CROSSWALK BETWEEN THE COMMON CORE STATE STANDARDS AND THE LOUISIANA GRADE-LEVEL EXPECTATIONS

Transcription

1 CROSSWALK BETWEEN THE COMMON CORE STATE STANDARDS AND THE LOUISIANA GRADE-LEVEL EXPECTATIONS GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS (GRADE-LEVEL EXPECTATIONS TO COMMON CORE STATE STANDARDS) ENGLISH LANGUAGE ARTS (ELA) KINDERGARTEN HIGH SCHOOL

2 TABLE OF CONTENTS GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: KINDERGARTEN ENGLISH LANGUAGE ARTS (ELA)... 1 I. CONTENT TO BE ADDED TO KINDERGARTEN ELA TO ENSURE FULL ALIGNMENT TO THE CCSS... 1 II. CONTENT TO BE DELETED FROM KINDERGARTEN ELA... 4 III. CONTENT THAT WILL REMAIN THE SAME IN KINDERGARTEN ELA... 6 GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 1 ENGLISH LANGUAGE ARTS (ELA)... 9 I. CONTENT TO BE ADDED TO GRADE 1 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS... 9 II. CONTENT TO BE DELETED FROM GRADE 1 ELA III. CONTENT THAT WILL REMAIN THE SAME IN GRADE 1 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 2 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 2 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 2 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 2 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 3 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 3 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 3 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 3 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 4 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 4 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 4 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 4 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 5 ENGLISH LANGUAGE ARTS (ELA)... 50

3 I. CONTENT TO BE ADDED TO GRADE 5 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 5 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 5 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 6 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 6 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 6 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 6 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 7 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 7 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 7 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 7 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 8 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 8 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 8 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 8 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 9 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO HIGH SCHOOL ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADE 9 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 9 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 10 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADE 10 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO DELETED FROM GRADE 10 ELA

4 III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADE 10 ELA GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADES 11/12 ENGLISH LANGUAGE ARTS (ELA) I. CONTENT TO BE ADDED TO GRADES 11/12 ELA TO ENSURE FULL ALIGNMENT TO THE CCSS II. CONTENT TO BE DELETED FROM GRADES 11/12 ELA III. CONTENT THAT WILL REMAIN THE SAME THROUGH THE TRANSITIONAL YEARS IN GRADES 11/12 ELA

5 GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: KINDERGARTEN ENGLISH LANGUAGE ARTS (ELA) Specific differences between the Common Core State Standards (CCSS) English language arts (ELA) standards and the Louisiana Grade-Level Expectations (GLEs) at this grade were identified by WestEd analysts. Because Louisiana has adopted the CCSS and intends for them to be fully implemented in all grade levels by school year , these findings will result in changes in what is taught at this grade. This report is intended to help ELA teachers at this grade level better understand what will remain the same and what will change in school year Below are summary charts that show (1) what CCSS ELA content will need to be added, (2) what ELA GLE content can be deleted, and (3) what ELA GLE content will remain the same in this grade. CCSS # I. Content to be Added to Kindergarten ELA to Ensure Full Alignment to the CCSS Common Core State Standard Text GLE Grade, if applicable 1 RL.K.4 Ask and answer questions about unknown words in a text. Not in GLEs 2 RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories. 3 RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. 4 RI.K.4 With prompting and support, ask and answer questions about unknown words in a text. Not in GLEs 5 RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text. Not in GLEs 6 RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 7 W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is ). 8 W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. 2 3 Not in GLEs Not in GLEs 1 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 1

6 I. Content to be Added to Kindergarten ELA to Ensure Full Alignment to the CCSS (continued) 9 SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Not in GLEs 12 L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Print many upper- and lowercase letters. b. Use frequently occurring nouns and verbs. c. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). d. Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how). e. Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). f. Produce and expand complete sentences in shared language activities. 13 L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. a. Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). b. Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. 14 L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. b. Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). c. Identify real-life connections between words and their use (e.g., note places at school that are colorful). d. Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 2

7 CCSS # I. Content to be Added to Kindergarten ELA to Ensure Full Alignment to the CCSS (continued) While the Common Core State Standards below match the indicated GLEs at this grade level, the highlighted text indicates additional content requirements of the CCSS, which are to be taught beginning in The GLE text is listed in Table 3, Content that Will Remain the Same. 15 RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). GLE Match ELA.K.8 ELA.K RI.K.2 With prompting and support, identify the main topic and retell key details of a text. ELA.K.9 17 RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). 18 RF.K.1 Demonstrate understanding of the organization of basic features of print. a. Follow words from left to right, top to bottom, and page by page. b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. 19 RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. c. Blend and segment onsets and rimes of single-syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (The does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. 20 RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. b. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. ELA.K.14 ELA.K.6 ELA.K.1 ELA.K.3 21 RF.K.4 Read emergent-reader texts with purpose and understanding. ELA.K.5 22 W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. 23 W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. ELA.K.19 ELA.K.25 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 3

8 I. Content to be Added to Kindergarten ELA to Ensure Full Alignment to the CCSS (continued) 24 W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. 25 W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). 26 SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). 27 SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional details. ELA.K.24 ELA.K.26 ELA.K.33 ELA.K SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly. ELA.K L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize the first word of a sentence and the pronoun I. c. Write a letter or letters for most consonant and short-vowel sounds (phonemes). d. Spell simple words phonetically, drawing on knowledge of sound-letter relationships. ELA.K.31 ELA.K.6 ELA.K.7 ELA.K.19 ELA.K.27 II. Content to be Deleted from Kindergarten ELA GLE # Grade-Level Expectation Text 1 ELA.K.2 Demonstrate understanding of alphabetic principle by doing the following: distinguishing and naming all uppercase and lowercase letters identifying own first and last name New Grade, if applicable Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 4

9 II. Content to be Deleted from Kindergarten ELA (continued) 2 ELA.K.4 Recognize and understand words found in environmental print 3 ELA.K.11 Describe the connections between life experiences and texts 4 ELA.K.15 Identify problems in texts and offer possible solutions 5 ELA.K.20 Create compositions by participating in shared writing activities 6 ELA.K.23 Use classroom resources (e.g., word walls, picture dictionaries, teachers, peers) to support a writing process 7 ELA.K.28 Demonstrate an understanding of letter placement in text by writing letters and words from left to right and top to bottom on a page 8 ELA.K.29 Print all uppercase and lowercase letters 1 9 ELA.K.30 Print letters and words with proper figure grounding on a line and with appropriate spaces between words 10 ELA.K.32 Write simple stories or life experiences using developmental/inventive spelling that shows knowledge of letter/sound correspondences 11 ELA.K.35 Give and follow one- and two-step verbal and nonverbal directions without interrupting 12 ELA.K.36 Relate an experience or creative story in a logical sequence 13 ELA.K.38 Recite short poems, rhymes, and songs 14 ELA.K.40 Respond to video/film versions of a story read aloud through activities such as role-playing, illustrating, and discussing without interruption 15 ELA.K.41 Participate in designated roles within classroom activities, such as line leader, teacher helper, and calendar helper Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 5

10 II. Content to be Deleted from Kindergarten ELA (continued) 16 ELA.K.43 Identify that a computer has a keyboard to enter information 17 ELA.K.45 Read and interpret a classroom schedule III. Content that Will Remain the Same in Kindergarten ELA GLE # Grade-Level Expectation Text CCSS # 1 ELA.K.1 Demonstrate understanding of phonemic awareness by doing the following: creating rhyming words demonstrating that a sequence of letters in a word represents the sequence of sounds heard or spoken in that word by repeating or saying the sounds in sequence heard or seen identifying when words begin with the same sound listening to three sounds (phonemes) and recognizing that two are the same listening to and deleting or adding a beginning, a middle, or a final sound to a word orally segmenting individual sounds (phonemes) in words that have two to five sounds isolating and saying the beginning and final sounds (phonemes) of a spoken word clapping/tapping to match each individual syllable of a spoken word 2 ELA.K.3 Demonstrate understanding of phonics by doing the following: matching each consonant or short vowel sound to the appropriate letter decoding simple one-syllable words 3 ELA.K.5 Read books with predictable, repetitive text and simple illustrations RF.K.4 4 ELA.K.6 Identify that printed text is made up of sentences that begin with a capital letter and end with some type of punctuation 5 ELA.K.7 Demonstrate understanding of book and print concepts by doing the following: locating front and back covers, title pages, and inside pages of a book identifying periods, question marks, and exclamation marks and demonstrating knowledge that they are used at the end of a sentence isolating individual words in print RF.K.2 RF.K.3 RF.K.1 L.K.2 RF.1.1 RI.K.5 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 6

11 III. Content that Will Remain the Same in Kindergarten ELA (continued) 6 ELA.K.8 Identify basic story elements, including simple plot sequences, setting, and simple character descriptions, in a favorite story using pictures and/or oral responses 7 ELA.K.9 Orally retell ideas and important facts in grade-appropriate texts read aloud by the teacher or read by the individual student RL.K.3 RL.K.7 RL.K.2 RI.K.2 8 ELA.K.10 Answer questions about the important characters, setting, and events of a story RL.K.1 RI.K.1 9 ELA.K.12 Respond to stories, legends, songs, and other literature from diverse cultural and ethnic groups by participating in activities such as answering questions, role-playing, and drawing 10 ELA.K.13 Identify whether the type of text read aloud is a true story, a fictional story, a song, or a poem RL.K.5 11 ELA.K.14 Demonstrate understanding of information in texts read aloud using a variety of strategies, including: making predictions using prior knowledge and pictures using at least five pictures to sequence the events of a story drawing conclusions from text using pictures to resolve questions 12 ELA.K.16 Describe the role of an author and an illustrator RL.K.6 RI.K.6 13 ELA.K.17 Identify different emotions and feelings of authors by participating in activities such as role-playing, illustrating, and answering questions 14 ELA.K.18 Ask questions that demonstrate knowledge of character, setting, plot, and text type about texts read aloud (e.g., what, why, how) 15 ELA.K.19 Write using developmental/inventive spelling, supported by drawing or dictation to the teacher to express ideas 16 ELA.K.21 Use illustrations, developmental/inventive spelling, and appropriate vocabulary to write for a specific purpose and/or audience 17 ELA.K.22 Create simple text using prior knowledge by drawing, dictating to the teacher, and/or writing using developmental/inventive spelling RL.K.10 RI.K.7 RL.K.7 RI.K.10 RL.K.1 RI.K.1 RL.K ELA.K.24 Actively discuss ideas and select a focus for group stories W.K.5 W.K.2 L.K.2 L.K.6 W.K.2 W.K.2 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 7

12 III. Content that Will Remain the Same in Kindergarten ELA (continued) 19 ELA.K.25 Write informal notes, lists, letters, personal experiences, and stories using developmental/inventive spelling and pictures W.K.3 W.K.2 20 ELA.K.26 Use rhyme and alliteration in group-shared writing activities W.K.7 21 ELA.K.27 Use developmental/inventive spelling, supported by pictures, to represent a word or idea or to respond to a life experience or a text read aloud L.K.6 L.K.2 22 ELA.K.31 Identify and use uppercase letters at the beginning of own first and last names L.K.2 23 ELA.K.33 Initiate and sustain normal conversation on a specific topic with the teacher SL.K.1 24 ELA.K.34 Express feelings, needs, and ideas in complete sentences SL.K.6 SL.1.6 SL.2.6 SL ELA.K.37 Describe people, places, things (e.g., size, color, shape), locations, and actions from a story read aloud SL.K.4 26 ELA.K.39 Listen to and recite short poems and stories for an audience RL.K.2 27 ELA.K.42 Use a computer mouse to navigate the screen W.K.6 28 ELA.K.44 Use technology to produce class work W.K.6 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 8

13 GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 1 ENGLISH LANGUAGE ARTS (ELA) Specific differences between the Common Core State Standards (CCSS) English language arts (ELA) standards and the Louisiana Grade-Level Expectations (GLEs) at this grade were identified by WestEd analysts. Because Louisiana has adopted the CCSS and intends for them to be fully implemented in all grade levels by school year , these findings will result in changes in what is taught at this grade. This report is intended to help ELA teachers at this grade level better understand what will remain the same and what will change in school year Below are summary charts that show (1) what CCSS ELA content will need to be added, (2) what ELA GLE content can be deleted, and (3) what ELA GLE content will remain the same in this grade. CCSS # I. Content to be Added to Grade 1 ELA to Ensure Full Alignment to the CCSS Common Core State Standard Text 1 RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types. 2 RL.1.9 Compare and contrast the adventures and experiences of characters in stories. 2 GLE Grade, if applicable Not in GLEs 3 RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text. Not in GLEs 4 RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. 5 RI.1.8 Identify the reasons an author gives to support points in a text. 4 6 RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 7 SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 8 SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) Not in GLEs 3 Not in GLEs K Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 9

14 CCSS # 9 RL.1.1 RI.1.1 I. Content to be Added to Grade 1 ELA to Ensure Full Alignment to the CCSS (continued) While the Common Core State Standards below match the indicated GLEs at this grade level, the highlighted text indicates additional content requirements of the CCSS, which are to be taught beginning in The GLE text is listed in Table 3, Content that Will Remain the Same. Ask and answer questions about key details in a text. GLE Match ELA RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson. ELA.1.14 ELA RL.1.3 Describe characters, settings, and major events in a story, using key details. ELA RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses. ELA RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1. ELA RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. ELA RI.1.5 Know and use various text features (e.g., heading, tables of contents, glossaries, electronic menus, icons) to locate key facts of information in a text. ELA RI.1.7 Use the illustrations and details in a text to describe its key details. ELA RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. ELA RF.1.3 Know and apply grade-level phonics and word analysis skills in decoding words. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 19 RF.1.4 Read with sufficient accuracy and fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 20 W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 21 W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. ELA.1.2 ELA.1.4 ELA.1.5 ELA.1.18 ELA.1.31 ELA.1.29 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 10

15 I. Content to be Added to Grade 1 ELA to Ensure Full Alignment to the CCSS (continued) 22 W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. 23 W.1.7 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions). 24 W.1.8 With guidance and support from adults, recall information from experiences, or gather information from provided sources to answer a question. 25 SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. ELA.1.26 ELA.1.29 ELA.1.27 ELA.1.28 ELA.1.61 ELA.1.58 ELA.1.56 ELA SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. ELA L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use common, proper, and possessive nouns. d. Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything). e. Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). f. Use frequently occurring adjectives. h. Use determiners (e.g., articles, demonstratives). i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. ELA.1.39 ELA.1.36 ELA.1.37 ELA.1.38 ELA.K.29 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 11

16 I. Content to be Added to Grade 1 ELA to Ensure Full Alignment to the CCSS (continued) 28 L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. c. Use commas in dates and to separate single words in a series. 29 L.1.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies. b. Use frequently occurring affixes as a clue to the meaning of a word. c. Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking). 30 L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. a. Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent. c. Identify real-life connections between words and their use (e.g., note places at home that are cozy). d. Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 31 L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because). ELA.1.34 ELA.1.33 ELA.1.40 ELA.1.42 ELA.1.43 ELA.1.3 ELA.1.7 ELA.1.6 ELA.1.3 ELA.1.39 GLE # II. Content to be Deleted from Grade 1 ELA Grade-Level Expectation Text New Grade, if applicable 1 ELA.1.8 Identify the author and the illustrator of a book K 2 ELA.1.11 Demonstrate ability to read and follow two-step written directions 3 ELA.1.13 Identify literary devices, including dialogue Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 12

17 II. Content to be Deleted from Grade 1 ELA (continued) 4 ELA.1.16 Compare the similarities/differences between events in a story and events in life 5 ELA.1.19 Identify and state/tell cultural differences found in literature read aloud 6 ELA.1.20 Explain the difference between a fable and a fairy tale 7 ELA.1.21 Distinguish between a poem, a fable, and a fairy tale 8 ELA.1.23 Identify alternative solutions and consequences to a problem in texts 9 ELA.1.24 Identify an author s purpose for writing (e.g., to entertain, to inform, to describe) 10 ELA.1.30 Use literary devices including dialogue and sensory details in shared writing activities 11 ELA.1.32 Write a legible sentence demonstrating proper figure grounding on a line and appropriate spacing between words 12 ELA.1.35 Use the singular and plural forms of high-frequency and commonly used words K 13 ELA.1.41 Create phonetically spelled written work that can be read by the writer and others 14 ELA.1.44 Alphabetize to the first letter 15 ELA.1.45 Speak clearly at a speed and volume appropriate for purpose and setting 16 ELA.1.46 Follow classroom procedures (e.g., organizing materials) according to teacher directions 17 ELA.1.47 Give or explain directions for simple processes (e.g., explaining an assignment) to classmates Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 13

18 II. Content to be Deleted from Grade 1 ELA (continued) 18 ELA.1.49 Retell stories with the following included: sequential order using vocabulary from the story descriptive words to answer questions about characters, settings, and events of a story 19 ELA.1.50 Recite parts of familiar literature to the class 20 ELA.1.52 Give oral presentations that have a recognizable organization (e.g., sequence, summary) 21 ELA.1.57 Locate information using the organization features of various media, including: the keyboard to enter information on a computer a picture dictionary 22 ELA.1.59 Record data through pictures or words 23 ELA.1.60 Use graphic organizers to categorize information and create informal outlines individually and during class discussions 24 ELA.1.62 Locate and read information on simple charts and graphs III. Content that Will Remain the Same in Grade 1 ELA GLE # Grade-Level Expectation Text CCSS # 1 ELA.1.1 Demonstrate understanding of phonemic awareness by: creating and stating a series of rhyming words, including consonant blends distinguishing which words have the same target sounds (i.e., beginning, medial, and final) in a given set of spoken words distinguishing long- and short-vowel sounds related to the same letter in one-syllable spoken words (e.g., the a is short in ran and long in make) segmenting single-syllable real and nonsense words with as many as five sounds (phonemes) into separate sounds (phonemes) and blending as many as five sounds (phonemes) into single-syllable real or nonsense words, without looking at the word or letters in print adding, deleting, or substituting sounds (phonemes) to create new words RF.1.2 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 14

19 III. Content that Will Remain the Same in Grade 1 ELA (continued) 2 ELA.1.2 Demonstrate understanding of phonics by: decoding simple words using word-attack strategies including letter-sound correspondence for consonants spelled with one letter and with digraphs, short and long vowels spelled with one letter, diphthongs, consonant blends, r-controlled vowels, and long vowels spelled with more than one letter, including silent e reading one- and two-syllable words with short- and long-vowel sounds spelled with common spelling patterns identifying and reading words from common word families recognizing base words and their inflectional forms (e.g., suffixes, -s, -es, -ed, -ing, -est, -er) reading high-frequency, grade-appropriate nonphonetic words with automaticity) RF ELA.1.3 Use pictures and context clues to confirm meaning of unfamiliar words L.K.4 L.1.4 L ELA.1.4 Identify grade-appropriate compound words in print RF ELA.1.5 Identify grade-appropriate contractions (e.g., isn't, can't, don't) RF ELA.1.6 Identify words in categories with shared conceptual or definitional characteristics L.K.5 RL.1.4 L ELA.1.7 Give more than one definition for grade-appropriate words that have more than one meaning L.K.4 L ELA.1.9 Identify that the first sentence of a paragraph is indented RF ELA.1.10 Identify table of contents in a book RI ELA.1.12 Identify story elements, including: speaker or narrator setting characters plot problems and solutions 11 ELA.1.14 Retell a story s beginning, middle, and end RL.1.2 RL.1.3 RL.1.6 RL.1.7 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 15

20 III. Content that Will Remain the Same in Grade 1 ELA (continued) 12 ELA.1.15 Retell important facts from informational text RI.1.7 RI ELA.1.17 Identify themes in texts and relate themes to personal prior experience or experience of others RL ELA.1.18 Demonstrate oral reading fluency of at least 40 words per minute in first-grade text with appropriate phrasing and intonation 15 ELA.1.22 Demonstrate understanding of information in texts using a variety of strategies, including: identifying the main idea and some details in a text after finishing a story, discuss predictions made during reading to determine whether they were reasonable making simple inferences about characters and events resolving questions about meaning by using prior knowledge, basic reasoning skills, context clues, and pictures during read-alouds 16 ELA.1.25 Apply basic reasoning skills, including: identifying simple causes and effects in stories telling differences between reality and fantasy in texts formulating questions beginning with who, what, when, where, and why about texts read independently 17 ELA.1.26 Write simple stories with a central idea or event; a beginning, middle, and end; and details W ELA.1.27 Use specific action and descriptive words when writing a story, description, or narration (e.g., stomped instead of walked and magnificent instead of big) for a specific purpose and/or audience 19 ELA.1.28 Participate in group writing activities and processes, including: using prewriting strategies, including listing, brainstorming, and drawing to generate ideas for writing planning for writing by completing a partially completed graphic organizer or a first draft of a story, letter, or description using complete sentences conferencing with a teacher or peers about how to improve writing and incorporate ideas into final paper revising/editing own writing in first draft creating individual and class-written texts for publication RL.1.10 RI.1.10 RF.1.4 RI.1.2 RL.1.1 RI.1.1 RI.1.4 W.1.3 W.1.5 W.1.7 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 16

21 III. Content that Will Remain the Same in Grade 1 ELA (continued) 20 ELA.1.29 Independently write a variety of grade-appropriate compositions, including: simple letters, notes, and stories simple informational descriptions simple rhymes and poems 21 ELA.1.31 Write for various purposes, including: responses that include simple judgments about stories and texts responses that follow simple formats, including envelopes, lists, and journals 22 ELA.1.33 Use standard English punctuation, including: correctly writing common contractions such as isn't, we ll and I'd periods, exclamation points, and question marks at the end of sentences commas to separate words in a series W.1.2 W.1.3 W.1.1 L ELA.1.34 Capitalize the first word of a sentence, names of people, the pronoun I, and the names of months and days L ELA.1.36 Identify and use a subject and a verb when writing a complete sentence L.K.1 L ELA.1.37 Distinguish between a complete and an incomplete sentence L.K.1 L ELA.1.38 Identify different types of sentences including telling, asking, and exclaiming L.K.1 L ELA.1.39 Identify and use knowledge of parts of speech, including: basic singular and plural nouns, pronouns, verbs common conjunctions such as and, but, and because simple transitional words including first, second, and finally 28 ELA.1.40 Spell grade-appropriate words, including: one-syllable words and selected grade-appropriate two-syllable words with regular spellings for long- and short-vowel sounds high-frequency, grade-level words including words with irregular spellings, such as was, were, says, said, who, what, and why L.K.1 L.1.1 L.1.6 L.1.2 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 17

22 III. Content that Will Remain the Same in Grade 1 ELA (continued) 29 ELA.1.42 Spell unfamiliar words using various phonics strategies, including: segmenting sounding out matching familiar words and word parts using word walls and word banks L ELA.1.43 Use a beginner's dictionary to verify correct spelling L ELA.1.48 Ask questions to clarify directions and/or classroom routines SL.K.2 SL.K.3 SL ELA.1.51 Give oral presentations about familiar experiences or topics using eye contact and adequate volume SL ELA.1.53 Use active listening strategies (e.g., making eye contact, asking questions, restating acquired information and procedures) to acquire information and understand procedures 34 ELA.1.54 Listen and orally respond to information presented in a variety of media, such as audio and video recordings SL.1.2 SL ELA.1.55 Maintain the topic of conversation with a classmate SL ELA.1.56 Engage in discussions about classroom procedures and rules SL ELA.1.58 Use various sources, including print materials and observations, to gather information to explain a topic W.K.8 W ELA.1.61 Use technology to publish class work such as research questions and answers W.1.6 W.1.7 SL.1.2 SL.1.3 SL.K.2 SL.K.3 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 18

23 GRADE-LEVEL CONTENT COMPARISON FOR CLASSROOM TEACHERS: GRADE 2 ENGLISH LANGUAGE ARTS (ELA) Specific differences between the Common Core State Standards (CCSS) English language arts (ELA) standards and the Louisiana Grade-Level Expectations (GLEs) at this grade were identified by WestEd analysts. Because Louisiana has adopted the CCSS and intends for them to be fully implemented by school year , these findings will result in changes in what is taught at this grade. This report is intended to help ELA teachers at this grade level better understand what will remain the same and what will change over the course of school years , , and Below are summary charts that show (1) what CCSS ELA content will need to be added, (2) what ELA GLE content can be deleted, and (3) what ELA GLE content will remain the same in this grade. CCSS # I. Content to be Added to Grade 2 ELA to Ensure Full Alignment to the CCSS Common Core State Standard Text GLE Grade, if applicable Year to be Implemented 1 RL.2.3 Describe how characters in a story respond to major events and challenges RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. 3 RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range 4 RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text Not in GLEs Not in GLEs RI.2.9 Compare and contrast the most important points presented by two texts on the same topic RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2 3 text complexity band proficiently, with scaffolding as needed at the high end of the range. Not in GLEs Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 19

24 I. Content to be Added to Grade 2 ELA to Ensure Full Alignment to the CCSS 7 W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. 8 SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 9 SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. CCSS # While the Common Core State Standards below match the indicated GLEs at this grade level, the highlighted text indicates additional content requirements of the CCSS, which are to be taught beginning in The GLE text is listed in Table 3, Content that Will Remain the Same. 10 RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. 11 RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. 12 RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 13 RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. 14 RI.2.1 Ask and answer such questions as who, what, where, when, why, and how, to demonstrate understanding of key details in a text. 15 RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text. 16 RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. 17 RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 1 & K GLE Match ELA.2.10 ELA.2.14 Year to be Implemented ELA ELA ELA ELA ELA ELA ELA Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 20

25 I. Content to be Added to Grade 2 ELA to Ensure Full Alignment to the CCSS (continued) 18 RI.2.8 Describe how reasons support specific points the author makes in a text. ELA RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. f. Recognize and read grade-appropriate irregularly spelled words. 20 RF.2.4 Read with sufficient fluency to support comprehension. a. Read on-level text with purpose and understanding. b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. 21 W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. 22 W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. 23 W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. 24 W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). 25 SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. ELA.2.2 ELA.2.1 ELA ELA ELA ELA.2.24 ELA ELA ELA.2.53 ELA ELA Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 21

26 I. Content to be Added to Grade 2 ELA to Ensure Full Alignment to the CCSS (continued) 26 SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. ELA SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly, in coherent sentences. 28 L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 29 L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. 30 L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. 31 L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence-level context as a clue to the meaning of a word or phrase. d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). ELA.2.45 ELA.2.38 ELA.2.30 ELA.2.32 ELA.2.29 ELA.2.28 ELA.2.33 ELA.2.34 ELA.2.35 ELA.2.37 ELA.2.41 ELA.2.31 ELA.2.2 ELA.2.4 ELA Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 22

27 I. Content to be Added to Grade 2 ELA to Ensure Full Alignment to the CCSS (continued) 32 L.2.5 Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). ELA L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). ELA.2.22 ELA II. Content to be Deleted from Grade 2 ELA GLE # Grade-Level Expectation Text New Grade, if applicable 1 ELA.2.6 Identify the glossary and index in a book 2 ELA.2.7 Determine appropriate circumstances to use skimming and scanning to preview text and to find information 3 ELA.2.11 Make statements about how previous reading and life experiences relate to information read in texts 4 ELA.2.13 Read texts and simple chapter books silently at independent reading level 5 ELA.2.15 Identify a variety of types of literature, including biography, autobiography, and the folktale, in oral and written responses 6 ELA.2.16 Distinguish between a variety of types of literature, including biography, autobiography, and plays 7 ELA.2.18 Discuss and choose the most appropriate solution to a problem in texts 8 ELA.2.26 Write for various purposes, including: letters or invitations that include relevant information and follow a letter/envelope format informal writing, including messages, journals, notes, and poems Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 23

28 II. Content to be Deleted from Grade 2 ELA (continued) 9 ELA.2.27 Write legible short paragraphs using proper indentation 10 ELA.2.36 Alphabetize to the second letter and some third letters 11 ELA.2.39 Give/relate multi-step directions to classmates 12 ELA.2.42 Deliver informal presentations that demonstrate an understanding of a topic 13 ELA.2.43 Give rehearsed oral presentations about general topics using eye contact, appropriate volume, clear pronunciation, and appropriate visual aids 14 ELA.2.46 Compare ideas from a wide variety of media 15 ELA.2.47 Discuss classroom procedures and rules and generate ideas for new procedures and rules 16 ELA.2.54 Locate and read information on a chart, graph, diagram, map, and simple timeline III. Content that Will Remain the Same through the Transitional Years in Grade 2 ELA GLE # Grade-Level Expectation Text CCSS # 1 ELA.2.1 Identify unique letter-sound patterns, including long and short vowels (e.g., ea for short e, as in bread, and ough for long o, as in though) and consonants (tch for /ch/, as in watch, and gh for /f/, as in cough) RF.2.3 Louisiana Department of Education, Grade-Level Content Comparison for Classroom Teachers 24