Competency Crosswalk Document For Elementary Competency Crosswalk Document For Elementary ¢â‚¬“The most

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  • The Office of English/Language Arts, Page 1

    English/Language Arts Content Area

    Competency Crosswalk Document For Elementary

    “The most important characteristic of competency-based education is that it measures learning

    rather than time. Students progress by demonstrating their competence, which means they prove

    that they have mastered the knowledge and skills (called competencies) required for a particular

    course, regardless of how long it takes.”

    Dr. Robert Mendenhall, President, Western Governor’s University

  • The Office of English/Language Arts, Page 2

    Graduation Standard One

    Kindergarten Alignment to Standards 5

    First Grade Alignment to Standards 8

    Second Grade Alignment to Standards 11

    Third Grade Alignment to Standards 14

    Fourth Grade Alignment to Standards 17

    Fifth Grade Alignment to Standards 20

    Graduation Standard Two

    Kindergarten Alignment to Standards 24

    First Grade Alignment to Standards 25

    Second Grade Alignment to Standards 26

    Third Grade Alignment to Standards 27

    Fourth Grade Alignment to Standards 28

    Fifth Grade Alignment to Standards 29

    Graduation Standard Three

    Kindergarten Alignment to Standards 30

    First Grade Alignment to Standards 31

    Second Grade Alignment to Standards 31

    Third Grade Alignment to Standards 32

    Fourth Grade Alignment to Standards 32

    Fifth Grade Alignment to Standards 33

    English/Language Arts Elementary Graduation Competencies

    Table of Contents

  • The Office of English/Language Arts, Page 3

    Graduation Standard Four

    Kindergarten Alignment to Standards 34

    First Grade Alignment to Standards 35

    Second Grade Alignment to Standards 35

    Third Grade Alignment to Standards 36

    Fourth Grade Alignment to Standards 36

    Fifth Grade Alignment to Standards 37

    Graduation Standard Five

    Kindergarten Alignment to Standards 38

    First Grade Alignment to Standards 39

    Second Grade Alignment to Standards 39

    Third Grade Alignment to Standards 40

    Fourth Grade Alignment to Standards 40

    Fifth Grade Alignment to Standards 41

    Graduation Standard Six

    Kindergarten Alignment to Standards 42

    First Grade Alignment to Standards 43

    Second Grade Alignment to Standards 44

    Third Grade Alignment to Standards 44

    Fourth Grade Alignment to Standards 45

    Fifth Grade Alignment to Standards 46

  • The Office of English/Language Arts, Page 4

    Graduation Competency 1. Read closely to analyze and evaluate all forms of

    (i.e. complex literary and informational) texts.

    Elementary Performance Indicators (K-5) a. Cite evidence effectively from a text when explaining what the text says explicitly

    and when drawing inferences from the text.

    b. Determine themes and central ideas of texts; summarize texts. c. Analyze the relationships or interactions between individuals, events, ideas, or

    concepts in literary and informational text.

    d. Determine meaning of words and phrases as used in a text and analyze how word choice shapes the meaning and tone for a text.

    e. Analyze how individual components contribute to overall text structure. f. Determine how author's point of view influences the meaning, style, and content

    of text.

    g. Evaluate information from multiple sources presented in diverse media formats to address a question or solve a problem.

    h. Delineate and evaluate argument and claims. i. Integrate information from multiple sources to build knowledge and compare

    author's approaches or perspectives.

    j. Understand and apply Grades -level phonics and word analysis skills in decoding words.

    k. Read closely with sufficient accuracy and fluency to support comprehension.

  • ELA Competency Draft: Page 5

    Kindergarten Standards Alignment

    Performance Indicator GA Standards of Excellence

    Reading Literary Reading Informational Reading Foundation

    a. Cite evidence

    effectively from a text

    when explaining what

    the text says explicitly

    and when drawing

    inferences from the

    text.

    ELAGSEKRL5:

    Recognize common types

    of texts (e.g., storybooks,

    poems).

    ELAGSEKRI8: With

    prompting and support,

    identify the reasons an

    author gives to support

    points in a text.

    b. Determine themes and

    central ideas of texts;

    summarize texts.

    ELAGSEKRL2: With

    prompting and support,

    retell familiar stories,

    including key details.

    ELAGSEKRI2: With

    prompting and support,

    identify the main topic

    (main idea) and retell key

    details of a text (supporting

    details).

    c. Analyze the

    relationships or

    interactions between

    individuals, events,

    ideas, or concepts in

    literary and

    informational text.

    ELAGSEKRL1: With

    prompting and support,

    ask and answer questions

    about key details in a text.

    ELAGSEKRL3: With

    prompting and support,

    identify characters,

    settings, and major events

    in a story.

    ELAGSEKRI1: With

    prompting and support, ask

    and answer questions about

    key details in a text.

    d. Determine meaning of

    words and phrases as

    used in a text and

    analyze how word

    choice shapes the

    meaning and tone for a

    text.

    ELAGSEKRL4: With

    prompting and support,

    ask and answer questions

    about unknown words in a

    text.

    ELAGSEKRI4: With

    prompting and support, ask

    and answer questions about

    unknown words in a text.

    e. Analyze how

    individual components

    contribute to overall

    text structure.

    ELAGSEKRL7: With

    prompting and support,

    describe the relationship

    between illustrations and

    the story (how

    illustrations support the

    text).

    ELAGSEKRI5: Identify

    the front cover, back cover,

    and title page of a book.

    ELAGSEKRI7: With

    prompting and support,

    describe the relationship

    between illustrations and

    the text (how the

    illustrations support the

    text).

  • ELA Competency Draft: Page 6

    f. Determine how author's

    point of view

    influences the meaning,

    style, and content of

    text

    ELAGSEKRL6: With

    prompting and support,

    name the author and

    illustrator of a story and

    define the role of each in

    telling the story.

    ELAGSEKRI6: Name the

    author and illustrator of a

    text and define the role of

    each in presenting the ideas

    or information in a text.

    g. Evaluate information

    from multiple sources

    presented in diverse

    media formats to

    address a question or

    solve a problem.

    ELAGSEKRL7: With

    prompting and support,

    describe the relationship

    between illustrations and

    the story (how

    illustrations support the

    text).

    ELAGSEKRI7: With

    prompting and support,

    describe the relationship

    between illustrations and

    the text (how the

    illustrations support the

    text).

    ELAGSEKRI9: With

    prompting and support,

    identify basic similarities

    in and differences between

    two texts.

    h. Delineate and evaluate

    argument and claims.

    ELAGSEKRI8: With

    prompting and support,

    identify the reasons an

    author gives to support

    points in a text.

    i. Integrate information

    from multiple sources

    to build knowledge and

    compare author's

    approaches or

    perspectives.

    ELAGSEKRL5:

    Recognize common types

    of texts (e.g., storybooks,

    poems).

    ELAGSEKRL9: With

    prompting and support,

    compare and contrast the

    adventures and

    experiences of characters

    in familiar stories.

    ELAGSEKRI3: With

    prompting and support,

    describe the connection

    between two individuals,

    events, ideas, or pieces of

    information in a text.

    j. Understand and apply

    grade-level phonics and

    word analysis skills in

    decoding words.

    ELAGSEKRF1:

    Demonstrate

    understanding of the

    organization and basic

    features of print.

    ELAGSEKRF2:

    Demonstrate

    understanding of spoken

    words, syllables, and

  • ELA Competency Draft: Page 7

    sounds (phonemes).

    ELAGSEKRF3: Know

    and apply grade-level

    phonics & word analysis

    when decoding words.

    ELAGSEKRF4: Read

    common high-frequency

    words by sight; read

    emergent-reader texts

    with purpose &

    understanding.