fool who doesn’t choose text wisely!choose text wisely!

Lower grades: text should include text should include content from across the disciplines.content from across the disciplines.

In the upper grades: other content other content area teachers are encouraged to area teachers are encouraged to consider how to best implement reading consider how to best implement reading across the disciplines while retaining across the disciplines while retaining the appropriate mix of literary and the appropriate mix of literary and informational texts appropriate to the informational texts appropriate to the grade level.grade level.

Lower grades: text should include text should include content from across the disciplines.content from across the disciplines.

In the upper grades: other content other content area teachers are encouraged to area teachers are encouraged to consider how to best implement reading consider how to best implement reading across the disciplines while retaining across the disciplines while retaining the appropriate mix of literary and the appropriate mix of literary and informational texts appropriate to the informational texts appropriate to the grade level.grade level.

Students Should::

Students Should::

Grapple with works of exceptional content Grapple with works of exceptional content and craft that span many genres, cultures, and craft that span many genres, cultures, and eras both for the insights they offer and and eras both for the insights they offer and as models for students’ own thinking and as models for students’ own thinking and writingwriting

ClassicsClassics

Contemporary fiction and non-fictionContemporary fiction and non-fiction

Foundational literary worksFoundational literary works

Influential political documentsInfluential political documents

Seminal historical and scientific textsSeminal historical and scientific texts

Not only do students need to be able to Not only do students need to be able to read closely, but also they need to be able read closely, but also they need to be able to read larger volumes of text when to read larger volumes of text when necessary for research purposes.necessary for research purposes.

Grapple with works of exceptional content Grapple with works of exceptional content and craft that span many genres, cultures, and craft that span many genres, cultures, and eras both for the insights they offer and and eras both for the insights they offer and as models for students’ own thinking and as models for students’ own thinking and writingwriting

ClassicsClassics

Contemporary fiction and non-fictionContemporary fiction and non-fiction

Foundational literary worksFoundational literary works

Influential political documentsInfluential political documents

Seminal historical and scientific textsSeminal historical and scientific texts

Not only do students need to be able to Not only do students need to be able to read closely, but also they need to be able read closely, but also they need to be able to read larger volumes of text when to read larger volumes of text when necessary for research purposes.necessary for research purposes.

“Design” great classroom libraries

“Design” great classroom libraries

provide a wide array of texts to provide a wide array of texts to ensure that students have ensure that students have opportunities to independently read opportunities to independently read texts of their own choosing during texts of their own choosing during and outside of the school day -- and outside of the school day -- both at their independent reading both at their independent reading level and at a challenging level.level and at a challenging level.

(Leveled texts that are below the grade-band (Leveled texts that are below the grade-band level in complexity are not a substitute; the level in complexity are not a substitute; the

standards indicate students should be standards indicate students should be reading grade-band-level complex text. reading grade-band-level complex text.

Flexibility is built in for educators to build Flexibility is built in for educators to build progressions of more complex texts within progressions of more complex texts within grade-band- levels that overlap to a limited grade-band- levels that overlap to a limited degree with earlier bands, but reading text degree with earlier bands, but reading text from the appropriate band level lies at the from the appropriate band level lies at the core of the Model Content Frameworks.)core of the Model Content Frameworks.)

provide a wide array of texts to provide a wide array of texts to ensure that students have ensure that students have opportunities to independently read opportunities to independently read texts of their own choosing during texts of their own choosing during and outside of the school day -- and outside of the school day -- both at their independent reading both at their independent reading level and at a challenging level.level and at a challenging level.

(Leveled texts that are below the grade-band (Leveled texts that are below the grade-band level in complexity are not a substitute; the level in complexity are not a substitute; the

standards indicate students should be standards indicate students should be reading grade-band-level complex text. reading grade-band-level complex text.

Flexibility is built in for educators to build Flexibility is built in for educators to build progressions of more complex texts within progressions of more complex texts within grade-band- levels that overlap to a limited grade-band- levels that overlap to a limited degree with earlier bands, but reading text degree with earlier bands, but reading text from the appropriate band level lies at the from the appropriate band level lies at the core of the Model Content Frameworks.)core of the Model Content Frameworks.)

In elementary grades, there is a In elementary grades, there is a

50/5050/50 balance of balance of

literatureliterature and and non-non-fictionfiction texts, whereas in high texts, whereas in high school, informational texts are school, informational texts are

to be more prominently to be more prominently featured. featured.

In elementary grades, there is a In elementary grades, there is a

50/5050/50 balance of balance of

literatureliterature and and non-non-fictionfiction texts, whereas in high texts, whereas in high school, informational texts are school, informational texts are

to be more prominently to be more prominently featured. featured.

See Appendix B for exemplars.See Appendix B for exemplars.See Appendix B for exemplars.See Appendix B for exemplars.

Move to the Move to the “Head of the “Head of the

class”...class”...

Move to the Move to the “Head of the “Head of the

class”...class”...write about texts.write about texts.write about texts.write about texts.

““Beef -up” writing Beef -up” writing assignmentsassignments

““Beef -up” writing Beef -up” writing assignmentsassignments

Modules include:Modules include:

Routine Writing in Routine Writing in response to prompts response to prompts designed to answer designed to answer questions and brainstorm questions and brainstorm ideas:ideas:

*NotesNotes*SummariesSummaries*Learning LogsLearning Logs*Writing to learn tasksWriting to learn tasks*Open-ended questionsOpen-ended questions*Response to a short selectionResponse to a short selection

Modules include:Modules include:

Routine Writing in Routine Writing in response to prompts response to prompts designed to answer designed to answer questions and brainstorm questions and brainstorm ideas:ideas:

*NotesNotes*SummariesSummaries*Learning LogsLearning Logs*Writing to learn tasksWriting to learn tasks*Open-ended questionsOpen-ended questions*Response to a short selectionResponse to a short selection

Each module contains more Each module contains more formal, structured analytic formal, structured analytic

writing that either advances writing that either advances an argument or explains an an argument or explains an

idea. idea.

Each module contains more Each module contains more formal, structured analytic formal, structured analytic

writing that either advances writing that either advances an argument or explains an an argument or explains an

idea. idea.

Students are expected to respond to high-quality, Students are expected to respond to high-quality, TEXT-DEPENDENT prompts about what they have TEXT-DEPENDENT prompts about what they have read by framing a debate or informing the reader read by framing a debate or informing the reader about what they have learned through writing.about what they have learned through writing.*Follow details of what is explicitly statedFollow details of what is explicitly stated*Make valid claims and inferences that square with Make valid claims and inferences that square with the textthe text

Students are expected to respond to high-quality, Students are expected to respond to high-quality, TEXT-DEPENDENT prompts about what they have TEXT-DEPENDENT prompts about what they have read by framing a debate or informing the reader read by framing a debate or informing the reader about what they have learned through writing.about what they have learned through writing.*Follow details of what is explicitly statedFollow details of what is explicitly stated*Make valid claims and inferences that square with Make valid claims and inferences that square with the textthe text

““Busting” into ResearchBusting” into Research““Busting” into ResearchBusting” into Research

Research Should:Research Should:

1. connect to text selected for close readings1. connect to text selected for close readings

2. require students to closely read and compare and synthesize 2. require students to closely read and compare and synthesize across multiple texts. across multiple texts.

3. require students to present their findings in a variety of 3. require students to present their findings in a variety of modes in informal and formal contexts:modes in informal and formal contexts: Oral PresentationsOral Presentations Argumentative or Explanatory CompositionsArgumentative or Explanatory Compositions Multimedia ProductsMultimedia Products

Research Should:Research Should:

1. connect to text selected for close readings1. connect to text selected for close readings

2. require students to closely read and compare and synthesize 2. require students to closely read and compare and synthesize across multiple texts. across multiple texts.

3. require students to present their findings in a variety of 3. require students to present their findings in a variety of modes in informal and formal contexts:modes in informal and formal contexts: Oral PresentationsOral Presentations Argumentative or Explanatory CompositionsArgumentative or Explanatory Compositions Multimedia ProductsMultimedia Products

Research responses Research responses should leverage should leverage

technology...technology...

Research responses Research responses should leverage should leverage

technology...technology...

expanding more on traditional modes of written expanding more on traditional modes of written expression to include using digital sources to draft, expression to include using digital sources to draft, revise and edit work as well as conduct research, revise and edit work as well as conduct research, including evaluating websites for authenticity and including evaluating websites for authenticity and

credibility.credibility.

““Warm up” to Warm up” to Narrative WritingNarrative Writing

““Warm up” to Warm up” to Narrative WritingNarrative Writing

In grade school, students write narratives 35% of the time; that

amount is gradually reduced to 20% in high school.

In grade school, students write narratives 35% of the time; that

amount is gradually reduced to 20% in high school.

““CheersCheers”” for great Narrativesfor great Narratives

““CheersCheers”” for great Narrativesfor great Narratives

From the importance of organization (6 Traits) to the nuance From the importance of organization (6 Traits) to the nuance of word choice (6 Traits), shaping narratives that reflect real of word choice (6 Traits), shaping narratives that reflect real or imagined experiences or events reinforces what students or imagined experiences or events reinforces what students are learning elsewhere.are learning elsewhere.

Narratives provide an opportunity for students to reflect on and Narratives provide an opportunity for students to reflect on and to emulate what they have read through imaginative writing. to emulate what they have read through imaginative writing.

As students mature as writers, their skill with narrative As students mature as writers, their skill with narrative techniques also advances their analytic and explanatory prose.techniques also advances their analytic and explanatory prose.

Tell an interesting story effectivelyTell an interesting story effectively

Present vivid, relevant detailsPresent vivid, relevant details

Situate events in time and placeSituate events in time and place

Craft a structure that lends a larger shape and Craft a structure that lends a larger shape and significance to detailssignificance to details

From the importance of organization (6 Traits) to the nuance From the importance of organization (6 Traits) to the nuance of word choice (6 Traits), shaping narratives that reflect real of word choice (6 Traits), shaping narratives that reflect real or imagined experiences or events reinforces what students or imagined experiences or events reinforces what students are learning elsewhere.are learning elsewhere.

Narratives provide an opportunity for students to reflect on and Narratives provide an opportunity for students to reflect on and to emulate what they have read through imaginative writing. to emulate what they have read through imaginative writing.

As students mature as writers, their skill with narrative As students mature as writers, their skill with narrative techniques also advances their analytic and explanatory prose.techniques also advances their analytic and explanatory prose.

Tell an interesting story effectivelyTell an interesting story effectively

Present vivid, relevant detailsPresent vivid, relevant details

Situate events in time and placeSituate events in time and place

Craft a structure that lends a larger shape and Craft a structure that lends a larger shape and significance to detailssignificance to details

Let’s talk about literacy in all Let’s talk about literacy in all disciplinesdisciplines

Let’s talk about literacy in all Let’s talk about literacy in all disciplinesdisciplines

IInstruction in reading, writing, speaking, nstruction in reading, writing, speaking, and listening is a SHARED RESPONSIBILITY.and listening is a SHARED RESPONSIBILITY.

All fields demand analysis of complex text All fields demand analysis of complex text and strong oral and written communication and strong oral and written communication skills using discipline-specific discourse.skills using discipline-specific discourse.

Educators in each field must take ownership Educators in each field must take ownership of building robust instruction around of building robust instruction around discipline-specific literacy skills to better discipline-specific literacy skills to better prepare students for college and career prepare students for college and career readiness.readiness.

IInstruction in reading, writing, speaking, nstruction in reading, writing, speaking, and listening is a SHARED RESPONSIBILITY.and listening is a SHARED RESPONSIBILITY.

All fields demand analysis of complex text All fields demand analysis of complex text and strong oral and written communication and strong oral and written communication skills using discipline-specific discourse.skills using discipline-specific discourse.

Educators in each field must take ownership Educators in each field must take ownership of building robust instruction around of building robust instruction around discipline-specific literacy skills to better discipline-specific literacy skills to better prepare students for college and career prepare students for college and career readiness.readiness.

More Stuff you’ll More Stuff you’ll “Care” “Care” about...about...

ResourcesResources• Book rooms?• Individual books?• Nooks with books pre loaded?

• $3000 to purchase books....

Be wise...

County Office doesn’t County Office doesn’t “Control” Grades“Control” Grades

We do not require a set number of grades per subject.

““Stop thinking Stop thinking in terms of in terms of

limitations and limitations and start thinking start thinking

in terms of in terms of possibility.” possibility.”

Terry Josephson

Narrative Summary

*Read widely and deeply from a range of high-quality, increasingly challenging literature and informational text from diverse cultures and different time periods

*Quote accurately and explicitly to support inferences

*Delve deeply into texts and build knowledge base about different subjects

*Identify and assess evidence from text*Accurately paraphrase reading material by citing key details

*Explain how elements of a story of text interact

*Describe how different points of view influence the description of events

*Learn how to trace the development of a topic in texts of the same genre

*Integrate information gleaned from reading multiple sources

grade 5 section

grade 5 section

*Contribute accurate and relevant information in discussions

*Comment on the remarks of others in discussions

*Synthesize what is read from multiple sources

*Gain practice at acquiring and employing precise words - Critical in grade 5

*Research and write multiparagraph stories and essays - detailed descriptions, ample evidence, grouped evidence

*Continue building word analysis skills*Respond critically to both literary and informational sources over the course of the year

*Write both short- and long-term pieces

*Develop a greater appreciation for the nuances of grammar, usage, and punctuation in writing

*Further develop revision and editing skills

*Assess fluency at the beginning of the year, and provide direct fluency instruction for those students not currently at grade level

Reading Complex Writing About Research NarrativeTexts Texts

Writing

Short Texts (5-9) Extended Texts(1)

Routine Writing Analyses(3)

Research Project(1)

Narrative Writing(1-2)

First Nine Weeks 3-5 Greek Myths;1-2 Science;1-2 Soc.St./Art

Literature Develop and Convey Under-standing

Focus on Opinions Integrate know. from sources

Convey experience

Second Nine Weeks 3-5 Literature; 1-2 Science;1-2 Social Studies/Art

Infor-mational

Develop and Convey Under-standing

Focus on inform and explain

Integrate know. from sources

Convey experience

Third Nine Weeks 3-5 Literature; 1-2 Science;1-2 Social Studies/Art

Literature Develop and Convey Under-standing

Focus on inform and explain

Integrate know. from sources

Convey experience

Fourth Nine Weeks 3-5 Literature; 1-2 Science;1-2 Social Studies/Art

Infor-mational

Develop and Convey Under-standing

Focus on Opinions Integrate know. from sources

Convey experience

Grade 5 ELA/Literacy Model Content Framework

ALIGNMENT OF CCSS TO THE MS ELA FRAMEWORK

The MS ELA Framework does not include Speaking and Listening standards. However, a number of close matches are noted in the document. Although matches are noted between many of the MS ELA competencies and objectives and the CCSS, some of the ELA competencies and objectives are not as specific or deep as the CCSS. For example, the writing standards in the CCSS are much more specific. The reading standards are more specific about the types of text students should read (e.g., myths, folktales, etc.). The CCSS also refers to the EXPLICIT use of the text numerous times.

If 5th grade teachers utilize the CCSS for ELA, their students will be successful on the MCT2.

MS ELA Framework objectives are not included in the 5th grade CCSS.

The objectives will be incorporated into the DCS Instructional Units.

2a2 - Parts of a book - title page, table of contents, glossary, index, appendix, footnotes, etc.

Text features are included in the CCSS in grades 1, 2, and 3. (RI.1-3.5) However, “appendix and footnotes” are not specifically listed in the CCSS.

2b5 - Predict a logical outcome based upon information stated in a paragraph or short passage and confirm or revise based upon subsequent text.

This objective is not explicitly stated in fourth grade or any other grade level. However, predicting logical outcomes and adjusting those predictions based upon further reading could easily be incorporated into RL/RI.5.1.

4a1 - Nouns (e.g., singular, plural [including irregular forms], common, proper, singular possessive, plural possessive, appositives) - to compose or edit

The CCSS addresses nouns in the following standards:L.K.1b (singular - implied and regular plural)L.1.1b (common, proper, possessive)L.1.1d (Use singular and plural nouns with matching verbs in sentences)L.2.1a (collective nouns)L.2.1b (irregular plural nouns)L.3.1a (explain function in sentences)L.3.1b (regular and irregular plural nouns)L.3.1c (abstract nouns)



4a2 - Verbs (e.g., helping verbs, irregular verbs, linking verbs) - to compose or edit

(When writing or speaking)L.1.1e - Use verbs to convey a sense of past, present, and future L.2.1d - Form and use the past tense of frequently occurring irregular verbsL.3.1d - Form and use regular and irregular verbsL.3.1e - Form and use the simple verb tenses

4a4 - Subject-verb agreement - to compose or edit

l.3.1f - Ensure subject-verb and pronoun-antecedent agreement.

This standard is marked with an *, which means it is particularly likely to require continued attention in higher grades as it is applied to increasingly sophisticated writing and speaking.

4a5 - Articles and coordinating conjunctions - to compose or edit

L.1.1g - Use frequently occurring conjunctionsL.1.1h - Use determiners (e.g., articles, demonstratives)L.3.1h - Use coordinating and subordinating conjunctionsL.5.1e - Use correlative conjunctions (e.g., either/or, neither/nor)

4a6 - Adjectives (e.g., descriptive, comparative, superlative, predicate adjectives)

L.1.1f - Use frequently occurring adjectivesL.2.1e - Use adjectives and adverbs, and choose between them depending on what is to be modifiedL.3.1g - Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modifiedL.4.1d - Order adjectives within sentences according to conventional patterns

4a7 - Prepositions

L.K.1e - Use the most frequently occurring prepositionsL.1.1i - Use frequently occurring prepositionsL.4.1e - Form and use prepositional phrases

4a8 - Pronouns (subject, object, reflexive, singular, singular possessive, plural, plural possessive, demonstrative, and interrogative)

L.1.1c - Use personal, possessive, and indefinite pronounsL.2.1c - Use reflexive pronounsL.4.1a - Use relative pronounsL.6.1a - Ensure that pronouns are in the proper case (subjective, objective, possessive)

Further guidance will be provided in the DCS instructional units.



4a9 - Pronoun-antecendent agreement (number and gender)

L.3.1f - Ensure subject-verb and pronoun-antecedent agreement

This standard is marked with an *, which means it is particularly likely to require continued attention in higher grades as it is applied to increasingly sophisticated writing and speaking.

4a10 - Adverbs (e.g., comparative forms; avoiding double negatives)

L.2.1e - Use adjectives and adverbs, and choose between them depending on what is being modified.L.3.1a - Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular sentences.L.4.1a - Use relative pronouns and relative adverbs.

4a11 - Interjections

L.5.1a - Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

The DCS units will provide additional direction regarding this objective.4b1 - End punctuation (e.g., period, question mark, exclamation point)

L.K.1f - Produce and expand complete sentences in shared language activities.L.1.1j - Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.L.3.1i - Produce simple, compound, and complex sentences.L.4.1f - Produce complete sentences, recognizing and correcting inappropriate fragments and run ons.

4b2 - Periods in common abbreviations (e.g., titles of address, days of the week, months of the year)

I could not find a comparable standard at any grade level for this objective. Help?

4b4 - Apostrophes (possessives; contractions)

L.2.2c - Use an apostrophe to form contractions and frequently occurring possessives.

4.b.5 - Semicolons (compound sentences)

L.9-10.2a - Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

Further guidance will be provided in the DCS units.



4b8 - Colons (e.g., time, before lists introduced by independent clauses, business letters)

L.9-10.2b - Use a colon to introduce a list or quotation.

Using a colon for time is not addressed in the ELA CCSS. It is addressed in grade 2 CCSS mathematics.

Further guidance will be provided in the DCS instructional units.

4b9 - Capitalization (e.g., first word in a sentence, proper nouns, days of the week, months of the year, holidays, titles, initials, the pronoun “I,” first word of greetings and closings of friendly letters, proper adjectives)

L.K.1a - Capitalize the first word of a sentence and the pronoun “I.”L.1.1a - Capitalize dates and names of people.L.2.1a - Capitalize holidays, product names, and geographic names.L.3.1a - Capitalize appropriate words in titles.L.4.1a - Use correct capitalization.4b11 - Produce legible text - The CCSS focuses on the competent use of digital tools.

4c3 - Avoid sentence fragments, run-on sentences, and comma splices.

L.4.1f - Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

This standard has an * beside it which means it will likely require continued attention in higher grades as it is applied to increasingly sophisticated writing and speaking.

4c4 - Analyze sentences containing descriptive adjectives, adverbs, prepositional phrases, and appositive phrases.

4c5 - Compose sentences containing adjectives, adverbs, prepositional phrases, and appositive phrases.

““Coming together is a Coming together is a beginning. beginning.

Keeping together is Keeping together is progress. progress.

Working together is Working together is success.” success.”

-Henry FordHenry Ford

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