New York Standards Alignment Grades Four through Eight

Transcription

1 New York Standards Alignment Grades Four through Eight Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other countries. P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715)

2 New York Standards Alignment The Report is a standardsoriented document showing the entire list of standards for the subject and grade on the left side of the report with the aligning product objectives on the right side. This alignment report shows the breadth of standards coverage for the purpose and focus of this product. Note to Educator...iii Grade Grade Grade Grade Grade by Renaissance Learning, Inc. All rights reserved. No portion of this document may be reproduced, by any process or technique, without the express written consent of Renaissance Learning, Inc. ii

3 P.O. Box 8036 Wisconsin Rapids, WI Phone: (800) Fax: (715) Note to Educator: Thank you for your interest in Renaissance Learning technology. The attached document contains the alignment between the software and/or instructional materials and the skills described in the state standards documentation. At Renaissance Learning, we recognize the impact that the standards-based reform movement and high-stakes standardized testing have on schools, and we share the concerns of educators and administrators that students perform well on high-stakes assessments. We hope this report answers your questions regarding the alignment of Renaissance Learning technology and materials to your state standards. If you have any questions about the attached document, please feel free to call us at (800) Sincerely, Renaissance Sales and Funding Staff iii

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5 Grade 4 Grade 4, Learning Standards, State NY R - Reading NY R.1 - Students will read, write, listen, and speak for information and understanding. NY R Acquire information by locating and using library media resources, with some NY R Collect and interpret data, facts, and ideas from unfamiliar texts NY R Understand written directions and procedures NY R Locate information in a text that is needed to solve a problem NY R Identify a main idea and supporting details in informational texts NY R Recognize and use organizational features, such as table of contents, indexes, page numbers, and chapter headings/subheadings, to locate information Skill 28 - CS28 Reading textbooks for information Skill 33 - CS33 Locating information for specific purposes Skill 8 - CS08 Identifying main idea and details Skill 30 - CS30 Using informational text features NY R Compare and contrast information on one topic from two different sources NY R Identify a conclusion that summarizes the main idea NY R Select books independently to meet informational needs NY R Make inferences and draw conclusions on the basis of information from the text, with NY R Use text features, such as captions, charts, tables, graphs, maps, notes, and other visuals, to understand and interpret informational texts Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 8 - CS08 Identifying main idea and details Skill 19 - CS19 Drawing conclusions Skill 9 - OS09 Drawing conclusions from passages read aloud Skill 19 - CS19 Drawing conclusions Skill 20 - CS20 Making inferences Skill 30 - CS30 Using informational text features Page 1 of 57

6 Grade 4 Grade 4, Learning Standards, State NY R Use graphic organizers to record significant details from informational texts NY R Use text features, such as headings, captions, and titles, to understand and interpret informational texts, with Skill 30 - CS30 Using informational text features NY R Distinguish between fact and opinion, with NY R Identify missing information and irrelevant information, with NY R.2 - Students will read, write, listen, and speak for literary response and expression. NY R Select literature on the basis of personal needs and interests from a variety of genres and by different authors NY R Engage in purposeful oral reading in small and large groups Skill 10 - CS10 Differentiating fact and opinion NY R Read print-based and electronic literary texts silently, on a daily basis, for enjoyment NY R Relate the setting, plot, and characters in literature to own lives NY R Explain the difference between fact and fiction NY R Make predictions, draw conclusions, and make inferences about events and characters NY R Identify cultural influences in texts and performances NY R Maintain a personal reading list to reflect reading accomplishments Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting Skill 16 - CS16 Understanding characterization Skill 2 - CS02 Making predictions about text Skill 19 - CS19 Drawing conclusions Skill 20 - CS20 Making inferences Skill 17 - CS17 Understanding historical/cultural factors Page 2 of 57

7 Grade 4 Grade 4, Learning Standards, State NY R Use specific evidence from stories to identify themes; describe characters, their actions, and their motivations; relate a sequence of events NY R Use knowledge of story structure, story elements, and key vocabulary to interpret stories Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 4 - OS04 Supporting ideas with examples and evidence Skill 12 - CS12 Understanding sequence Skill 27 - CS27 Identifying theme NY R Read, view, and interpret literary texts from a variety of genres, with NY R Define the characteristics of different genres, with NY R Identify literary elements, such as setting, plot, and character, of different genres, with Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting NY R Recognize how the Skill Area 1 - Overall author uses literary devices, such as Product(OP) simile, metaphor, and personification, to create meaning, with NY R Recognize how different authors treat similar themes, with NY R Identify literary elements, such as setting, plot, and character, of different genres, with Skill Area 4 - Vocabulary Acquisition (VA) Skill Area 1 - Overall Product(OP) Skill 16 - CS16 Understanding characterization Skill 34 - CS34 Recognizing text type and genre Skill 7 - OP07 Acquiring an understanding of literary features Skill 17 - VA17 Understanding figurative language Skill 7 - OP07 Acquiring an understanding of literary features Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting Skill 16 - CS16 Understanding characterization Page 3 of 57

8 Grade 4 Grade 4, Learning Standards, State NY R Use graphic organizers to record significant details about characters and events in stories Skill Area 8 - Writing Skills (WR) Skill 4 - WR04 Using graphic organizers to aid writing NY R.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY R Evaluate the content by identifying NY R.3.1.a - Evaluate the content by identifying the author's purpose NY R.3.1.b - Evaluate the content by identifying whether events, actions, characters, and/or settings are realistic NY R.3.1.c - Evaluate the content by identifying important and unimportant details NY R.3.1.d - Evaluate the content by identifying statements of fact, opinion, and exaggeration, with NY R.3.1.e - Evaluate the content by identifying recurring themes across works in print and media NY R Compare and contrast characters, plot, and setting in literary works Skill 24 - CS24 Understanding text/author's purpose Skill 10 - CS10 Differentiating fact and opinion Skill 5 - CS05 Comparing and contrasting Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting NY R Analyze ideas and information on the basis of prior knowledge and personal experience Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 16 - CS16 Understanding characterization Skill 7 - OS07 Connecting readalouds to personal experience NY R Recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor NY R Judge accuracy of content to gather facts, with from teachers and parents/caregivers Skill Area 8 - Writing Skills (WR) Skill 19 - WR19 Writing about personal experience Skill 32 - CS32 Identifying persuasive language Page 4 of 57

9 Grade 4 Grade 4, Learning Standards, State NY R Use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience NY R Evaluate information, ideas, opinions, and themes in texts by identifying, with, NY R.3.7.a - a central idea and supporting details NY R.3.7.b - missing or unclear information NY R Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in more than one text, with NY R.4 - Students will read, write, listen, and speak for social interaction. NY R Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud NY R Respect the age, gender, position, and cultural traditions of the writer NY R Recognize the types of language (e.g., informal vocabulary and jargon) that are appropriate to social communication NY W - Writing NY W.1 - Students will read, write, listen, and speak for information and understanding. NY W Take notes to record data, facts, and ideas both by following teacher direction and by writing independently NY W State a main idea and support it with details NY W Use organizational patterns such as compare/contrast, cause/effect, and time/order, for expository writing Skill 8 - CS08 Identifying main idea and details Skill 17 - CS17 Understanding historical/cultural factors Skill Area 8 - Writing Skills (WR) Skill 11 - WR11 Writing notes Skill Area 8 - Writing Skills (WR) Skill 7 - WR07 Summarizing the main ideas and details Page 5 of 57

10 Grade 4 Grade 4, Learning Standards, State NY W Use a variety of resources, such as age-appropriate dictionaries and/or computer software, to spell words correctly NY W Produce clear, wellorganized, and well-developed explanations, reports, accounts, and directions that demonstrate understanding of a topic NY W Support interpretations and explanations with evidence from text Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence NY W Maintain a portfolio that includes informational writing as a method of reviewing work with teachers and parents/ caregivers NY W Compare and contrast ideas and information from two sources NY W Write labels and captions for graphics to convey information, with NY W.2 - Students will read, write, listen, and speak for literary response and expression. NY W Write original literary texts that NY W.2.1.a - Write original literary texts that use dialogue to create short plays NY W.2.1.b - Write original literary texts that use vivid and playful language NY W Write interpretive and responsive essays that NY W.2.2.a - Write interpretive and responsive essays that describe literary elements such as plot, setting, and characters NY W.2.2.b - Write interpretive and responsive essays that describe themes of literary texts NY W.2.2.c - Write interpretive and responsive essays that compare and contrast elements of texts NY W Produce clear, wellorganized responses to stories read literature Skill Area 8 - Writing Skills (WR) Skill 1 - WR01 Writing in response to or listened to, supporting the understanding of characters and events with details from the story Page 6 of 57

11 Grade 4 Grade 4, Learning Standards, State NY W Produce imaginative stories and personal narratives that show insight, development, organization, and effective language NY W Use resources such as personal experiences and themes from the text and performances to stimulate own writing NY W Use a computer to create, respond to, and interpret literary texts NY W Maintain a portfolio that includes literary and interpretive writing as a method of reviewing work with teachers and parents/caregivers NY W Summarize the plot, with Skill Area 8 - Writing Skills (WR) Skill 15 - WR15 Writing summaries NY W Describe the characters and explain how they change, with NY W Describe the setting and recognize its importance to the story, with NY W Draw a conclusion about the work, with NY W.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY W Use prewriting strategies, Skill Area 8 - Writing Skills (WR) Skill 4 - WR04 Using graphic such as semantic webs and Venn organizers to aid writing diagrams, to organize ideas and information and to plan writing NY W State a main idea, theme, or opinion and provide supporting details NY W Use relevant examples, reasons, and explanations to support ideas NY W Express opinions and make judgments that demonstrate a personal point of view NY W Use personal experiences and knowledge to analyze and evaluate new ideas NY W Analyze and evaluate the author's use of setting, plot, character, rhyme, rhythm, and language in written and visual text Page 7 of 57 Skill Area 8 - Writing Skills (WR) Skill 7 - WR07 Summarizing the main ideas and details Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence Skill Area 8 - Writing Skills (WR) Skill 19 - WR19 Writing about personal experience

12 Grade 4 Grade 4, Learning Standards, State NY W Use effective vocabulary in persuasive and expository writing NY W Use details from stories or informational texts to predict, explain, or show relationships between information and events NY W Use ideas from two or more sources of information to generalize about causes, effects, or other relationships NY W Maintain a portfolio that includes written analysis and evaluation as a method of reviewing work with teachers and parents/caregivers NY W.4 - Students will read, write, listen, and speak for social interaction. NY W Share the process of writing with peers and adults; for example, write with a partner NY W Respect the age, gender, position, and cultural traditions of the recipient NY W Develop a personal voice that enables the reader to get to know the writer NY W Maintain a portfolio that includes writing for social interaction as a method of reviewing work with teachers and parents/caregivers Skill Area 8 - Writing Skills (WR) Skill 13 - WR13 Using varied vocabulary NY L - Listening NY L.1 - Students will read, write, listen, and speak for information and understanding. NY L Acquire information and/or understand procedures NY L Identify a main idea, essential details, and supporting details NY L Determine a sequence of Skill Area 6 - Oral steps given Comprehension and Speaking Skills (OS) NY L Identify a conclusion that summarizes the main idea NY L Interpret information by drawing upon prior knowledge and experience Page 8 of 57 Skill 14 - OS14 Sequencing events within passages read aloud

13 Grade 4 Grade 4, Learning Standards, State NY L Distinguish between fact and opinion, with NY L Identify information that is implicit, rather than stated, with NY L.2 - Students will read, write, listen, and speak for literary response and expression. NY L Identify elements of character, plot, and setting to understand the author's message or intent NY L Compare and contrast ideas of others to own ideas NY L Use note taking and graphic organizers to record and organize information and ideas recalled from stories read aloud NY L Identify a character's motivation, with NY L.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY L Distinguish between information in media texts, such as live news coverage, and in fictional material, such as dramatic productions NY L Recognize the perspective of others NY L.3.2.a - Recognize the perspective of others distinguish between fact, opinion, and exaggeration NY L Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations, with NY L.4 - Students will read, write, listen, and speak for social interaction. NY L Respect the age, gender, position, and culture of the speaker Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting Skill Area 8 - Writing Skills (WR) Skill 11 - WR11 Writing notes Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 16 - CS16 Understanding characterization Skill 6 - OS06 Discussing opinions and experiences Skill 10 - CS10 Differentiating fact and opinion Page 9 of 57

14 Grade 4 Grade 4, Learning Standards, State NY L Listen to friendly notes, cards, longer letters, and personal narratives read aloud to get to know the writer and/or classmates and fellow listeners NY L Listen for the tone of voice and content that signal friendly communication NY S - Speaking NY S.1 - Students will read, write, listen, and speak for information and understanding. NY S Ask clarifying questions NY S Summarize NY S State a main idea with supporting examples and details NY S Explain a line of reasoning Skill 6 - CS06 Summarizing main points of text NY S Present a short oral report, using a variety of sources NY S.1.5.a - Present a short oral report, using a variety of sources speak loudly enough to be heard by the audience NY S.1.5.b - Present a short oral report, using a variety of sources use gestures appropriate to convey meaning NY S Use complete sentences, using age- and content-appropriate vocabulary Skill Area 6 - Oral Comprehension and Speaking Skills (OS) NY S Use logical order in presentations NY S.2 - Students will read, write, listen, and speak for literary response and expression. NY S Present original works, such as stories, poems, and plays, to classmates NY S Give book reviews NY S Describe characters, setting, and plot NY S Make inferences and draw Skill Area 6 - Oral conclusions Comprehension and Speaking Skills (OS) NY S Explain cultural and ethnic features in literary texts Page 10 of 57 Skill 5 - OS05 Demonstrating a command of language including precision in word choice Skill 9 - OS09 Drawing conclusions from passages read aloud Skill 11 - OS11 Drawing conclusions from oral discourse using grade level materials

15 Grade 4 Grade 4, Learning Standards, State NY S Ask questions to clarify and interpret literary texts and performances and respond to the questions of classmates NY S Use complete sentences, correct verb tense, age-appropriate vocabulary, and logical order in oral presentation NY S.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY S Discuss the impact of vocabulary, format, illustrations, and titles in evaluating ideas, information, and experiences NY S Express an opinion about school and community issues NY S Express an opinion about the accuracy of the content of literary works, editorials, reviews, and advertisements supported by the text NY S Speak with appropriate rate and volume for the audience NY S Take turns speaking in a group NY S.4 - Students will read, write, listen, and speak for social interaction. NY S Respect the age, gender, position, and cultural traditions of the listener when speaking NY S Discuss the content of friendly notes, cards, letters, and personal narrative, with a partner or small group, in order to get to know the writer and each other NY S Use the rules of conversation, such as avoid interrupting and respond respectfully Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 5 - OS05 Demonstrating a command of language including precision in word choice Skill 6 - OS06 Discussing opinions and experiences Skill 6 - OS06 Discussing opinions and experiences Page 11 of 57

16 Grade 5 Grade 5, Learning Standards, State NY R - Reading NY R.1 - Students will read, write, listen, and speak for information and understanding. NY R Locate and use school and public library resources, with some direction, to acquire information NY R Use the table of contents and indexes to locate information NY R Read to collect and interpret data, facts, and ideas from multiple sources NY R Read the steps in a procedure in order to accomplish a task such as completing a science experiment NY R Skim material to gain an overview of content or locate specific information NY R Use text features, such as headings, captions, and titles, to understand and interpret informational texts NY R Recognize organizational formats to assist in comprehension of informational texts Skill 30 - CS30 Using informational text features Skill 25 - CS25 Identifying reading strategies Skill 33 - CS33 Locating information for specific purposes Skill 30 - CS30 Using informational text features Skill 29 - CS29 Understanding text organization NY R Identify missing information and irrelevant information NY R Distinguish between fact and opinion NY R Identify information that is implied rather than stated NY R Compare and contrast information on one topic from multiple sources NY R Recognize how new information is related to prior knowledge or experience NY R Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information Page 12 of 57 Skill 10 - CS10 Differentiating fact and opinion Skill 1 - CS01 Using background knowledge to understand text Skill 8 - CS08 Identifying main idea and details Skill 28 - CS28 Reading textbooks for information

17 Grade 5 Grade 5, Learning Standards, State Skill 33 - CS33 Locating information NY R Make inferences and draw conclusions, on the basis of information from the text, with Skill Area 6 - Oral Comprehension and Speaking Skills (OS) for specific purposes Skill 9 - OS09 Drawing conclusions from passages read aloud Skill 20 - CS20 Making inferences NY R Identify information that is implied rather than stated, with NY R.2 - Students will read, write, listen, and speak for literary response and expression. NY R Read, view, and interpret Skill Area 3 - Literacy Experience Skill 8 - LE08 Reading from a variety literary texts from a variety of genres and Appreciation (LE) of genres NY R Define characteristics of different genres Skill Area 3 - Literacy Experience and Appreciation (LE) Skill 5 - LE05 Understanding literary types Skill 34 - CS34 Recognizing text type and genre NY R Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods NY R Read aloud from a variety of genres; for example, read the lines of a play or recite a poem NY R.2.4.a - Read aloud from a Skill Area 3 - Literacy Experience Skill 8 - LE08 Reading from a variety variety of genres; for example, read the lines of a play or recite a poem use inflection and intonation appropriate to text read and audience and Appreciation (LE) of genres NY R Recognize that the same story can be told in different genres, such as novels, poems, or plays, with NY R Identify literary elements, such as setting, plot, and character, of different genres Skill Area 5 - Fluency (FL) Skill Area 1 - Overall Product(OP) Skill 3 - FL03 Practicing fluency via passage and quote read-alouds Skill 7 - OP07 Acquiring an understanding of literary features Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting Page 13 of 57

18 Grade 5 Grade 5, Learning Standards, State Skill 16 - CS16 Understanding NY R Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning NY R Recognize how different authors treat similar themes NY R Identify the ways in which characters change and develop throughout a story NY R Compare characters in literature to people in own lives NY R.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY R Evaluate information, ideas, opinions, and themes in texts by identifying NY R.3.1.a - Evaluate information, ideas, opinions, and themes in texts by identifying a central idea and supporting details NY R.3.1.b - Evaluate information, ideas, opinions, and themes in texts by identifying details that are primary and those that are less important Skill Area 1 - Overall Product(OP) Skill Area 4 - Vocabulary Acquisition (VA) Skill Area 6 - Oral Comprehension and Speaking Skills (OS) characterization Skill 7 - OP07 Acquiring an understanding of literary features Skill 17 - VA17 Understanding figurative language Skill 16 - CS16 Understanding characterization Skill 7 - OS07 Connecting readalouds to personal experience Skill 16 - CS16 Understanding characterization Skill 8 - CS08 Identifying main idea and details Skill Area 8 - Writing Skills (WR) Skill 7 - WR07 Summarizing the main ideas and details NY R.3.1.c - Evaluate information, ideas, opinions, and themes in texts by identifying statements of fact, opinion, and exaggeration NY R.3.1.d - Evaluate information, ideas, opinions, and themes in texts by identifying missing or unclear information NY R Use established criteria to analyze the quality of information in text NY R Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text Page 14 of 57 Skill 10 - CS10 Differentiating fact and opinion Skill 17 - CS17 Understanding historical/cultural factors

19 Grade 5 Grade 5, Learning Standards, State NY R.4 - Students will read, write, listen, and speak for social interaction. NY R Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups NY R Respect the age, gender, position, and cultural traditions of the writer NY R Recognize conversational tone in friendly communication NY R Recognize the types of language (e.g., jargon, informal vocabulary, and conventions) that are appropriate to social communication NY W - Writing NY W.1 - Students will read, write, listen, and speak for information and understanding. NY W Use at least three sources of information in writing a report, with NY W Take notes to record and organize relevant data, facts, and ideas, with, and use notes as part of prewriting activities Skill Area 8 - Writing Skills (WR) Skill 11 - WR11 Writing notes NY W State a main idea and support it with details and examples NY W Compare and contrast ideas and information from two sources NY W Write labels or captions for graphics, such as charts, graphs, and diagrams, to convey information NY W Adopt an organizational format, such as chronological order, that is appropriate for informational writing NY W Use paragraphing to organize ideas and information, with Page 15 of 57 Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence Skill 7 - WR07 Summarizing the main ideas and details Skill Area 8 - Writing Skills (WR) Skill 2 - WR02 Developing and presenting ideas in writing Skill 4 - WR04 Using graphic organizers to aid writing

20 Grade 5 Grade 5, Learning Standards, State NY W Maintain a portfolio that includes informational writing NY W.2 - Students will read, write, listen, and speak for literary response and expression. NY W Develop original literary texts that NY W.2.1.a - Develop original literary texts that use organizing structures such as stanzas and chapters NY W.2.1.b - Develop original literary texts that create a lead that attracts the reader's interest NY W.2.1.c - Develop original literary texts that provide a title that interests the reader NY W.2.1.d - Develop original literary texts that develop characters and establish a plot NY W.2.1.e - Develop original literary texts that use examples of literary devices, such as rhyme, rhythm, and simile NY W.2.1.f - Develop original literary texts that establish consistent point of view (e.g., first or third person) with NY W Write interpretive essays that NY W.2.2.a - Write interpretive essays that summarize the plot NY W.2.2.b - Write interpretive essays that describe the characters and how they change NY W.2.2.c - Write interpretive essays that describe the setting and recognize its importance to the story NY W.2.2.d - Write interpretive essays that draw a conclusion about the work NY W.2.2.e - Write interpretive essays that interpret the impact of literary devices, such as simile and personification NY W.2.2.f - Write interpretive essays that recognize the impact of rhythm and rhyme in poems NY W Respond to literature, connecting the response to personal experience Page 16 of 57 Skill Area 8 - Writing Skills (WR) Skill 1 - WR01 Writing in response to literature

21 Grade 5 Grade 5, Learning Standards, State NY W Use resources, such as personal experiences and themes from other texts and performances, to plan and create literary texts Skill 9 - WR09 Reflecting on literature NY W Maintain a writing portfolio that includes literary, interpretive, and responsive writing NY W.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY W Use strategies, such as Skill Area 8 - Writing Skills (WR) Skill 4 - WR04 Using graphic note taking, semantic webbing, or organizers to aid writing mapping, to plan and organize writing NY W Use supporting evidence from text to evaluate ideas, information, themes, or experiences Skill 11 - WR11 Writing notes Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence NY W Analyze the impact of an event or issue from personal and peer group perspectives NY W Analyze literary elements in order to evaluate the quality of ideas and information in text Skill Area 1 - Overall Product(OP) Skill 7 - OP07 Acquiring an understanding of literary features NY W Use information and ideas from other subject areas and personal experiences to form and express opinions NY W Adapt an organizational format, such as compare/contrast, appropriate for critical analysis and evaluation, with NY W Use precise vocabulary in writing analysis and evaluation, with NY W Maintain a writing portfolio that includes writing for critical analysis and evaluation NY W.4 - Students will read, write, listen, and speak for social interaction. Skill Area 8 - Writing Skills (WR) Skill 9 - WR09 Reflecting on literature Skill Area 8 - Writing Skills (WR) Skill 19 - WR19 Writing about personal experience Skill Area 8 - Writing Skills (WR) Skill 13 - WR13 Using varied vocabulary Page 17 of 57

22 Grade 5 Grade 5, Learning Standards, State NY W Share the process of Skill Area 8 - Writing Skills (WR) Skill 14 - WR14 Writing letters writing with peers and adults; for example, write a condolence note, get-well card, or thank-you letter with a writing partner or in small groups NY W Respect the age, gender, position, and cultural traditions of the recipient NY W Develop a personal voice that enables the reader to get to know the writer NY W Write personal reactions to experiences and events, using a form of social communication Skill Area 8 - Writing Skills (WR) Skill 19 - WR19 Writing about personal experience NY W Maintain a portfolio that includes writing for social communication NY L - Listening NY L.1 - Students will read, write, listen, and speak for information and understanding. NY L Follow instructions that provide information about a task or assignment NY L Identify essential details for note taking NY L Distinguish between fact and opinion NY L Identify information that is implicit rather than stated NY L Connect new information to prior knowledge or experience Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 2 - OS02 Following oral instructions Skill 33 - CS33 Locating information for specific purposes Skill 10 - CS10 Differentiating fact and opinion NY L.2 - Students will read, write, listen, and speak for literary response and expression. NY L Distinguish different genres, such as story, biography, poem, or play, with NY L Identify a character's motivation NY L Recognize the use of literary devices, such as simile, personification, rhythm, and rhyme, in presentation of literary texts Skill Area 1 - Overall Product(OP) Skill 34 - CS34 Recognizing text type and genre Skill 16 - CS16 Understanding characterization Skill 7 - OP07 Acquiring an understanding of literary features Page 18 of 57

23 Grade 5 Grade 5, Learning Standards, State Skill Area 4 - Vocabulary Skill 17 - VA17 Understanding NY L Use personal experience and prior knowledge to interpret and respond to literary texts and performances NY L Identify cultural and historical influences in texts and performances, with NY L.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY L Form an opinion on a subject on the basis of information, ideas, and themes expressed in presentations NY L Recognize and use the perspective of others to analyze presentations NY L Use prior knowledge and experiences to analyze the content of presentations NY L Recognize persuasive presentations and identify the techniques used to accomplish that purpose, with NY L Evaluate the quality of the speaker's presentation style by using criteria such as volume, tone of voice, and rate NY L.4 - Students will read, write, listen, and speak for social interaction. NY L Respect the age, gender, position, and cultural traditions of the speaker NY L Recognize friendly communication on the basis of volume and tone of the speaker's voice NY L Recognize that social communication may include informal language such as jargon NY L Recognize the meaning of the speaker's nonverbal cues NY S - Speaking NY S.1 - Students will read, write, listen, and speak for information and understanding. NY S Ask probing questions Page 19 of 57 Acquisition (VA) Skill Area 6 - Oral Comprehension and Speaking Skills (OS) figurative language Skill 7 - OS07 Connecting readalouds to personal experience Skill 17 - CS17 Understanding historical/cultural factors Skill 32 - CS32 Identifying persuasive language Skill 7 - CS07 Asking and answering questions about the text

24 Grade 5 Grade 5, Learning Standards, State NY S Interview peers NY S Share information from personal experience NY S Share information from a variety of texts NY S State a main idea and support it with facts, details, and examples NY S Compare and contrast information NY S Present reports of approximately five minutes for teachers and peers NY S Summarize main points NY S Use notes, outlines, and visual aids appropriate to the presentation NY S.2 - Students will read, write, listen, and speak for literary response and expression. NY S Present original works, such as stories, poems, and plays, to adults and peers, using audible voice and pacing appropriate to content and audience NY S Share book reviews NY S Summarize the plot and describe the motivation of characters Skill 8 - CS08 Identifying main idea and details Skill 5 - CS05 Comparing and contrasting Skill 6 - CS06 Summarizing main points of text NY S Connect a personal response to literature to prior experience or knowledge NY S Recognize the importance of cultural and historical characteristics in texts and performances NY S Ask questions and respond to questions for clarification NY S Use notes or outlines appropriately in presentations NY S.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY S Ask questions and respond to questions for clarification Page 20 of 57 Skill 17 - CS17 Understanding historical/cultural factors Skill 7 - CS07 Asking and answering questions about the text Skill 7 - CS07 Asking and answering questions about the text

25 Grade 5 Grade 5, Learning Standards, State NY S Express an opinion about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements NY S Analyze an event or issue by using role play as a strategy NY S Use information and ideas from personal experiences to form and express opinions and judgments NY S Use notes or outlines appropriately in presentations NY S.4 - Students will read, write, listen, and speak for social interaction. NY S Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other NY S Use the informal language of social communication NY S Respect the age, gender, position, culture, and interests of the listener NY S Use the rules of conversation, such as avoid interrupting and respond respectfully Skill Area 6 - Oral Comprehension and Speaking Skills (OS) Skill 6 - OS06 Discussing opinions and experiences Page 21 of 57

26 Grade 6 Grade 6, Learning Standards, State NY R - Reading NY R.1 - Students will read, write, listen, and speak for information and understanding. NY R Locate and use school and public library resources, with some direction, to acquire information NY R Use the table of contents and indexes to locate information NY R Read to collect and interpret data, facts, and ideas from multiple sources NY R Read the steps of a procedure in order to accomplish a task such as completing a science experiment or installing software NY R Skim material to gain an overview of content or locate specific information NY R Use text features, such as headings, captions, and titles, to understand and interpret informational texts NY R Recognize organizational formats to assist in comprehension of informational texts Skill 30 - CS30 Using informational text features Skill 25 - CS25 Identifying reading strategies Skill 33 - CS33 Locating information for specific purposes Skill 30 - CS30 Using informational text features Skill 29 - CS29 Understanding text organization NY R Identify missing, conflicting, unclear, and irrelevant information NY R Distinguish between fact and opinion NY R Identify information that is implied rather than stated NY R Compare and contrast information about one topic from multiple sources NY R Recognize how new information is related to prior knowledge or experience NY R Identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information Page 22 of 57 Skill 10 - CS10 Differentiating fact and opinion Skill 1 - CS01 Using background knowledge to understand text Skill 8 - CS08 Identifying main idea and details Skill 28 - CS28 Reading textbooks for information

27 Grade 6 Grade 6, Learning Standards, State Skill 33 - CS33 Locating information NY R Apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with Skill Area 1 - Overall Product(OP) for specific purposes Skill 12 - OP12 Applying comprehension strategies to content area reading NY R Use knowledge of structure, content, and vocabulary to understand informational texts, with NY R Condense, combine, or categorize new information from one or more sources, with Skill Area 1 - Overall Product(OP) Skill Area 4 - Vocabulary Acquisition (VA) Skill 20 - CS20 Making inferences Skill 12 - OP12 Applying comprehension strategies to content area reading Skill 3 - VA03 Recalling word meaning Skill 30 - CS30 Using informational text features NY R Draw conclusions and make inferences on the basis of explicit and implied information, with NY R Make, confirm, or revise predictions, with Skill 19 - CS19 Drawing conclusions Skill 20 - CS20 Making inferences Skill 2 - CS02 Making predictions about text NY R.2 - Students will read, write, listen, and speak for literary response and expression. NY R Read, view, and interpret Skill Area 3 - Literacy Experience Skill 8 - LE08 Reading from a variety texts from a variety of genres and Appreciation (LE) of genres NY R Define characteristics of different genres Skill Area 3 - Literacy Experience and Appreciation (LE) Skill 5 - LE05 Understanding literary types NY R Select literary texts on the basis of personal needs and interests and read silently for enjoyment for extended periods NY R Read aloud from a variety of genres (e.g., plays and poems) Skill 34 - CS34 Recognizing text type and genre Page 23 of 57

28 Grade 6 Grade 6, Learning Standards, State NY R.2.4.a - use inflection and intonation appropriate to text read and audience NY R Recognize that the same story can be told in different genres (e.g., novels, poems, or plays) Skill Area 5 - Fluency (FL) Skill 2 - FL02 Practicing fluency via reader's theatre Skill 3 - FL03 Practicing fluency via passage and quote read-alouds NY R Identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme) of different genres NY R Recognize how the author uses literary devices, such as simile, metaphor, and personification, to create meaning NY R Recognize how different authors treat similar themes NY R Identify the ways in which characters change and develop throughout a story NY R Interpret characters, plot, setting, and theme, using evidence from the text, with Skill Area 1 - Overall Product(OP) Skill Area 1 - Overall Product(OP) Skill Area 4 - Vocabulary Acquisition (VA) Skill 7 - OP07 Acquiring an understanding of literary features Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting Skill 16 - CS16 Understanding characterization Skill 7 - OP07 Acquiring an understanding of literary features Skill 17 - VA17 Understanding figurative language Skill 16 - CS16 Understanding characterization Skill 14 - CS14 Recognizing plot Skill 15 - CS15 Recognizing setting NY R Identify the author's point of view, such as first-person narrator and omniscient narrator, with NY R Determine how the use and meaning of literary devices, such as symbolism, metaphor and simile, alliteration, personification, flashback, and foreshadowing, convey the author's message or intent, with Page 24 of 57 Skill Area 1 - Overall Product(OP) Skill 16 - CS16 Understanding characterization Skill 27 - CS27 Identifying theme Skill 26 - CS26 Identifying point of view Skill 7 - OP07 Acquiring an understanding of literary features

29 Grade 6 Grade 6, Learning Standards, State Skill Area 4 - Vocabulary Skill 17 - VA17 Understanding Acquisition (VA) figurative language Skill 4 - CS04 Analyzing author's choices Skill 12 - CS12 Understanding sequence Skill 21 - CS21 Extending meaning NY R Recognize how the author's use of language creates images or feelings, with NY R Identify poetic elements, such as repetition, rhythm, and rhyming patterns, in order to interpret poetry, with Skill Area 4 - Vocabulary Acquisition (VA) Skill 17 - VA17 Understanding figurative language Skill 4 - CS04 Analyzing author's choices NY R Identify social and cultural context and other characteristics of the time period to enhance understanding and appreciation of text, with Skill 17 - CS17 Understanding historical/cultural factors NY R.3 - Students will read, write, listen, and speak for critical analysis and evaluation. NY R Evaluate information, ideas, opinions, and themes by identifying NY R.3.1.a - Evaluate information, ideas, opinions, and themes by identifying a central idea and supporting details NY R.3.1.b - Evaluate information, ideas, opinions, and themes by identifying precise and vague language NY R.3.1.c - Evaluate information, ideas, opinions, and themes by identifying statements of fact, opinion, and exaggeration NY R.3.1.d - Evaluate information, ideas, opinions, and themes by identifying missing or unclear information Skill 8 - CS08 Identifying main idea and details Skill Area 8 - Writing Skills (WR) Skill 7 - WR07 Summarizing the main ideas and details Skill 10 - CS10 Differentiating fact and opinion Page 25 of 57

30 Grade 6 Grade 6, Learning Standards, State NY R Use established and personal criteria to analyze and evaluate the quality of ideas and information in text NY R Identify different perspectives, such as social, cultural, ethnic, and historical, on an issue presented in one or more than one text NY R Recognize how one's own point of view contributes to forming an opinion about information and ideas NY R Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to NY R.3.5.a - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify conflicting information NY R.3.5.b - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to consider the background and qualifications of the writer NY R.3.5.c - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to evaluate examples, details, or reasons used to support ideas NY R.3.5.d - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify differing points of view in texts and presentations NY R.3.5.e - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify cultural and ethnic values and their impact on content, with Skill 17 - CS17 Understanding historical/cultural factors Page 26 of 57

31 Grade 6 Grade 6, Learning Standards, State NY R.3.5.f - Evaluate, with, the validity and accuracy of information, ideas, themes, opinions, and experiences in text to identify multiple levels of meaning NY R.4 - Students will read, write, listen, and speak for social interaction. NY R Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups NY R Respect the age, gender, position, and cultural traditions of the writer NY R Recognize the types of language (e.g., jargon, colloquialisms, informal vocabulary, and conventions) that are appropriate to social communication NY W - Writing NY W.1 - Students will read, write, listen, and speak for information and understanding. NY W Use at least three sources of information, with appropriate citations, to develop reports NY W Take notes to record and organize relevant data, facts, and ideas NY W State a main idea and support it with details and examples NY W Compare and contrast ideas and information from two or three sources NY W Adopt an organizational format, such as chronological order, that is appropriate for informational writing NY W Use paragraphing to organize ideas and information NY W Use paraphrasing, with Page 27 of 57 Skill Area 8 - Writing Skills (WR) Skill 11 - WR11 Writing notes Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence Skill 7 - WR07 Summarizing the main ideas and details Skill Area 8 - Writing Skills (WR) Skill 2 - WR02 Developing and presenting ideas in writing Skill 4 - WR04 Using graphic organizers to aid writing

32 Grade 6 Grade 6, Learning Standards, State NY W Maintain a portfolio that includes informational writing NY W Include relevant and exclude irrelevant information, with NY W Connect, compare, and contrast ideas and information from one or more sources, with NY W Support ideas with examples, definitions, analogies, and direct references to the text, with NY W Answer questions about informational material and write accurate and complete responses, with NY W.2 - Students will read, write, listen, and speak for literary response and expression. NY W Write original literary texts NY W.2.1.a - Write original literary texts use organizing structures, such as stanzas, chapters, scenes, and verses NY W.2.1.b - Write original literary texts develop characters, create a setting, and establish a plot NY W.2.1.c - Write original literary texts use examples of literary devices, such as rhythm, rhyme, simile, and personification NY W.2.1.d - Write original literary texts establish a consistent point of view (e.g., first or third person) NY W.2.1.e - Write original literary texts use vocabulary to create a desired effect NY W Write interpretive essays to NY W.2.2.a - Write interpretive essays to summarize the plot NY W.2.2.b - Write interpretive essays to describe the characters and explain how they change Skill 5 - CS05 Comparing and contrasting Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence Page 28 of 57

33 Grade 6 Grade 6, Learning Standards, State NY W.2.2.c - Write interpretive essays to describe the setting and recognize its importance to the story NY W.2.2.d - Write interpretive essays to draw a conclusion about the work NY W.2.2.e - Write interpretive essays to interpret the impact of literary devices, such as simile and personification NY W.2.2.f - Write interpretive essays to recognize the impact of rhythm and rhyme in poems NY W Respond to literature, connecting the response to personal experience NY W Maintain a writing portfolio that includes literary, interpretive, and responsive writing NY W Express opinions and support them through specific references to the text, with NY W Demonstrate understanding of plot and theme, with NY W Identify and describe characters and their motivations, with NY W Analyze the impact of the setting, with NY W Identify how the use of literary devices, such as symbolism, metaphor and simile, personification, and flashback, affects meaning, with NY W Draw conclusions and provide reasons for the conclusions, with NY W Compare and contrast characters, setting, mood, and voice in more than one literary text or performance, with NY W.3 - Students will read, write, listen, and speak for critical analysis and evaluation. Skill Area 8 - Writing Skills (WR) Skill 1 - WR01 Writing in response to literature Skill 9 - WR09 Reflecting on literature Skill Area 8 - Writing Skills (WR) Skill 3 - WR03 Supporting ideas in writing using examples and evidence Page 29 of 57