1-6 Language Arts Standards

8/2/2019 1-6 Language Arts Standards

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TYiS Content Standards (Language Arts)RW = Reading/Writing LS = Listening/Speaking C = Conventions

Adopted from the Singapore American School Language Arts Curriculum Standards, August, 2011

Grade 1 Language Arts Standards

1RW1: Apply reading skills and strategies to comprehend a variety of texts1RW1.1 Apply concepts of words and print

1RW1.1.1Understand appropriate concepts about print

a. Read from left to right and from top to bottom

b. Point to words with onetoone matching

c. Identify letters, words, and sentences

d. Identify variations in print e.g., font, size, bold, italic

1RW1.1.2 Demonstrate Phonemic Awareness

a. Identify consonant sounds/symbol relationships in the contexts of words

b. Begin to identify short and long vowels in the contexts of words

c. Begin to recognize and identify the first, last and medial sound of a spoken word

d. Recognize and produce rhyming words e.g., kite, light

e. Begin to recognize blends, e.g. gr, dr, str, spl

f. Begin to recognize digraphs, e.g. sh, th, wh, kn, ph

g. Begin to manipulate phonemes to create new words (e.g., change the last letter of cat to make a new word (can, cab, cad))

h. Begin to recognize simple endings e.g., _ed, _ing, _er

1RW1.2 Apply strategies to derive meaning from words and develop vocabulary

1RW1.2.1 Use a balance of strategies to decode words and derive meaning

a. Use titles and picture cues to gain meaning of unfamiliar words

b. Use background knowledge

c. Use the context to predict an unfamiliar word

d. Use simple decoding strategies e.g., sounding out, chunking, breaking apart

e. Reread and selfcorrect to gain meaning

f. Begin to use simple endings to understand the meaning of words e.g., _ed, _ing, _er


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g. Use sentence structure and language patterns to gain meaning

h. Recognize and read in context the 100 Grade1 high frequency words

1RW1.2.2 Use word patterns and relationships to understand and increase vocabularya. Identify word family patterns and generate new words e.g., _ish, _est

b. Begins to recognize simple contractions

c. Begin to recognize simple compound words

1RW1.2.3 Recognize and begin to read grade level vocabulary across the curriculum e.g., content vocabulary, literary vocabulary

1RW1.2.4 Use classroom resources to read words e.g. environmental print, personal dictionary, anchor charts

1RW1.3 Read Fluently for meaning

1RW1.3.1 Read just right stories, poems, and passages with appropriate fluency, accuracy and expression

a. Demonstrate appropriate pacing, fluency and expression when reading aloud e.g., partner reading, rehearsed reading, choral reading, class

poems, shared reading, and readers theater

b. Reflect basic punctuation in oral reading.

c. Begin to reread and selfcorrect

1RW1.4 Use strategies before, during and after reading to construct meaning

1RW1.4.1 Use a variety of thinking skills to comprehend texts

a. Preview texts using pictures, familiar words in titles and similar strategies

b. Make predictions based on title, cover, illustrations and text before and during reading

c. Activate prior knowledge to make texttotext and texttoself connectionsd. Use visualization to interpret texts

e. Begin to raise questions to clarify meaning

1RW1.4.2 Demonstrate evidence of literal comprehension

a. Answer literal comprehension questions verbally e.g., who, what, where, when

b. Identify main event e.g., through drawing, explaining, roleplaying, completing a graphic organizer


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c. Retell events in sequence

d. Begin to identify details

1RW1.4.3 Begin to demonstrate evidence of interpretation/inferential comprehensiona. Begin to make inferences based on prior knowledge and text clues

1RW1.4.1 Reflect and respond to texts verbally, artistically and/or in writing

a. Express an opinion, and/or connection about the text and begin to explain why

1RW1.5 Apply appropriate skills and strategies to understand different genre

1RW1.5.1 Know that authors write different kinds of books for different purposes

a. Begin to Identify the authors purpose e.g., to inform, entertain

b. Know that different genre have different features e.g., title, chapters, table of contents

1RW1.5.2 Begin to use reading skills and strategies to understand a variety of literature (e.g., picture books, fairy tales, rhymes, poetry, songs, and

plays)

a. Identify title, author and illustrator

b. Make predictions about the story and possible outcomes

c. Begin to retell story elements e.g., setting, main characters, main events, sequence, and problem

d. Know the main idea or theme of a story

e. Relate stories to personal experiences

1RW1.5.3 Begin to use reading skills and strategies to understand a variety of informational text (e.g., informational books, directions, childrens

magazines)a. Begin to use text features (e.g., titles, table of contents, index, glossary, chapter headings, captions, labels, font variations to locate and

understand information)

b. Begin to locate information to answer questions.

c. Begin to interpret information from photographs, diagrams, charts, graphs and maps

d. Begin to identify information learned from text e.g.., retell using own words

e. Begin to use strategies to record information learned e.g., sticky notes, note cards, graphic organizers


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1RW1.5.4 Compare and contrast books written/illustrated by a particular author/illustrator

1RW1.6 Demonstrate effective reading behaviors1RW1.6.1 Exhibit positive attitude and interest in reading a variety of genre

a. Begin to use strategies to select just right books with a purpose and interest in mind

b. Begin to reflect and selfassess on reading

c. Increase reading stamina

d. Read independently and with a partner

1RW2: Apply writing skills and strategies to create a variety of texts

1RW2.1 Plan writing effectively

1RW2.1.1 Use prewriting strategies to generate and develop ideas, and to organize writinga. Generate a list of ideas

b. Begin to identify purpose and audience

c. Begin to use strategies to organize ideas before drafting (e.g., draw, create webs, partnertalk)

d. Use an author or text as a model

1RW2.2 Develop draft(s)

1RW2.2.1 Develop drafts from prewriting plans

a. Use pictures and words to share ideas.

b. Stay on topic

c. Begin to write stories with a beginning, middle and end

1RW2.3 Revise to improve quality of writing

1RW2.3.1 Begin to review, evaluate and revise for meaning and clarity

a. Begin to provide more descriptive detail through additional ideas in pictures and words

b. Begin to connect ideas with simple transition words


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c. Begin to understand and respond to feedback about writing

1RW2.4 Edit writing to enhance readability

1RW2.4.1 Begin to edit for punctuation, spelling, capitalizationa. Begin to proofread ones own and others writing for grade level conventions

b. Begin to use proper terminology to discuss writing e.g., capital letter

c. Reference appropriate resources to check spelling

1RW2.5 Publish writing selectively and effectively

1RW2.5.1 Begin to make choices about how and what to publish

a. Begin to format writing for purpose and audience

b. Share final copy according to purpose e.g., read aloud, display, publish, mail or perform

1RW2.6 Apply appropriate strategies and understanding of text to write a variety of genre1RW2.6.1 Know that authors write different kinds of texts for a variety of purposes

a. Begin to identify the purpose of different texts with an emphasis on narrative writing, letter writing, informational writing and exposure to

poetry

1RW2.6.2 Write Personal Narratives

a. Use pictures and words to describe personal experiences

b. Stay focused on one topic

c. Write ideas in sentences

d. Include details

e. Begin to write in a logical sequence with an identifiable beginning, middle and end

1RW2.6.3 Write Friendly Letters

a. Begin to write a friendly letter with date, salutation, body and signature. e.g., invitations, notes to friends and family, thank you notes

1RW2.6.4 Begin to write Poetry


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a. Use senses to create images of ideas

b. Begin to select words to convey a feeling or rhythm

c. Begin to understand the format of poems e.g., line breaks and white space

1RW2.6.5 Write simple Informational Texts e.g., HowTo Books, All About Books

a. Begin to use nonfiction text features to write information e.g., titles, table of contents, captions, diagrams and labels, font variations

b. Begin to write information learned in own words

c. Begin to write information in a logical sequence

1RW2.7 Demonstrate effective writing behaviors

1RW2.7.1 Exhibit positive attitude and interest in writing a wide variety of genre.

a. See self as writer

b. Read own writing

c. Begin to reflect and selfassess writingd. Begin to write for an increasingly longer period of time

e. Share writing with other

1LS3: Apply listening and speaking skills and strategies to communicate effectively

1LS3.1 Listen actively in a variety of contexts

1LS3.1.1 Listen purposefully for understanding

a. Listen attentively to books, songs, conversations, student sharing and presentations

b. Listen for instructions to complete task(s)

c. Listen to and follow 34 step directions

1LS3.2 Speak clearly and confidently for a variety of purposes

1LS3.2.1 Articulate various experiences, ideas and responses

a. Tell or retell a personal experience in logical order.


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b. Recite and respond to familiar stories, poems, and rhymes (e.g., retells in sequence, relates information to own life,

describes character, setting, and plot)

c. Make relevant contributions in class and group discussions e.g., reports on ideas and personal knowledge of a topic

1LS3.2.2 Begin to adjust language to a particular context

a. When speaking, use a clear voice at an appropriate voice level (e.g., small group settings, informal discussions, reading aloud, puppets plays,

centers, performances)

b. Use developmentally appropriate vocabulary in speech

c. Incorporate new vocabulary in speech

1LS3.2.3 Begin to plan and deliver oral presentations

a. Plan and deliver a minimum of one individual oral presentation per semester (e.g., an experience, Book Talk, research project, inclass

assignment)

b. Participate in grade level performances (e.g., plays, production)

1LS3.3 Demonstrate effectively listening and speaking behaviors

1LS3.3.1 Interact appropriately through listening and speaking

a. Follow rules of conversation (e.g., take turns, raise hand to speak when in a group, stay on topic, focus attention on speaker)

b. Begin to ask relevant questions for clarification and further explanation

c. Respond appropriately to questions asked

d. Begin to make connections between their own ideas and experiences with those of others

e. Begin to initiate conversations

1C4: Use conventions to communicate effectively

1C4.1 Use capitalization and punctuation conventions to clarify and convey meaning

1C4.1.1 Apply capitalization rules from previous grade, and:

a. Capitalize the word I

b. Capitalize first names


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c. Capitalize days of the week

d. Begin to capitalize the beginning of sentences

1C4.1.2 Begin to use punctuation rulesa. Know that different sentences have different end punctuation marks

b. Begin to use periods at the end of most sentences

c. Begin to use question marks

d. Recognize exclamation marks in reading

e. Recognize simple contractions in reading (e.g., cant, dont)

1C4.1.3 Apply knowledge of punctuation to comprehend texts

1C4.1.4 Reflect punctuation in voice when reading or speaking

1C4.1.5 Begin to reference appropriate resources to check capitalization and punctuationa. Use a wider variety of classroom references to check capitalization and punctuation e.g., environmental print

1C4.2 Apply grammar and usage conventions

1C4.2.1 Begin to develop knowledge, skills and understandings about grammar and usage

a. Begin to recognize and use singular and plural nouns

b. Begin to recognize and use simple common contractions (e.g., cant, dont)

1C4.3 Use correct and varied sentence structure

1C4.3.1 Continue developing sentence structure

a. Use complete sentences in writing

b. Begin to use different sentence openers

c. Begin to use different types of sentence

1C4.4 Spell accurately

1C4.4.1 Begin to spell conventionally

a. Spell Grade 1 No Excuse words


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b. Use CVC patterns to spell words

c. Use knowledge of blends to spell words

d. Begin to use simple word families to spell other words

e. Use approximations to attempt conventional spellingf. Begin to use resources to spell word

1C4.5 Apply formatting conventions to enhance communication

1C4.5.1 Present written work appropriately

a. Begin to write legibly

b. Begin to form letters correctly in DNealian print

c. Begin to use consistent spacing


2RW1: Apply reading skills and strategies to comprehend a variety of texts

2RW1.1 Apply concepts of words and print

2RW1.1.1 Understand appropriate concepts about print Mastered at previous grade level2RW1.1.2 Demonstrate Phonemic Awareness

a. Identify short and long vowels in the contexts of words

b. Recognize and identify the first, last and medial sound of a spoken word

c. Recognize silent consonants (e.g., kn _, gn_, wr_, _mb, ph_, _ph)

d. Recognize blends,( e.g. gr, dr, str, spl)


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e. Recognize digraphs, (e.g. sh, th, wh)

f. Identify various graphemes for vowels (e.g., ai, ay, ea, ee, igh)

g. Manipulate phonemes to create new words (e.g., change the last letter of cat to make a new word (can, cab, cad))

h. Recognize suffixes (e.g., _est, _ly, _en)i. Begin to recognize simple prefixes (e.g., un, re)


2.1.2.1 Use appropriate strategies to decode words and derive meaning

a. Use context clues to determine meaning of unfamiliar words.

b. Use knowledge of word structure (e.g., simple prefixes and suffixes) to read and determine meaning of unfamiliar words

c. Apply a variety of decoding strategies to read unfamiliar words

d. Use sentence structure and language patterns to gain meaning

e. Recognize and read in context the 100 Grade 2 high frequency words

2.1.2.2 Use word patterns and relationships to understand and increase vocabularya. Recognize and read simple contractions in context

b. Recognize simple compound words

c. Identify word family patterns and to generate new words (e.g., _ain, _igh)

d. Begin to use knowledge of synonyms and antonyms to read unfamiliar words

2.1.2.3 Recognize and begin to read grade level vocabulary across the curriculum (e.g., content vocabulary, literary vocabulary)

2.1.2.4 Reference classroom resources to support readinge.g. dictionary, glossary, anchor charts

a. Begin to use dictionary, glossary and other word reference materials

2RW1.3 Read fluently for meaning


a. Demonstrate appropriate pacing, fluency and expression when reading aloud e.g., partner reading, rehearsed reading, choral reading, class poems,

shared reading, and readers theater

b. Reflect basic punctuation in oral reading

c. Know when to reread and selfcorrect



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2RW1.4.1 Use a variety of thinking skills to comprehend texts

a. Preview texts using pictures, familiar words in titles and similar strategies

b. Explain predictions about content using various textual and graphic clues.

c. Review and revise stated predictions during readingd. Use visualization to interpret texts

e. Activate prior knowledge to make and explain texttotext and texttoself connections

f. Begin to raise questions to clarify meaning


a. Answer literal comprehension questions e.g., who, what, where, when

b. Identify main event e.g., through drawing, explaining, roleplaying, completing a graphic organizer

c. Retell events in sequence

d. Begin to identify details

2RW1.4.3 Begin to demonstrate evidence of inferential comprehension/interpretation

a. Begin to identify authors message

2RW1.4.4 Reflect and respond to texts verbally, artistically and/or in writing

a. Express an opinion, and/or connection about the text and explain why


2RW1.5.1 Know that authors write different kinds of books for different purposes

a. Identify the authors purpose e.g., to inform, entertain

b. Know that different texts have different structures e.g., the elements of a fairytale

2RW1.5.2 Use reading skills and strategies to understand a variety of literature with a focus on fairytales and poetry

a. Describe characters, setting, and important events.

b. Identify the problem, solution, and main idea

c. Identify sequence of a story/text

d. Begin to understand different points of view e.g., The True Story of the Three Little Pigs

e. Compare and contrast different versions of fairytales and different poems about the same topic


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2RW1.5.3 Use reading skills and strategies to understand avariety of informational text (e.g., informational books, procedures, childrens

magazines)

a. Use text features (e.g., e.g., titles, table of contents, index, glossary, chapter headings, captions, labels, font variations to locate and understandinformation)

b. Locate information to answer questions

c. Begin to interpret information from photographs, diagrams, charts, graphs and maps.

d. Begin to identify main idea and summarize information found in texts e.g.., retell using own words.

e. Begin to use strategies to record information learned e.g., sticky notes, note cards, graphic organizers

2RW1.5.4 Compare and contrast books written and/or illustrated by a particular author/illustrator (e.g., Tomie dePaola, Patricia Polacco,

Demi, Arnold Lobel)

2RW1.6 Demonstrate effective reading behaviors

2RW1.6.1 Exhibit positive attitude and interest in reading a wide variety of genre

a. Continue to use strategies to select just right books

b. Reflect and selfassess on reading development to begin setting personal reading goals.

c. Read for an increasingly longer period of time

d. Read independently and collaboratively for a variety of purposes


2RW2.1 Plan writing effectively2.2.1.1 Use prewriting strategies to generate and develop ideas, and to organize writing

a. Generate a list of ideas

b. Identify purpose and audience

c. Use strategies to organize ideas before drafting e.g., draw, create webs, develop a story map, sequence charts



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2RW2.2.1 Develop drafts from prewriting plans

a. Develop ideas according to audience and purpose

b. Stay on topic

c. Sequence ideas logically



a. Begin to check sequence of beginning, middle and end

b. Provide more descriptive detail through word choice

c. Begin to connect ideas fluently with simple transition words

d. Begin to understand and respond to feedback about writing


2RW2.4.1 Begin to edit for punctuation, spelling, capitalization

a. Begin to proofread ones own and others writing for grade level conventions

b. Begin to use standard editors symbols to edit work

c. Begin to use proper terminology to discuss writing

d. Reference appropriate resources to check conventions


2RW2.5.1 Begin to make choices about how and what to publish

a. Format for purpose and audience

b. Share final copy according to purpose e.g., read aloud, display, publish, mail or perform

2RW2.6 Apply appropriate strategies and understanding of texts to write a variety of genre

2RW2.6.1 Know that authors write different kinds of texts for a variety of purposes

a. Identify the purpose of different texts with an emphasis on narrative writing, letter writing, informational writing poetry and persuasive reviews

2RW2.6.2 Write Narratives

a. Use pictures and words to write a narrative

b. Stay focused on one topic


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c. Write ideas in sentences

d. Include details about setting, characters and events

e. Write in a logical sequence with an identifiable beginning and end, and begin to expand the middle

2RW2.6.3 Write Friendly Letters

a. Write a friendly letter with date, salutation, body, closing, and signature e.g., letters to authors, pen pals

2RW2.6.4 Write a variety of Poetry

a. Use senses to create images of ideas

b. Begin to select words to convey a feeling or rhythm

c. Begin to understand the format of poems e.g., line breaks and white space

d. Model poems on favorite poets or poetry forms e.g., acrostic, haiku

2RW2.6.5 Write Informational Texts e.g., HowTo Books, All About Books

a. Begin to use nonfiction text features to write information e.g., titles, table of contents, captions, diagrams and labels, font variations

b. Begin to write information learned in own words

c. Begin to write information in a logical sequence

d. Begin to choose and write for a particular purpose


2RW2.7.1 Exhibit positive attitude and interest in writing a wide variety of genre

a. See self as writer

b. Reflect and selfassess on writing and begin setting personal writing goals.

c. Write for an increasingly longer period of time

d. Begin to develop strategies for organizing writing pieces

e. Write independently and collaboratively for a variety of purposes

f. Share writing with other


2LS3.1 Listen in a variety of context


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a. Listen attentively to books, songs, conversations, student sharing and presentations

b. Listen for multiple instructions to complete task(s).

c. Listen to and follow multi step procedures and directions


2LS3.2.1 Articulate various experiences, ideas and responses

a. Tell or retell a personal experience in logical order.

b. Recite and respond to familiar stories, poems, and rhymes e.g., retells in sequence, relates information to own life, describes character, setting,

and plot

c. Contribute ideas appropriate to the topic in group discussions and listen to the ideas of others

2LS3.2.2 Begin to adjust language to a particular context

a. Use appropriate gestures and tone of voice, as well as natural speech rhythms when speaking

b. Use developmentally appropriate vocabulary in speech

c. Effectively incorporate new vocabulary in their speech

2LS3.2.3 Plan and deliver oral presentations

a. Plan and formally share an experience (e.g., Book Talks, integrated social studies or science presentation)

b. Participate in grade level performances (e.g., plays, readers theater)

c. Participate in a minimum of one individual oral presentation per semester

2LS3.3 Demonstrate effective listening and speaking behaviors

2LS3.3.1 Interact appropriately through listening and speaking

a. Follow rules of conversation e.g., take turns, raise handto speak when in a group, stay on topic, focus attention on speaker

b. Ask relevant and appropriate questions for clarification and further explanation

c. Respond appropriately to questions asked

d. Begin to make connections between their own ideas and experiences with those of others

e. Begin to initiate conversation


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2C4.1 Use capitalization and punctuation conventions to clarify and convey meaning2C4.1.1 Apply capitalization rules from previous grades, and

a. Capitalize the beginning of sentences

b. Capitalize months of the year

c. Capitalize holidays e.g., Halloween, Diwali

d. Begin to capitalize titles of books

2C4.1.2 Apply punctuation rules from previous grades, and:

a. Use periods at the end of sentences

b. Use periods in common abbreviations e.g., Mrs., Mr.

c. Use question marks at the end of questionsd. Begin to use exclamation marks

e. Use a comma after greeting and closing of friendly letter

f. Begin to use commas in a series

g. Use apostrophes in some common contractions e.g., isnt, havent

h. Know quotation marks indicate spoken words

i. Use a colon in digital time



2C4.1.5 Reference appropriate resources to check capitalization and punctuation


2C4.2.1 Apply knowledge, skills and understandings about grammar from previous grades, and:


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a. Know what a noun is

b. Identify singular and plural nouns

c. Know what a verb is

d. Use correct pronounse. Identify contractions

f. Begin to identify and use adjectives

2C4.2.2 Begin to use simple grammar and usage terms to discuss own writing


2C4.3.1 Apply knowledge, skills and understandings about sentence structure from previous grades, and:

a. Use a variety of complete sentences in writing

b. Begin to combine sentences e.g., with and, but, because

c. Begin to use different sentence openers

d. Use simple transitional words e.g., first, next, then


2C4.4.1 Begin to spell conventionally

a. Spell Grade 2 No Excuse words

b. Use CVCe and CVVC patterns to spell words

c. Use knowledge of blends and digraphs to spell words

d. Begin to use simple word families to spell other words

e. Begin to use knowledge of word structure (e.g., simple prefixes and suffixes) to spell unfamiliar words

f. Begin to spell words with initial silent consonant e.g. kn_ wr_, gn _

g. Begin to apply spelling rules and patterns e.g., doubling consonants, dropping final e, simple plurals

h. Use approximations to attempt conventional spelling

i. Begin to use resources to spell words


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2C4.5 Apply formatting conventions to enhance communications

2C4.5.1 Present written work appropriately

a. Write letters legibly using DNealian manuscript

b. Begin to experiment with paragraph format

c. Use consistent spacing



3RW1.1 Develop concepts of words and print

Mastered Previously


3RW1.2.1 Use a variety of strategies to decode words and derive meaning

a. Apply knowledge of complex letter patterns and word families

b. Use multisyllabic decoding

c. Begin to use knowledge of word structures e.g., root words, knowledge of prefixes and suffixes

d. Uses context clues to determine meaning of unfamiliar words

e. Use sentence structure and language patterns to gain meaning

f. Use knowledge of word relationships (e.g., homophones, synonyms, antonym)

3RW1.2.2 Use a variety of strategies to build vocabulary

a. Begin to use base words, prefixes and suffixes to expand understanding of words e.g., graph, digraph, paragraph, photograph

b. Expand understanding of contentarea vocabulary (e.g., math terms, science vocabulary)

3RW1.2.3 Reference classroom resources to support reading

a. Uses dictionary, glossary, thesaurus, and other wordreference materials such as anchor chart


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a. Begin to recognize and selfcorrect significant miscues

b. Attend to and read punctuation with appropriate intonation and timing

c. Read with expression that conveys meaning

d. Read at rate appropriate to genre, audience and purpose


3RW1.4.1 Use thinking skills to comprehend a variety of texts

a. Preview texts using illustrations, familiar words in titles and other text features

b. Explain predictions using supporting evidence from the text

c. Review and revise stated predictions during and after reading

d. Activate prior knowledge to make and explain texttotext and texttoself connections

e. Generate questions to clarify meaning

f. Use visualization to deepen understanding

g. Begin to use signal words to understand connections between ideas e.g., Next, After show sequence

h. Begin to monitor understanding and apply strategies when comprehension breaks down e.g., stop and think, reread, read on


a. Recognize a literal question e.g., identify cue words such as Who, What, Where, When, How

b. Use strategies to answer literal questions e.g., reread

c. Identify main idea and supporting details

d. Sequence events/information

e. Summarize what is read

3RW1.4.3 Begin to demonstrate evidence of interpretation/inferential comprehension

a. Begin to recognize a question requiring inference and/or interpretation e.g., What lesson did the characters learn?

b. Begin to develop strategies for answering questions requiring interpretation/inference e.g., combine background knowledge with text clues

c. Begin to determine importance e.g., of a particular character, event, piece of information


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d. Begin to use prior knowledge to extend information; read between the lines (make inferences)

e. Begin to support interpretation with evidence from the text

3RW1.4.4 Reflect on text and express personal response

a. Express an opinion, and/or connection about the text, beginning to support with evidence

b. Begin to recognize a question requiring reflection

c. Begin to identify important ideas or event, give evidence, and reasons


3RW1.5.1 Understand how to read a variety of genre

a. Begin to read different genre and begin to understand their defining characteristics

b. Identify the purpose of a variety of genre e.g., to inform, entertain, question

c. Begin to use structure and text features to navigate different genre e.g., organization of an anthology, guide words in a dictionary, subtitles in

a science text

d. Begin to adjust reading to the genre to aid comprehension e.g., attention to clues in a mystery, wording of test

3RW1.5.2 Read and understand a variety of literature with a focus on realistic fiction, mysteries and poetry

a. Identify basic elements of a narrative text: plot, setting, characters, problem or conflict, and resolution

b. Begin to recognize how these elements vary between different narrative texts e.g., mystery characters are victims, suspects; realistic fiction

is set in real time

c. Begin to identify how the plot develops in a narrative (e.g., introduction, rising action, climax, falling action, resolution)

d. Describe how an author creates characters based on what the characters say and do

e. Begin to understand the importance of the setting (time, place) in a narrative

f. Begin to determine the theme or authors message.

g. Begin to identify simple literary devices used in narratives e.g. imagery, simile

h. Begin to identify how meaning and tone are conveyed in poetry through visual and sensory tools (line length, strong images, metaphors,

similes) and auditory tools (rhythm, repetition, rhyme)

3RW1.5.3 Read and understand a variety of informational texts with a focus on classroom and content area resources

a. Use text features to locate information, e.g., index, table of contents, glossary, guide words


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b. Begin to use text features (e.g., heading, paragraphs, topic sentence, font and variations) to navigate information and determine main ideas

and key words

c. Begin to use visuals (e.g., charts, diagrams, illustrations, maps) to find information and support understanding

d. Begin to understand organization of ideas e.g. use of paragraphs, chronological, sequential order, compare and contrast

e. Begin to understand and follow procedural instructions e.g., science experiments

f. Locate library resources using the OPA


3RW1.6.1 Exhibit an interest in reading a variety of genre and demonstrate good reading habits

a. Continue to use strategies to select just right books.

b. Begin to reflect and self assess on reading skills, strategies and passions to begin setting personal reading goals e.g., keeping a cumulative

reading log

c. Read for an increasingly longer period of time with stamina and engagement

d. Begin to engage in meaningful discussions of texts

e. Share reading experiences formally and informally



3RW2.1.1 Use prewriting strategies to generate and develop ideas and to organize writing

a. Begin to use a variety of prewriting strategies to generate ideas consistent with genre, audience, and purpose. e.g., use mentor texts asmodels, brainstorm, build background knowledge, use writers notebook

b. Write to develop and explore a number of ideas before choosing one to draft

c. Begin to select appropriate strategies, consistent with genre, audience, and purpose to organize ideas prior to drafting e.g., create a sketch,

generate a list, use a graphic organizer

d. Begin to determine organizational patterns to match genre, audience, and purpose e.g., informational paragraphs: topic


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3RW2.2.1 Compose drafts in various genre

a. Refer to prewriting plan when composing drafts

b. Demonstrate evidence of previously learned strategies, including Six Traits e.g., attempting a strong lead, attending to no excuse

conventions, including descriptive details



a. Begin to add specific and significant detail through purposeful word choice

b. Begin to connect ideas fluently with transition words

c. Begin to adjust organization for clarity and flow

d. Begin to understand and respond to feedback about writing

e. Begin to provide feedback to other writers


3RW2.4.1 Begin to proofread and edit for grade level conventions

a. Begin to edit punctuation to clarify and convey meaning

b. Begin to use standard editors symbols to edit work

c. Begin to use proper terminology to discuss writing e.g., capitalize, apostrophe

d. Reference appropriate resources to check conventions e.g., editing chart, Writers Express


3RW2.5.1 Make choices about how and what to publish

a. Select pieces for publishing

b. Begin to include appropriate text features to enhance publishing e.g., title, chapter headings

c. Use a variety of ways to publish with some attention to purpose and audience e.g., a picture book for a young reader



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3RW2.6.1 Understand how to write a variety of genre

a. Know that different genre serve different purposes and audiences

b. Begin to select genre based on audience and purpose


a. Compose a simple personal narrative based on ideas, observations, or memories of an event or experience.

b. Organize events chronologically, attempting a strong lead and satisfying conclusion

c. Use descriptive details, including strong verbs, and a variety of adjectives

3RW2.6.3 Write Fiction Realistic

a. Develop main character

b. Create an appropriate setting i.e., place and time we recognize

c. Develops plot of story (one or two scenes, real life problems)

d. Write a satisfying conclusion (solves characters problem)

3RW2.6.4 Begin to compose simple paragraphs with a topic sentence and supporting detail

a. Understand a paragraph is a group of sentences connected by meaning

b. Know writers use paragraphs to organize thoughts

c. Write short expository and persuasive paragraphs e.g., reading response, content area paragraph, book review

d. Begin to write an effective concluding sentence

3RW2.6.5 Write Personal Essay Paragraph

a. Demonstrate the purpose of the essay

b. Craft a strong, clear introduction (topic or thesis sentence) that presents the authors opinion about a personal topic e.g., Having braces is

annoying.

c. Provide a wellorganized structure to support the thesis (thesis/topic sentence, supporting details/evidence, concluding sentence)

d. Support the thesis with a body of evidence of 3 4 sentences

e. Begin to write an effective concluding sentence

3RW2.6.6 Write an Informational Paragraph that has been developed using a systematic research process


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a. Define topic

b. Gather information using more than one source (books, technology, pictures, charts)

c. Document sources ( title and author)

d. Organize and summarize information into paragraph(s) written with topic sentence, body of supporting details and conclusion

e. Enhance text with relevant illustrations, charts, maps etc

3RW2.6.7 Write Poetry: Free Verse

a. Write with an awareness of white space and line breaks

b. Begin to express feelings and experiences through visual and sensory tools: strong images, metaphors, similes

c. Begin to express feelings and experiences through auditory tools: rhythm, rhyme, repetition

3RW2.6.8 Write responses to literature

a. Apply writing strategies (e.g., complete sentences, organizing into paragraph, letter) to respond to literature

b. Support statements with evidence from the text

c. Begin to express interpretations and opinions that exhibit understanding

d. Write summaries that contain the main ideas of the reading selection and the most significant details

3RW2.6.9 Write Persuasive Essay Paragraph e.g., book or movie review

a. Demonstrate the purpose of the essay

b. Craft a strong, clear introduction (topic or thesis sentence) that presents the authors opinion

c. Provide a wellorganized structure to support this thesis (thesis/topic sentence, supporting details/evidence, concluding sentence)

d. Support this thesis with a body of evidence of 3 4 sentences

e. Begin to write an effective concluding sentence


3.2.7.1 Exhibit an interest in writing a variety of genre and demonstrate good writing habits

a. Begin to develop strategies for organizing writing pieces to refer back to ideas

b. Write with increasingly more stamina and focus

c. Write independently and collaboratively for a variety of purposes

d. Reflect and selfassess on writing skills, strategies and passions to begin setting personal writing goals


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e. Begin to engage in discussions about writing

f. Share writing experiences formally and informally




a. Listen attentively for meaning e.g., to books, conversations, lessons, information and a variety of presentations

b. Predict and recall main ideas and supporting details from stories, information and/or events

c. Contribute ideas, responses and questions that have not already been shared

d. Listen to and respond to multi step procedures and directions

e. Begin to understand and interpret information presented in visual media

3LS3.1.2 Begin to listen criticallya. Begin to listen to form an opinion e.g., during a readaloud, sharing a news item

b. Begin to identify strengths and areas for improvement in student presentations based on set criteria e.g., use of props


3LS3.2.1 Begin to articulate various experiences, ideas and responses

a. Speak clearly and confidently during class activities e.g., discussions, reporting back, brainstorming

b. Relay information clearly

c. Tell a personal experience in logical order

d. Express clear responses to questions

e. Participate effectively in performances (e.g., assemblies, readers theater)

3LS3.2.2 Begin to adjust speaking to a particular context

a. Begin to adjust volume, expression and word choice to setting, audience and purpose

b. Begin to incorporate new vocabulary in speech


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3LS3.2.3 Begin to plan and deliver oral presentations that engage the audience

a. Begin to organize ideas logically e.g., chronologically or around major points

b. Provide an introduction, body and conclusion

c. Use clear topicspecific vocabulary

d. Speak clearly and confidently with appropriate volume, pace, expression and interest

e. Begin to use appropriate nonverbal communication skills e.g. eye contact, gestures, facial expression, posture, stance

f. Enhance content with use of props e.g., objects, pictures, charts

g. Begin to use strategies to remember, not just read, presentation

h. Respond to relevant audience questions


3LS3.3.1 Interact appropriately and effectively in conversations and discussions

a. Follow conversation etiquette as appropriate to situation or group e.g., take turns, raise hand to speak when in a group, stay on topic, focus

attention on speaker

b. Contribute appropriately and meaningfully to discussions

c. Respond appropriately to questions.

d. Begin to ask relevant questions for clarification e.g., to gain further information

e. Begin to know how to piggy back to build on the ideas of others

f. Begin to give feedback to others

g. Begin to use strategies to sustain conversation in extended discussions e.g., thinking of a question to ask others

3LS3.3.2 Demonstrate appropriate audience etiquette

a. Face speaker, sit still, not interrupt, raise hand for comments and questions as appropriate

b. Respond appropriately e.g., applause

3C4: Use Conventions to communicate effectively

3C4.1 Use capitalization and punctuation conventions to clarify and convey meaning

3C4.1.1 Apply capitalization rules from previous grades, and:


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a. Capitalize book titles

b. Understand how and when to capitalize geographic names including countries, states, cities, continents, bodies of water and landforms e.g.,

river/Mekong River


a. Choose correct end punctuation for simple sentences (periods, exclamation points, question marks)

b. Use commas correctly for items in a series

c. Use commas in large numbers and to separate city, state

d. Begin to use commas in compound sentences

e. Place apostrophe correctly in contractions e.g., doesnt

f. Place apostrophe correctly in singular possessive e.g.,m dogs bone

g. Underline book titles in handwritten text; italicize in typed text

h. Begin to punctuate simple quoted speech e.g., Maggie said, I feel sick.

i. Know ellipses indicate words omitted/ unfinished thought



3C4.1.5 Reference appropriate resources to check capitalization and punctuation e.g., editing chart


3C4.2.1 Apply grammar and usage from previous grades, and:

a. Identify nouns, pronouns, adjectives, and verbs

b. Use a variety of descriptive adjectives to add detail

c. Use correct subject pronoun agreement

d. Begin to use comparative adjectives e.g., small, smaller, smallest)

e. Begin to use a variety of verbs

f. Begin to understand and use adverbs

g. Form regular verb tenses correctly present (he dances), past (he danced) and future (he will dance)

h. Use a and an correctly


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i. Use basic homophones correctly e.g., to/two/too, here/hear

3C4.2.2 Use correct grammar and usage terms to discuss texts, including own


3C4.3.1 Apply knowledge and skills about sentence structure from previous grades, and:

a. Use a variety of complete sentences

b. Begin to recognize and correct runon sentences

c. Begin to use compound sentences

d. Begin to vary sentence beginnings e.g., use a simple adverb e.g., Quickly I jumped up

e. Begin to vary transitional words and phrases e.g., Later, After a while, Soon

3C4.4 Spell correctly

3C4.4.1 Spell no excuse words with automaticity

3C4.4.2 Use a variety of strategies to spell words

a. Spell words with regular lettersound relationships

b. Recognize and use a variety of vowel patterns e.g., aw, a, oy, vowel +r

c. Begin to recognize and use a variety of consonant patterns e.g., ch/tch

d. Recognize and use a variety of spelling patterns combining vowels and consonants

e. Build words from base words, prefixes and suffixes, applying relevant patterns and rules e.g., knowing when to double consonants in

monosyllabic words, forming plurals with s or es, the interchange of y and i

f. Begin to demonstrate understanding that words connected by meaning share common spelling elements e.g., graph, digraph,

paragraph,photograph

g. Recognize and use simple homophones (to, two, too) and homographs (well healthy, well water)

h. Recognize and spell a variety of compound words

i. Begin to understand that words have stories e.g., English words come from many places

j. Use resources, such as a dictionary anchor charts, to copy and /or check accuracy of spelling


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3C4.5.1 Present written work clearly

a. Begin to write legibly in DNealian cursive

b. Begin to format written work into paragraphs




Mastered previously



a. Independently use phonetic knowledge to recognize words

b. Use multisyllabic decoding.

c. Use knowledge of word structures e.g., root words, knowledge of prefixes and suffixes

d. Uses context clues to determine meaning of unfamiliar words

e. Use knowledge of word relationships e.g., homophones, synonyms, antonyms

4RW1.2.2 Use a variety of strategies to build vocabularya. Use knowledge of base words, prefixes and suffixes to expand understanding of words e.g., graph, digraph, paragraph, photograph

b. Expand understanding of contentarea vocabulary e.g., math terms, science vocabulary


a. Use dictionary, glossary, thesaurus, and other wordreference materials


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a. Begin to recognize and selfcorrect significant miscues.

b. Read in longer phrases

c. Attend to and read punctuation with appropriate intonation and timing

d. Read with expression that conveys intended meaning.

e. Read at rate appropriate to genre, audience and purpose

f. Begin to change voice when reading narration or dialogue


4RW1.4.1 Use thinking skills to comprehend a variety of texts

a. Preview texts using illustrations, familiar words in titles and other text features

b. Explain predictions using supporting evidence from the text


d. Activate prior knowledge to make and explain textto text and texttoself connections

e. Generate and selfreflect on questions to clarify meaning.


g. Begin to use signal words to understand connections between ideas e.g., In conclusion, sums up ideas

h. Monitor understanding and apply strategies when comprehension breaks down e.g., stop and think, reread, read on, ask a question



b. Use strategies to answer literal questions e.g., skim

c. Include main idea and supporting details to answers



4RW1.4.3 Demonstrate evidence of interpretation/inferential comprehension

a. Begin to recognize a question requiring inference and/or interpretation e.g., What can you conclude?


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b. Develop strategies for answering questions requiring interpretation/inference e.g., combine background knowledge with text clues

c. Determine importance e.g., of a particular character, event, piece of information

d. Use prior knowledge to extend information; read between the lines (make inferences)

e. Support interpretation with evidence from the text


a. Express an opinion, and/or connection about the text, beginning to support with evidence

b. Begin to recognize a question requiring reflection

c. Identify important ideas or event, give evidence, and reason



a. Begin to read different genre and expand understanding of their defining characteristics

b. Identify the purpose of a variety of genre e.g., to inform, entertain, question

c. Begin to use structure and text features to navigate different genre e.g., organization of a biography, layout of a magazines

d. Adjust reading to the genre to aid comprehension e.g., skimming nonfiction, attention to cause and effect in adventure, wording of tests

4RW1.5.2 Read and understand a variety of literature with a focus on adventure, poetry, and biographies

a. Recognize how elements of different narrative texts vary e.g., adventures have obstacles to overcome

b. Identify how the plot develops in a narrative e.g., introduction, rising action, climax, falling action, resolution

c. Compare and contrast characters based on how an author portrays them

d. Begin to recognize how characters change within a story

e. Understand the importance of setting (time and place) in a narrative

f. Determine the theme or authors message.

g. Begin to identify the speaker or narrator in a selection.h. Begin to identify literary devices used in narratives e.g., simile, metaphor, imagery

i. Begin to identify how meaning and tone are conveyed in poetry through visual and sensory tools (line length, strong images, metaphors,

similes) and auditory tools (rhythm, repetition, rhyme, alliteration)



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b. Use text features (e.g., heading, topic sentence, paragraphs, and chapter titles) to navigate information and determine main

ideas/importance

c. Use visuals (e.g., charts, diagrams, illustrations, maps) to find information and support understanding

d. Understand organization of ideas e.g., use of paragraphs, chronological, sequential order, compare and contrast, question and answer

e. Understand and follow procedural instructions e.g., science experiments

f. Locate library resources




b. Reflect and self assess on reading skills, strategies and passions to begin setting personal reading goals e.g., keeping a cumulative reading

log


d. Engage in meaningful and purposeful discussions of texts




4RW2.1.1 Use prewriting strategies to generate and develop ideas and to organize writing

a. Use a variety of prewriting strategies to generate ideas consistent with genre, audience, and purpose e.g., use mentor texts as models,

brainstorm, build background knowledge, use writers notebook


c. Begin to select appropriate strategies, consistent with genre, audience, and purpose to organize ideas prior to drafting e.g., create an outline,

use a template, develop a plotline, build a timeline

d. Begin to determine organizational patterns to match genre, audience, and purpose e.g., biography: chronological order, adventure:

sequential



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4RW2.2.1 Compose drafts in various genre

a. Refer to prewriting plan when composing drafts

b. Demonstrate evidence of previously learned strategies, including Six Traits e.g., composing a strong lead, attending to no excuse

conventions, writing a satisfying ending


4RW2.3.1 Review, evaluate and revise for meaning and clarity

a. Add specific and significant detail through purposeful word choice

b. Begin to connect ideas fluently with transition words

c. Begin to adjust organization for clarity and flow

d. Verify voice is consistent with genre, audience and purpose

e. Begin to utilize feedback from others to improve own writing

f. Begin to provide meaningful feedback to other writers


4RW2.4.1 Proofread and edit written work for grade level conventions

a. Edit punctuation to clarify and convey meaning

b. Use standard editors symbols to edit work

c. Use proper terminology to discuss writing e.g., commas, tense

d. Reference appropriate resources to check conventions e.g., dictionaries, spell check, Writers Express


4RW2.5.1 Begin to evaluate drafts to make choices about how and what to publish

a. Begin to have a clear purpose for selecting pieces to publish

b. Include appropriate text features to enhance publishing e.g., subtitles, font variationsc. Use a variety of ways to publish with attention to purpose and audience e.g., a digital slideshow for conveying information to a large

audience


4RW2.6.1 Understand how to write a variety of genre


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a. Know that different genre serve different purposes and different audiences

b. Begin to select genre to suit audience and purpose


a. Compose a personal narrative based on ideas, observations, or memories of an event or experience

b. Organize ideas chronologically with a strong lead, sufficient detail to develop the plot and a satisfying conclusion

c. Use descriptive details, including strong verbs and a variety of adjectives

d. Begin to incorporate variations of sentence structure

4RW2.6.3 Write Fiction Adventure

a. Develop main character

b. Create an appropriate setting i.e., could take place anywhere

c. Develop plot of story (someone may be missing, lost, man vs. man, man vs. nature, man vs. self)

d. Write a satisfying conclusion (solves characters problem/quest)

4RW2.6.4 Compose paragraphs

a. Know writers use different kinds of paragraphs e.g., expository, descriptive, narrative, persuasive

b. Expand understanding of why writers use paragraphs e.g., to show change of scene/timeframe

c. Write longer expository paragraphs with a lead/topic sentence, supporting details (body) and a conclusion e.g., reading response, content

area paragraph

d. Begin to start new paragraph for new chunks of information in expository texts

e. Begin to format writing into paragraphs

4RW2.6.5 Write Personal Essay

a. Demonstrate the purpose of the essayb. Craft a strong, clear introductory paragraph that presents the authors opinion (thesis)

c. Provide a wellorganized structure to support the thesis

d. Support the thesis with a body of evidence

e. Begin to write an effective concluding paragraph


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4RW2.6.6 Write a short Research Report developed using a systematic research process (integrated with biography and content area)

a. Define topic

b. Gather information from a variety of sources (books, online resources, pictures, charts)

c. Document sources (titles and authors)

d. Demonstrate that information gathered has been summarized.

e. Organize information by categorizing it into multiple paragraphs, such as childhood, education, achievements

f. Enhance text with relevant illustrations, charts, maps etc.

4RW2.6.7 Write Poetry: Free Verse

a. Write with an awareness of white space and line breaks

b. Express feelings and experiences through visual and sensory tools: strong images, metaphors, similes.

c. Express feelings and experiences through auditory tools: rhythm, rhyme, repetition, alliteration

4RW2.6.8 Write responses to literature

a. Apply writing strategies (e.g., organizing into paragraphs, letter) to respond to literature

b. Support statements with evidence from the text

c. Begin to express interpretations and opinions that exhibit careful reading and understanding

d. Write summaries that contain the main ideas of the reading selection and the most significant details


4RW2.7.1 Exhibit an interest in writing a variety of genre and demonstrate good writing habits

a. Use organizational strategies for storing and referring mback to ideas

b. Write with increasingly more stamina and focus

c. Write independently and collaboratively for a variety nof purposes

d. Reflect and selfassess on writing skills, strategies and passions to begin setting personal writing goals.e. Begin to engage in meaningful discussions about writing

f. Share writing experiences formally and informally

4LS3: Listen actively in a variety of contexts


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a. Listen attentively for meaning e.g., to books, conversations, lessons, information and a variety of presentations

b. Predict and recall main ideas and supporting details from stories, information and/or events

c. Contribute appropriate ideas, responses and questions that have not already been shared

d. Listen to and respond to multi step procedures and directions

e. Understand and interpret information presented in visual media

f. Begin to use listening strategies for notetaking

4LS3.1.2 Begin to listen critically

a. Begin to listen to form an opinion e.g., for responding in literature circles

b. Begin to identify strengths and areas for improvement in student presentations based on set criteria e.g., use of props

4LS3.2 Speak clearly and confidently for a variety of purposes4LS3.2.1 Articulate various experiences, ideas and responses

a. Speak clearly and confidently during class activities e.g., discussions, reporting back, brainstorming

b. Relay information clearly

c. Retell a personal experience in logical order with appropriate stress and intonation.

d. Express clear responses to questions

e. Participate effectively in performances (e.g., assemblies, readers theater)

4LS3.2.2 Begin to adjust speaking to a particular context

a. Begin to adjust volume, expression and word choice to,setting, audience and purpose

b. Begin to incorporate new vocabulary in speech

4LS3.2.3 Plan and deliver oral presentations that engage the audience

a. Organize ideas logically e.g. chronologically or around major points

b. Provide an introduction, body and conclusion

c. Use clear topicspecific vocabulary


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d. Use details and examples to explain and clarify information

e. Use a variety of verbal communication skills (e.g. projection, volume, rate, articulations, and tone)

f. Use a variety of nonverbal communication skills (e.g., eye contact, gestures, facial expression, posture)

g. Enhance content with use of props (e.g. objects, pictures, charts)

h. Begin to use strategies to remember, not just read, presentation

i. Respond to relevant audience questions


4LS3.3.1 Interact appropriately and effectively in conversations and discussions

a. Follow conversation etiquette as appropriate to situation or group e.g., take turns, raise hand to speak when in a group, stay on topic, focus

attention on speaker

b. Contribute appropriately and meaningfully to discussions

c. Respond/comment appropriately to questions asked.

d. Ask relevant questions for clarification and further explanation

e. Know how to piggy back to build on the ideas of othersf. Use strategies to sustain conversation in extended discussions e.g., invite other group members to contribute

g. Begin to assume a facilitative role in a collaborative group e.g., literature circles

h. Begin to evaluate ones own part in a discussion as well as effectiveness of the group

4LS3.3.2 Demonstrate appropriate audience etiquette

a. Face speaker, sit still, not interrupt, raise hand for comments and questions as appropriate

b. Respond appropriately e.g., applause


4C4.1 Use capitalizations and punctuation conventions to clarify and convey meaning

4C4.1.1 Apply capitalization rules from previous grades, and:

a. Capitalize titles of short stories, songs, poems, chapters

b. Know when capitalize words used as names e.g., mother, father, uncle


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c. Capitalize initials and titles of people e.g., Mahatma Gandhi, Dr. Louis Pasteur, C.S. Lewis


a. Begin to use commas correctly in compound sentences

b. Begin to use commas to set off interjections e.g., Wow, what a great day!

c. Begin to use commas with appositives of names e.g., Mia, my best friend, is leaving next week

d. Begin to use commas to set off introductory words and phrases e.g., After the game, I walked home

e. Begin to use apostrophe in plural possessive e.g., dogs bones

f. Use quotation marks around titles of short stories, songs, poems, chapters when handwritten or typed

g. Begin to punctuate simple quoted speech correctly with comma to identify speaker at beginning and punctuation mark inside quotation

marks e.g., Mom said, Wait a minute

h. Begin to replace a period with a comma when speaker identified at the end e.g., Wait a minute, Mom said



4C4.1.5 Reference appropriate resources to check capitalization and punctuation


4C4.2.1 Apply grammar and usage from previous grades, and:

a. Identify and use pronouns, prepositions, interjections and conjunctions

b. Know when to use a pronoun and balance the use of proper nouns and pronouns

c. Use appropriate form of comparative adjectives (small, smaller, smallest)d. Use a variety of verbs to add detail

e. Use adverbs to add detail

f. Form irregular verb tenses correctly (he goes/he went/ he has gone/he will go)

g. Use most homophones correctly e.g., your/youre there/their/theyre


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4C4.2.2 Understand and use correct grammar and usage terms to discuss texts, including own


4C4.3.1 Apply knowledge and skills about sentence structure from previous grades, and:

a. Begin to use a wider variety of sentences, including compound sentences (simple sentences joined by a coordinating conjunction)

b. Begin to recognize and correct runon sentences

c. Begin to use conjunctions and commas to combine ideasto enhance sentence fluency e.g., I like spaghetti. I like lasagna. I like pizza. I like

pizza, lasagna, and spaghetti.

d. Use an increasing variety of sentence beginnings such as an adverb e.g., Slowly, phrase e.g., After the game

e. Use an increasing variety of transitional words


4.4.4.1 Spell no excuse words with automaticity

4.4.4.2 Use a variety of strategies to spell wordsa. Recognize and use an increasing variety of vowel patterns e.g., au, a, oy, vowel +r

b. Recognize and use a variety of consonant patterns e.g., k/c/ck/ch

c. Recognize and use an increasing variety of spelling patterns combining vowels and consonants

d. Build words from base words, using more advanced prefixes and suffixes, applying relevant patterns and rules e.g., begin to double

consonants in polysyllabic words, forming more advanced plurals

e. Demonstrate understanding that words connected by meaning share common spelling elements e.g., vision, revise, revision, visual

f. Recognize and use homophones (there/their/theyre), and homographs (cycle bike, cycle water)

g. Recognize and spell a variety of complex compound words

h. Begin to understand that words have stories e.g., English words come from many places

i. Use resources, such as a dictionary, anchor charts, to copy and /or check accuracy of spelling


4.4.5.1 Present and format written work appropriately

a. Write legibly in DNealian cursive

b. Begin to format written work into paragraph


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Mastered previously



a. Independently use phonetic knowledge to recognize words

b. Use context clues to determine meaning of unfamiliar words

c. Uses knowledge of word structures e.g., root words, knowledge of prefixes and suffixesd. Use knowledge of word relationships e.g., homophones, synonyms, antonyms

5RW1.2.2 Use a variety of strategies to build vocabulary

a. Use knowledge of base words, prefixes and suffixes to expand understanding of words e.g., graph, digraph, paragraph, photograph

b. Expand understanding of contentarea vocabulary e.g., math terms, science vocabulary


a. Use print and online dictionaries, glossary, thesaurus, and other wordreference materials

5RW1.3 Read fluently for meaning5RW1.3.1 Read just right stories, poems, and passages with appropriate fluency, accuracy and expression

a. Quickly selfcorrect significant miscues

b. Read in longer phrases

c. Attend to and read punctuation with appropriate intonation and timing

d. Read with expression that conveys intended meaning


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e. Read at rate appropriate to genre, audience and purpose, including pauses for paragraphs and text breaks

f. Change voice when reading narration or dialogue


5RW1.4.1 Use a variety of thinking skills to comprehend a variety of textsa. Preview texts using illustrations, familiar words in titles and other text features

b. Explain predictions about content and purpose using various types of supporting evidence


d. Activate prior knowledge to make and explain textto text, texttoself and texttoworld connections,

e. Generate and selfreflect on questions to clarify meaning.


g. Use signal words to understand connections between ideas e.g., However, signals a change of thinking

h. Monitor understanding and apply strategies when comprehension breaks down e.g., stop and think, ask a question, activate background

knowledge



b. Use strategies to answer literal questions e.g., scan

c. Use supporting details selectively to elaborate on answers



5RW.4.3 Demonstrate evidence of interpretation/inferential comprehension

a. Recognize a question requiring inference and/or interpretation e.g., What can you generalize?

b. Apply strategies for answering questions requiring interpretation/inference e.g., combine background knowledge with text cluesc. Determine importance e.g., of a particular character, event, piece of information

d. Use prior knowledge to extend information; read between the lines

e. Support interpretation with evidence from the text



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a. Express an opinion, connection, and/or interpretation about the text, beginning to support with evidence

b. Recognize a question requiring reflection

c. Identify important ideas or significant event, give evidence, and reasons



a. Begin to read a wide variety of genre and expand understanding of their defining characteristics

b. Identify and select text for a particular purpose. e.g., pleasure, information, answer a specific question

c. Use structure and text features to navigate different genre e.g., organization of textbooks

d. Adjust reading to the genre to aid comprehension e.g., attention to the language of textbooks, the wording of tests, understanding events of

the time period in historical fiction

5RW1.5.2 Read and understand a variety of literature with a focus on fantasy, poetry and historical fiction

a. Identify how the plot develops in a narrative e.g., introduction, rising action, climax, falling action, resolution

b. Begin to identify the effect of the qualities of the character on the plot and the resolution of the conflict.c. Begin to understand the influence of setting (time and place) in a narrative

d. Explain the theme or authors message, supported by evidence from the text

e. Identify the speaker or narrator in a selection and recognize the difference between first and thirdperson narration

f. Begin to identify common literary devices used in narratives e.g., simile, metaphor, imagery, symbolism and foreshadowing

g. Identify how meaning and tone are conveyed in poetry through visual and sensory tools (line length, strong images, metaphors, similes)

and auditory tools (rhythm, repetition, rhyme, alliteration, personification)



b. Use text features (e.g., heading, topic sentence, paragraphs, and chapter titles) to navigate information and determine mainideas/importance

c. Use visuals (e.g., charts, diagrams, illustrations, maps) to find information and support understanding

d. Understand organization of ideas e.g. chronological, sequential order, compare and contrast, cause and effect, action and reaction

e. Understand organization of ideas e.g. chronological, sequential order, compare and contrast, cause and effect

f. Understand and follow procedural instructions e.g. science experiments


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g. Locate library resources




b. Reflect and self assess on reading skills, strategies and passions to begin setting personal reading goals e.g., keeping a cumulative reading

log


d. Engage in meaningful and purposeful discussions of texts



5RW2.1 Plan writing effectively5RW2.1.1 Use prewriting strategies to generate and develop ideas and to organize writing

a. Use a variety of prewriting strategies to generate ideas consistent with genre, audience, and purpose. e.g., use mentor texts as models,

brainstorm, build background knowledge, use writers notebook


c. Begin to select appropriate strategies, consistent with genre, audience, and purpose to organize ideas prior to drafting e.g., create an outline,

use a template, develop a plotline, build a timeline

d. Begin to determine organizational patterns to match genre, audience, and purpose e.g., order of importance


5RW2.2.1 Compose drafts in various genrea. Refer to prewriting plan when composing drafts

b. Apply previously learned strategies, including Six Traitse.g., composing a strong lead, attending to no excuse conventions, organize writing

in paragraphs



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5RW2.3.1 Review, evaluate and revise for meaning and clarity

a. Add specific and significant detail through purposeful word choice

b. Use effective transitions to build connections between ideas e.g., However, Consequently

c. Adjust organization for clarity and flow

d. Purposefully vary sentence length, sentence type, and sentence beginnings to enhance writing

e. Begin to verify voice is consistent with genre, audience and purpose

f. Utilize feedback from others to improve own writing

g. Provide meaningful feedback to other writers

5RW2.4

Documents

1-6 Language Arts Standards