READING Word Analysis, Fluency, and Systematic Vocabulary Development. Reading Comprehension

Size: px
Start display at page:

Download "READING Word Analysis, Fluency, and Systematic Vocabulary Development. Reading Comprehension"

Transcription

1 Grade - Kindergarten nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students apply knowledge of letters, words and sounds to read simple sentences Concepts About Print. I know the front, back, and title page of a book.. I can read/track from left to right and top to bottom.. I know that books tell me things..4 I know that sentences are made up of words..5 I can find letters, words, and sentences..6 I know uppercase and lowercase letters. Phonemic Awareness.7 I know the difference between sounds..8 I can change a sound in a word to make a different word..9 I can blend sounds into words..0 I can rhyme.. I know the beginning and ending sounds of words.. I can count sounds in words and words in sentences.. I can count syllables. Decoding and Word Recognition.4 I know my sounds.5 I can read simple words and high frequency words..6 I know that when letters change, sounds change too. Vocabulary and Concept Development.7 I can sort words that are alike..8 I can talk about everyday things. Reading Comprehension.0 Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials. I know what authors and illustrators do. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

2 Grade - Kindergarten nd Comprehension and Analysis of Grade-Level-Appropriate Text. I can make predictions.. I can make connections..4 I can retell stories..5 I can ask and answer about stories. Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature.. I know the difference between non-fiction and fiction.. I know different kinds of writing, such as books, stories, newspapers.. I know who is in a story, where the story takes place, and what happens in the story. WRITING Writing Strategies.0 Students write words and sentences that are legible. Organization and Focus. I can use letter sounds to write about things I know.. I can write simple words (CVC).. I can write by moving from left to right and from top to bottom. Penmanship.4 I write using uppercase and lowercase letters neatly and use spaces between words. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure Spelling. I use complete, clear sentences when speaking.. I can spell words by using letter sounds and can spell some sight words correctly. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

3 Grade - Kindergarten nd LISTENING AND SPEAKING Listening and Speaking Strategies (Comprehension).0 Students listen and respond and speak in clear and coherent sentences.. I can follow directions.. I can share information and ideas using complete sentences. Speaking Applications.0 I can use listening and speaking strategies.. I can talk about people, places, and things using describing words.. I can recite poems and songs.. I can tell a story that makes sense. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

4 Grade nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students understand the basic features of reading. Concepts About Print. I can match words that I hear to words that I see.. I can find the title and author of a story.. I can find letters, words, and sentences. Phonemic Awareness.4 I can hear beginning, middle, and last sounds in words..5 I can hear the short and long vowel sounds in words..6 I can make rhyming words..7 I can play with sounds in words. By changing sounds, I can make new words..8 I can blend sounds..9 I know all the sounds in a word. Decoding and Word Recognition.0 I know the sounds and how to use them to read.. I can read my word wall words.. I can use the sound/spelling cards to read words with special spellings.. I can read compound words and contractions..4 I can read words with special endings..5 I can read word families..6 I can read books aloud in a voice that others understand. Vocabulary and Concept Development.7 I can sort words that are alike. Reading Comprehension.0 Students read and understand grade-level-appropriate material. Structural Features of Informational Materials. I can understand the order of a story = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 4 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

5 Grade nd Comprehension and Analysis of Grade-Level-Appropriate Text. I can tell who is in a story and what happened in a story.. I can follow written directions..4 I use the other words in a sentence to help me understand a new word..5 I can predict what will happen in a story..6 I make connections when I read..7 I can retell the main ideas of the story. Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature.. I can talk about the plot, setting, and characters in a story and put the events in order.. I know what authors and illustrators do.. I can remember, talk about, and write about books I have read. WRITING Writing Strategies.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Organization and Focus. I can write about a topic.. I use describing words. Penmanship. I print my letters neatly and leave spaces between words. Writing Applications.0 Students write compositions that describe and explain familiar objects, events, and experiences.. I can write different kinds of stories.. Using my senses, I can write about something real using describing words. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 5 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

6 Grade nd Sentence Structure Grammar. I write and speak using complete sentences.. I know when to use an s at the end of a noun.. I can use contractions and possessive pronouns in my writing. Punctuation.4 I know the three different kinds of sentences..5 I use periods, exclamation marks, or question marks..6 I use correct punctuation and capitals when I write. Capitalization Spelling.7 I use a capital letter for the first words of a sentence, names of people, and the word I..8 I can spell words with short vowels and my word wall words. LISTENING AND SPEAKING Listening and Speaking Strategies.0 Students listen critically and respond appropriately to oral communication. Comprehension. I listen carefully to others.. I ask when I do not understand.. I can follow two directions given by my teacher. Organization and Delivery of Oral Communication.4 I can talk about one topic..5 I use describing words when speaking about a topic. Speaking Applications.0 Students give brief recitations and oral presentations.. I can say poems, rhymes, songs, and stories.. I can retell stories in the right order of events and answer about the story.. I can tell a story that happened to me..4 I can describe things in detail, using my senses. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 6 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

7 Grade 00 nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students understand the basic features of reading. 4% Decoding and Word Recognition. I can use the sound/spelling cards to help read new words.. I can divide words into syllables. I can decode two-syllable nonsense words and regular two- and three-syllable words..4 I recognize abbreviations..5 I know how to form the plurals of nouns..6 I read fluently and with expression. NA Vocabulary and Concept Development.7 I know antonyms and synonyms..8 I can figure out compound words and multiple meaning words..9 I know prefixes and suffixes..0 I can figure out simple words with more than one meaning. Reading Comprehension.0 Students read and understand grade-levelappropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials. I use titles, tables of content, and headings to find information. 5 % Comprehension and Analysis of Grade-Level-Appropriate Text. I understand the purpose for reading. NA. I understand the author s purpose..4 I can use the strategy of clarifying..5 I can retell the story using facts and details..6 I can find cause-and-effect relationships..7 I can use diagrams, charts, and graphs..8 I can follow two-step written directions. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 7 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

8 Grade 00 nd Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature. Narrative Analysis of Grade-Level-Appropriate Text. I can compare and contrast plots, settings, and characters.. I can make up new endings to the story.. I can compare and contrast similar stories from different cultures..4 I can identify rhythm, rhyme, and alliteration in poetry. WRITING Writing Strategies.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stage of the writing process. Organization and Focus Penmanship Research. I keep similar ideas together and write sentences with a focus.. I write neatly. NA. I can use a dictionary, atlas, glossary, and word book. Evaluation and Revision.4 I can improve my work by revising when I am writing. Writing Applications.0 Students write compositions that describe and explain familiar objects, events, and experiences.. I can write stories based on what has happened to me by putting events in order. Using my senses, I can write about something real using describing words. 6 9% 8 % = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 8 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

9 Grade 00 nd. I can write friendly letters with the date, salutation, body, closing, and signature. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure Grammar Punctuation Capitalization Spelling Comprehension. I use complete sentences when I write.. My sentences make sense. NA. I know what nouns, pronouns, and verbs are and use them correctly.4 I use commas correctly in letter greetings and closings, dates, and words in a series..5 I can use quotation marks correctly..6 I use capital letters for special nouns and abbreviations.7 I can spell high frequency words..8 I use the sound/spelling cards to spell correctly. 4 % LISTENING AND SPEAKING Listening and Speaking Strategies.0 Students listen critically and respond appropriately to oral communication.. I know why I am listening.. I ask clarifying when I do not understand.. I can retell what someone has said in my own words..4 I can give and follow three and four step spoken directions. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 9 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

10 Grade 00 nd Organization and Delivery of Oral Communications.5 I can organize my ideas when speaking..6 I speak clearly so others can understand me..7 I can retell a story with events in the right order..8 I can retell stories using plot, settings, and characters..9 I can talk about a topic with facts and details. Speaking Applications.0 Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement.. I can tell about my experiences with events in the right order and using plot, settings, and characters.. I can report on a topic with facts and details, using different kinds of information. Grade Total 65 00% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 0 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

11 Grade 00 nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students understand the basic features of reading. 0 % Decoding and Word Recognition. I know and can use word families to read words I do not know.. I can use the sound/spelling cards to read words with many syllables.. I can read fluently with expression. NA Vocabulary and Concept Development.4 I can use my understanding of antonyms, synonyms, homophones, and homographs to figure out new words..5 I can explain how words are related..6 I can use context to figure out the meaning of new words..7 I can use a dictionary to learn about words..8 I can use prefixes and suffixes to understand the meaning of words. Reading Comprehension.0 Students read and understand grade-levelappropriate materials. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials. I use titles, tables of content, glossaries, indexes and headings to find information % Comprehension and Analysis of Grade-Level-Appropriate Text. I ask and use prior knowledge when I read.. I can make the correct response when answering a comprehension question..4 I use these reading strategies: making connections, confirming predictions, asking and drawing inferences..5 I know the difference between main idea and supporting detail. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

12 Grade 00 nd.6 I use these reading skills: main idea and supporting detail, discussing the selection, drawing conclusions, finding problems and solutions..7 I can follow written directions with many steps. Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature. Structural Features of Literature. I know about the common forms of literature, like poetry, plays, fiction, and non-fiction. Narrative Analysis of Grade-Level-Appropriate Text. I read and understand the basic plots of many types of literature like fairy tales, myths, folktales, and legends from many cultures.. I can understand different types of characters by what they do or say. I know how the author and illustrator portray them to me..4 I understand that there are themes in literature and that the author has a point of view or message..5 I can show when authors use literary devices like alliteration to make literature more rhythmic and enjoyable..6 I know who the speaker is in a narrative selection. WRITING Writing Strategies.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stage of the writing process. Organization and Focus. I can create a single paragraph with a topic sentence and supporting facts and details. Penmanship. I write neatly in cursive or joined italics. NA Research & Technology. I can use a dictionary, atlas, glossary, encyclopedia, and word book. 8 % 9 4% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

13 Grade 00 nd Evaluation and Revision.4 I can improve my writing through revision. Writing Applications.0 Students write compositions that describe and explain familiar objects, events, and experiences.. I can write stories with a plot, setting, and details and tell why I remember this event.. I can write about people, places, things, or my experiences using details so that my reader can picture them.. I can write friendly and business letters, thank-you notes, and invitations that show that I know who I am writing to and that include date, salutations, body, closing, and signature. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure. I use complete and correct declarative, interrogative, imperative, and exclamatory sentences when writing and speaking. Grammar. I use the correct parts of speech when writing and speaking.. I use the correct verb tenses (past, present, and future) when writing and speaking..4 I use subjects and verbs when writing and speaking. Punctuation.5 I use the correct punctuation in dates, city and state, and titles of books..6 I use correct punctuation in dates, addresses, titles of books, and words in a series. Capitalization.7 I use capital letters for proper names, holidays, historical periods, and special events. 0% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

14 Grade 00 nd Spelling.8 I use the sound/spelling cards to spell correctly, including contractions, compounds, irregular plurals, and homophones..9 I can alphabetize words. LISTENING AND SPEAKING Listening and Speaking Strategies.0 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas. Comprehension. I can tell what a speaker has said using my own words.. I can tell how what a speaker has said is like/not like my own experience.. I can respond to and explain my ideas..4 I can identify rhymes, repeated sounds, and words that sound like what they mean. Organization and Delivery of Oral Communication.5 I can organize my thoughts in order of when they took place or around the most important pieces of information..6 I use a beginning, middle, and end, using details to explain what I am talking about..7 I can use just the right words to communicate my ideas..8 I can use props (for example, objects, pictures, or charts) when I speak to add interest..9 I can read aloud fluently, using the right speed and tone of my voice, so that what I say can be understood. Analysis and Evaluation or Oral and Media Communications.0 I can compare the ideas and beliefs of those I see on television and in newspapers and magazines.. I can tell the different between a fact and an opinion. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 4 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

15 Grade 00 nd Speaking Applications.0 Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement.. I can tell about my experiences with events in the right order and using details, plot, settings, and characters.. I can read stories, poems, or plays out loud so that others can understand what I am saying.. I can describe people, places, things, or experiences out loud so that others can picture what I am saying. Grade Total 65 00% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 5 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

16 Grade 4 00 nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students understand the basic features of reading. 8 4% Word Recognition. I can read narrative and expository text fluently and with good expression. Vocabulary and Concept Development. I can understand word meanings by thinking about their origins, synonyms, antonyms, and expressions.. I can understand word meanings by thinking about their roots in other languages..4 I can understand word meanings by thinking about their roots, prefixes, and suffixes from Greek and Latin..5 I can use a thesaurus to build my vocabulary..6 I can understand multiple meaning words. 5 NA Reading Comprehension.0 Students read and understand grade-levelappropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials. I can use these skills to understand what I m reading; compare and contrast, cause and effect, proposition and support, sequence, and chronological order % Comprehension and Analysis of Grade-Level-Appropriate Text. I use the right kind of reading strategies depending upon the purposes for my reading.. I predict and see if my predictions are correct about what I am reading by using what I already know and the ideas in the text, including headings, topic sentences, and other clues..4 I can think about what I am reading and compare it with what I already know..5 I can compare and contrast information on the same topic after reading several different pieces..6 I can distinguish between cause and effect and between fact and opinion in expository text. NA = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 6 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

17 Grade 4 00 nd.7 I can follow multiple-step instructions in explanatory test. Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature. Structural Features of Literature. I can describe the differences between different genres of literature: fantasies, fables, myths, legends, and fairy tales. Narrative Analysis of Grade-Level-Appropriate Text. I can identify the main events of the plot and describe how the events affect what happens in a story.. I can show why a character acts the way he does by using my knowledge of the character s traits and his motivation and by using the setting and plot of the story..4 I can compare and contrast tales from different cultures..5 I know that simile, metaphor, hyperbole, and personification are elements of figurative language and can show their use. WRITING Writing Strategies.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stage of the writing process. Organization and Focus. I can choose a subject and stay focused and organized in my writing. I can select a point of view and think about a. my purpose for writing, b. my audience, and c. the length and format of my assignment. 9 % 5 0% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 7 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

18 Grade 4 00 nd. I can create a multiple paragraph composition including: a. an introductory paragraph, b. a main idea with a topic sentence, c. one or more supporting paragraphs that have simple facts and details, and d. an ending paragraph that summarizes the important ideas and details of my composition. e. I can use correct indention.. I can make my writing more interesting by: Penmanship a. using chronological order, b. cause and effect, c. similarity and difference, and d. asking and answering a question..4 I can write in cursive or joined italics. NA Research & Technology.5 I can quote other writers or use information in my own words. I know how to take notes and credit sources.6 I can locate information in reference books by using prefaces and appendixes..7 I can use reference materials like a dictionary, thesaurus, card catalog, encyclopedia, and online information to make my writing better..8 I know how to use almanacs, newspapers, and periodicals..9 I have basic keyboarding skills, and I am familiar with computer terminology like cursor, software, memory, disk drive, and hard drive. Evaluation and Revision.0 I can improve my work by editing and revising when I am writing. NA Writing Applications.0 Students write compositions that describe and explain familiar objects, events, and experiences. = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 8 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

19 Grade 4 00 nd. I can write stories that: a. share ideas, observations, or memories of events, b. have a setting that helps my reader picture where the event took place, c. use details, and d. tell why I remember the event.. I can write responses to literature that: a. show my understanding of the ideas in the piece, and b. use examples from the work to support my opinions.. I can write informational reports that: a. frame a question to direct my research, b. develop the topic with simple facts and details to help my readers focus, and c. use more than one source for information..4 I can write summaries that contain the main ideas and most important details from the piece. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure. I can use simple and compound sentences in my writing and speaking.. I can combine short sentences with appositive, participial phrases, adjectives, and prepositional phrases. Grammar. I can identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in my writing and speaking. Punctuation.4 I can use parentheses, commas, and apostrophes correctly. 8 4% 4 = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 9 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

20 Grade 4 00 nd.5 I can use underlining, quotation marks or italics to identify titles. Capitalization.6 I use capital letters for names of magazines, newspapers, works or art, musical compositions, organizations, and the first word in quotations. Spelling.7 I can correctly spell roots, prefixes and suffixes, inflections, and syllable constructions. LISTENING AND SPEAKING Listening and Speaking Strategies.0 Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas. Comprehension. I can ask thoughtful and respond to.. I can summarize the major ideas and supporting details presented in spoken messages.. I can identify how saying and expressions are related to different parts of the country and different cultures..4 I can give accurate directions and instructions. Organization and Delivery of Oral Communications.5 I can use introductions and conclusions to show which of my ideas are most important..6 I can use cause/effect, similar/different, and question/answer to communicate my ideas..7 I can show, by my speech, which of my ideas are most important..8 I can use details, examples, stories, and experiences to explain or make my ideas clear..9 I use my voice and my body language to help my listener understand what I am saying. Analysis and Evaluation of Oral Media Communication.0 I can see how the media focuses attention on events and helps people form their opinions. 4 = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 0 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

21 Grade 4 00 nd Speaking Applications.0 Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement.. I can tell stories that: a. tell about an event or experience, b. describe the setting so the listener can imagine it, and c. tell why I remember the event.. I can share information that: a. has a key, b. includes facts and details so the listener can focus on them, and c. use more than one source of information.. I can summarize articles and books and give the main ideas and most important details..4 I can recite brief poems, speeches, or other parts of plays using my voice so others can understand me. Grade 4 Total 75 00% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

22 Grade 5 00 nd READING Word Analysis, Fluency, and Systematic Vocabulary Development.0 Students understand the basic features of reading. 4 9% Word Recognition. I can read stories and informational text fluently and with good expression. Vocabulary and Concept Development. I can use the origins of words to determine their meaning.. I use synonyms, antonyms, and homographs correctly. 5.4 I know Latin and Greek roots and can analyze the meanings of words from their roots..5 I can use figurative speech like similes and metaphors. 4 NA Reading Comprehension.0 Students read and understand grade-levelappropriate material. They draw upon a variety of comprehension strategies as needed. Structural Features of Informational Materials. I can use charts, maps, graphs, and tables to get information.. I understand how to define the sequence of a story by the order of events. 6 % Comprehension and Analysis of Grade-Level-Appropriate Text. I can determine a main idea in a story and provide evidence to support my belief..4 I can infer from reading. I am able to make conclusions and predictions. Expository Critique.5 I know the difference between facts, opinions, and inferences. Literary Response and Analysis.0 Students read and respond to a wide variety of significant works of children s literature % = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

23 Grade 5 00 nd Structural Features of Literature. I can analyze any kind of writing and talk about the author s purpose. Narrative Analysis of Grade-Level-Appropriate Text. I can identify the main problem in a story and tell how it was resolved.. I can describe feelings and motives of characters and discuss how they impact the story..4 I can figure out the theme of the story whether it is stated or implied..5 I understand many ways to support a story like metaphor, imagery and symbolism. Literary Criticism.6 I can evaluate all kinds of writing from diverse cultures using different kinds of symbolism..7 I know how to evaluate the author s use of technique to influence me. WRITING Writing Strategies.0 Students write clear and coherent sentences and paragraphs that develop a central idea. Students progress through the stage of the writing process. Organization and Focus. I can write a narrative with many paragraphs developing a plot, describing the setting, and determining an ending.. I can write a narrative with many paragraphs that: a. establish a topic and write in sequence b. provide transitions from one topic to another, and c. offer a conclusion or an ending Research & Technology. I can use a variety of methods to locate information and can document my sources..4 I can create research documents. NA 6 % 6 = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

24 Grade 5 00 nd.5 I can use a thesaurus to provide alternative word choices. Evaluation and Revision.6 I can edit and revise my writing to make sure that I am understood. Writing Applications.0 Students write narrative, expository, persuasive, and descriptive tests of at least words in each genre.. I can write a stories that: a. establish a plot, point of view, setting, and conflict, and b. show, rather than tell, the events of the story.. I can write responses to literature that: a. demonstrate that I understand the piece, b. support my ideas with references to the piece and to what I already know, and c. show that I can tell the author s message.. I can write research reports that: a. frame a to direct my work, b. establish a controlling idea or topic, and c. develop my topic with facts, details, examples, and explanations..4 I can write persuasive letters that: a. clearly state my opinion about the topic, b. support my position with good reasons, c. are organized, and d. address the concerns of my readers. WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS.0 Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure. I can identify and correctly use prepositional phrases, appositives, independent and dependent clauses, and transitions and conjunctions to connect ideas 5 7 % 4 = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 4 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

25 Grade 5 00 nd Grammar. I can identify and use verbs, modifiers, and pronouns. Punctuation. I can use colons and quotation marks correctly. Capitalization.4 I know how and when to capitalize. Spelling.5 I know how to spell root words, suffixes, prefixes, and contractions correctly. LISTENING AND SPEAKING Listening and Speaking Strategies.0 Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. Comprehension. I ask to learn information not already discussed.. I can listen to tell the speaker s messages, purposes, and points of view.. I can listen to draw conclusions. Organization and Delivery of Oral Communication.4 I can select a focus, organize my thoughts, and choose a point of view for my oral presentation..5 I can clarify and support my ideas with evidence and examples..6 I can keep my audience interested with my voice, face, and body language. Analysis and Evaluation of Oral and Media Communications.7 I can listen to and watch advertisements and other speech to identify, analyze, and evaluate promises, dares, flattery, and glittering generalities..8 I can listen to and watch media to see how it is used to inform, entertain, persuade, and interpret events and share culture. 4 = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 5 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

26 Grade 5 00 nd Speaking Applications.0 Students deliver well-organized formal presentations employing traditional rhetorical strategies (for example, narration, exposition, persuasion, description).. I can tell stories out loud that: a. establish a situation, plot, point of view, and setting, and b. show, rather than tell, what happened.. I can deliver informational presentations out loud that: d. frame a question to direct my research, e. establish a controlling idea or topic, and f. develop the topic with simple facts, details, examples, and explanations. I can deliver responses to literature out loud that: a. show my understanding of the ideas in the piece, and b. use examples from the work to support my opinions. Grade 5 Total 75 00% = Standard assessed on the California Standards Test Family_Friendly_Stan ().docm Page 6 of 6 E = Embedded (Content of standard is embedded within items in other strands.) Revised 0/7/04

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading

ELA/ELD Standards Correlation Matrix for ELD Materials Grade 1 Reading ELA/ELD Correlation Matrix for ELD Materials Grade 1 Reading The English Language Arts (ELA) required for the one hour of English-Language Development (ELD) Materials are listed in Appendix 9-A, Matrix

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7

Grade 7. Prentice Hall. Literature, The Penguin Edition, Grade Oregon English/Language Arts Grade-Level Standards. Grade 7 Grade 7 Prentice Hall Literature, The Penguin Edition, Grade 7 2007 C O R R E L A T E D T O Grade 7 Read or demonstrate progress toward reading at an independent and instructional reading level appropriate

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks

Dickinson ISD ELAR Year at a Glance 3rd Grade- 1st Nine Weeks 3rd Grade- 1st Nine Weeks R3.8 understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understand R3.8A sequence and

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Grade 4. Common Core Adoption Process. (Unpacked Standards)

Grade 4. Common Core Adoption Process. (Unpacked Standards) Grade 4 Common Core Adoption Process (Unpacked Standards) Grade 4 Reading: Literature RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

Summer Plus Reading. Indiana Standards for Language Arts. Grade 3. correlated to

Summer Plus Reading. Indiana Standards for Language Arts. Grade 3. correlated to Summer Plus Reading correlated to Indiana Standards for Language Arts Grade 3 SUMMER PLUS READING Pearson Learning Group correlated to STANDARDS FOR INDIANA GRADE 3 LANGUAGE ARTS T R : Teacher Resource

More information

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words,

Taught Throughout the Year Foundational Skills Reading Writing Language RF.1.2 Demonstrate understanding of spoken words, First Grade Standards These are the standards for what is taught in first grade. It is the expectation that these skills will be reinforced after they have been taught. Taught Throughout the Year Foundational

More information

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners

California Treasures Combination Classrooms. A How-to Guide with Weekly Lesson Planners California Treasures Combination Classrooms A How-to Guide with Weekly Lesson Planners Combination Classes: The Challenge Teaching combination classes is a formidable challenge. The need to teach two curriculums

More information

TEKS Comments Louisiana GLE

TEKS Comments Louisiana GLE Side-by-Side Comparison of the Texas Educational Knowledge Skills (TEKS) Louisiana Grade Level Expectations (GLEs) ENGLISH LANGUAGE ARTS: Kindergarten TEKS Comments Louisiana GLE (K.1) Listening/Speaking/Purposes.

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature

1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature 1 st Grade Curriculum Map Common Core Standards Language Arts 2013 2014 1 st Quarter (September, October, November) August/September Strand Topic Standard Notes Reading for Literature Key Ideas and Details

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4

DRA Correlated to Connecticut English Language Arts Curriculum Standards Grade-Level Expectations Grade 4 DRA 2 2006 Correlated to 2007 Connecticut English Language Arts Curriculum Standards Grade 4 GRADE 4: READING Students comprehend and respond in literal, critical and evaluative ways to various texts that

More information

First Grade Curriculum Highlights: In alignment with the Common Core Standards

First Grade Curriculum Highlights: In alignment with the Common Core Standards First Grade Curriculum Highlights: In alignment with the Common Core Standards ENGLISH LANGUAGE ARTS Foundational Skills Print Concepts Demonstrate understanding of the organization and basic features

More information

Epping Elementary School Plan for Writing Instruction Fourth Grade

Epping Elementary School Plan for Writing Instruction Fourth Grade Epping Elementary School Plan for Writing Instruction Fourth Grade Unit of Study Learning Targets Common Core Standards LAUNCH: Becoming 4 th Grade Writers The Craft of the Reader s Response: Test Prep,

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1)

Houghton Mifflin Reading Correlation to the Common Core Standards for English Language Arts (Grade1) Houghton Mifflin Reading Correlation to the Standards for English Language Arts (Grade1) 8.3 JOHNNY APPLESEED Biography TARGET SKILLS: 8.3 Johnny Appleseed Phonemic Awareness Phonics Comprehension Vocabulary

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

4 th Grade Reading Language Arts Pacing Guide

4 th Grade Reading Language Arts Pacing Guide TN Ready Domains Foundational Skills Writing Standards to Emphasize in Various Lessons throughout the Entire Year State TN Ready Standards I Can Statement Assessment Information RF.4.3 : Know and apply

More information

ENGLISH LANGUAGE ARTS SECOND GRADE

ENGLISH LANGUAGE ARTS SECOND GRADE NEW HANOVER TOWNSHIP ENGLISH LANGUAGE ARTS SECOND GRADE Prepared by: Heather Schill Initial Board approval: August 23, 2012 Revisions approved : Unit Overview Content Area: English Language Arts Reading

More information

Pearson Longman Keystone Book D 2013

Pearson Longman Keystone Book D 2013 A Correlation of Keystone Book D 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l

C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n. E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C a l i f o r n i a N o n c r e d i t a n d A d u l t E d u c a t i o n E n g l i s h a s a S e c o n d L a n g u a g e M o d e l C u r r i c u l u m S t a n d a r d s a n d A s s e s s m e n t G u i d

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists

1/25/2012. Common Core Georgia Performance Standards Grade 4 English Language Arts. Andria Bunner Sallie Mills ELA Program Specialists Common Core Georgia Performance Standards Grade 4 English Language Arts Andria Bunner Sallie Mills ELA Program Specialists 1 Welcome Today s Agenda 4 th Grade ELA CCGPS Overview Organizational Comparisons

More information

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards

TABE 9&10. Revised 8/2013- with reference to College and Career Readiness Standards TABE 9&10 Revised 8/2013- with reference to College and Career Readiness Standards LEVEL E Test 1: Reading Name Class E01- INTERPRET GRAPHIC INFORMATION Signs Maps Graphs Consumer Materials Forms Dictionary

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy

Correspondence between the DRDP (2015) and the California Preschool Learning Foundations. Foundations (PLF) in Language and Literacy 1 Desired Results Developmental Profile (2015) [DRDP (2015)] Correspondence to California Foundations: Language and Development (LLD) and the Foundations (PLF) The Language and Development (LLD) domain

More information

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard

Alignment of Iowa Assessments, Form E to the Common Core State Standards Levels 5 6/Kindergarten. Standard Alignment of Iowa Assessments, Form E to the Common Core State s Levels 5 6/Kindergarten 4 Print Concepts 4 3 RL.K.1. With prompting and support, ask and answer questions about key details in a text. RF.K.1.

More information

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction

CLASSIFICATION OF PROGRAM Critical Elements Analysis 1. High Priority Items Phonemic Awareness Instruction CLASSIFICATION OF PROGRAM Critical Elements Analysis 1 Program Name: Macmillan/McGraw Hill Reading 2003 Date of Publication: 2003 Publisher: Macmillan/McGraw Hill Reviewer Code: 1. X The program meets

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS

Arizona s English Language Arts Standards th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS Arizona s English Language Arts Standards 11-12th Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS 11 th -12 th Grade Overview Arizona s English Language Arts Standards work together

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Grade 5 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE

Grade 5 ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE READING: Word Recognition, Fluency, and Vocabulary Development Standard 1: Students use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a

More information

Common Core State Standards for English Language Arts

Common Core State Standards for English Language Arts Reading Standards for Literature 6-12 Grade 9-10 Students: 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2.

More information

Missouri GLE THIRD GRADE. Grade Level Expectations and Glossary

Missouri GLE THIRD GRADE. Grade Level Expectations and Glossary Missouri GLE THIRD GRADE Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to third grade. It is simply a reorganized version

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary

Missouri GLE FIRST GRADE. Communication Arts Grade Level Expectations and Glossary Missouri GLE FIRST GRADE Communication Arts Grade Level Expectations and Glossary 1 Missouri GLE This document contains grade level expectations and glossary terms specific to first grade. It is simply

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

Holt McDougal Literature, Grade 11. Write Source, Grade 11

Holt McDougal Literature, Grade 11. Write Source, Grade 11 , Grade 11 crosswalk correspondence with, Grade 11 Use these lesson and practice resources BEFORE the Holt McDougal Literature selection to review or introduce upcoming instruction OR AFTER the Holt McDougal

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Grade 5: Module 3A: Overview

Grade 5: Module 3A: Overview Grade 5: Module 3A: Overview This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name of copyright

More information

ENGLISH. Progression Chart YEAR 8

ENGLISH. Progression Chart YEAR 8 YEAR 8 Progression Chart ENGLISH Autumn Term 1 Reading Modern Novel Explore how the writer creates characterisation. Some specific, information recalled e.g. names of character. Limited engagement with

More information

Test Blueprint. Grade 3 Reading English Standards of Learning

Test Blueprint. Grade 3 Reading English Standards of Learning Test Blueprint Grade 3 Reading 2010 English Standards of Learning This revised test blueprint will be effective beginning with the spring 2017 test administration. Notice to Reader In accordance with the

More information

Prentice Hall Literature Common Core Edition Grade 10, 2012

Prentice Hall Literature Common Core Edition Grade 10, 2012 A Correlation of Prentice Hall Literature Common Core Edition, 2012 To the New Jersey Model Curriculum A Correlation of Prentice Hall Literature Common Core Edition, 2012 Introduction This document demonstrates

More information

Student Name: OSIS#: DOB: / / School: Grade:

Student Name: OSIS#: DOB: / / School: Grade: Grade 6 ELA CCLS: Reading Standards for Literature Column : In preparation for the IEP meeting, check the standards the student has already met. Column : In preparation for the IEP meeting, check the standards

More information

Myths, Legends, Fairytales and Novels (Writing a Letter)

Myths, Legends, Fairytales and Novels (Writing a Letter) Assessment Focus This task focuses on Communication through the mode of Writing at Levels 3, 4 and 5. Two linked tasks (Hot Seating and Character Study) that use the same context are available to assess

More information

Pearson Longman Keystone Book F 2013

Pearson Longman Keystone Book F 2013 A Correlation of Keystone Book F 2013 To the Common Core Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Grades 6-12 Introduction This document

More information

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading

Program Matrix - Reading English 6-12 (DOE Code 398) University of Florida. Reading Program Requirements Competency 1: Foundations of Instruction 60 In-service Hours Teachers will develop substantive understanding of six components of reading as a process: comprehension, oral language,

More information

Night by Elie Wiesel. Standards Link:

Night by Elie Wiesel. Standards Link: Night by Elie Wiesel Standards Link: CC.1.2.9-10.A: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific

More information

English Language Arts. Content Standards. Second Grade

English Language Arts. Content Standards. Second Grade 77 Second Grade English Language Arts Content Standards Chapter 3 Content Standards and Instructional Practices Kindergarten Through Grade Three Reading 1.0 Word Analysis, Fluency, and Systematic Vocabulary

More information

2006 Mississippi Language Arts Framework-Revised Grade 12

2006 Mississippi Language Arts Framework-Revised Grade 12 A Correlation of Prentice Hall Literature Common Core Edition 2012 Grade 12 to the 2006 Mississippi Language Arts Framework-Revised Grade 12 Introduction This document demonstrates how Prentice Hall Literature

More information

5 Star Writing Persuasive Essay

5 Star Writing Persuasive Essay 5 Star Writing Persuasive Essay Grades 5-6 Intro paragraph states position and plan Multiparagraphs Organized At least 3 reasons Explanations, Examples, Elaborations to support reasons Arguments/Counter

More information

Achievement Level Descriptors for American Literature and Composition

Achievement Level Descriptors for American Literature and Composition Achievement Level Descriptors for American Literature and Composition Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation

More information

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy

A Correlation of. Grade 6, Arizona s College and Career Ready Standards English Language Arts and Literacy A Correlation of, To A Correlation of myperspectives, to Introduction This document demonstrates how myperspectives English Language Arts meets the objectives of. Correlation page references are to the

More information

Challenging Language Arts Activities Grade 5

Challenging Language Arts Activities Grade 5 ALCCRS: 5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. Students can quote accurately from a text when explaining what the text

More information

Grade 5: Curriculum Map

Grade 5: Curriculum Map Grade 5: Curriculum Map EL Education s Grades 3 5 comprehensive literacy curriculum is 2 hours per day of content-based literacy: Module lessons (60 minutes of daily instruction): explicitly teach and

More information

Large Kindergarten Centers Icons

Large Kindergarten Centers Icons Large Kindergarten Centers Icons To view and print each center icon, with CCSD objectives, please click on the corresponding thumbnail icon below. ABC / Word Study Read the Room Big Book Write the Room

More information

Florida Reading Endorsement Alignment Matrix Competency 1

Florida Reading Endorsement Alignment Matrix Competency 1 Florida Reading Endorsement Alignment Matrix Competency 1 Reading Endorsement Guiding Principle: Teachers will understand and teach reading as an ongoing strategic process resulting in students comprehending

More information

English Language Arts (7th Grade)

English Language Arts (7th Grade) Curriculum Package 2011-2012 English Language Arts (7th Grade) English Language Arts 7 is an integrated approach to reading, writing, and speaking curriculum based on the Reading/Language Arts Frameworks

More information

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?)

Plainfield Public School District Reading/3 rd Grade Curriculum Guide. Modifications/ Extensions (How will I differentiate?) Grade level: 3 rd Grade Content: Reading NJCCCS: STANDARD 3.1Reading All students will understand and apply the knowledge of sounds, letters,and words in written english to become independent and fluent

More information

Text Type Purpose Structure Language Features Article

Text Type Purpose Structure Language Features Article Page1 Text Types - Purpose, Structure, and Language Features The context, purpose and audience of the text, and whether the text will be spoken or written, will determine the chosen. Levels of, features,

More information

South Carolina English Language Arts

South Carolina English Language Arts South Carolina English Language Arts A S O F J U N E 2 0, 2 0 1 0, T H I S S TAT E H A D A D O P T E D T H E CO M M O N CO R E S TAT E S TA N DA R D S. DOCUMENTS REVIEWED South Carolina Academic Content

More information

California Department of Education English Language Development Standards for Grade 8

California Department of Education English Language Development Standards for Grade 8 Section 1: Goal, Critical Principles, and Overview Goal: English learners read, analyze, interpret, and create a variety of literary and informational text types. They develop an understanding of how language

More information

Fourth Grade Integrated Language Arts and Social Studies AHISD Curriculum: First Nine Weeks

Fourth Grade Integrated Language Arts and Social Studies AHISD Curriculum: First Nine Weeks Fourth Grade Integrated Language Arts and Social Studies AHISD Curriculum: 2015-2016 First Nine Weeks Dates: August 24 th October 23 th Number of Instructional Days: 39 Overview and Bundle Rationale: This

More information

UNIT PLANNING TEMPLATE

UNIT PLANNING TEMPLATE UNIT PLANNING TEMPLATE GRADE K/Unit # 1 Duration of Unit: Focus Standards for Unit: LANGUAGE: CC.K.L.1.a Print many upper- and lowercase letters. CC.K.L.1.b Use frequently occurring nouns and verbs. CC.K.L.5.a

More information

Implementing the English Language Arts Common Core State Standards

Implementing the English Language Arts Common Core State Standards 1st Grade Implementing the English Language Arts Common Core State Standards A Teacher s Guide to the Common Core Standards: An Illinois Content Model Framework English Language Arts/Literacy Adapted from

More information

Grade 2 Unit 2 Working Together

Grade 2 Unit 2 Working Together Grade 2 Unit 2 Working Together Content Area: Language Arts Course(s): Time Period: Generic Time Period Length: November 13-January 26 Status: Published Stage 1: Desired Results Students will be able to

More information

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:

Publisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades: KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program

More information

Copyright 2017 DataWORKS Educational Research. All rights reserved.

Copyright 2017 DataWORKS Educational Research. All rights reserved. Copyright 2017 DataWORKS Educational Research. All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic or mechanical,

More information

Coast Academies Writing Framework Step 4. 1 of 7

Coast Academies Writing Framework Step 4. 1 of 7 1 KPI Spell further homophones. 2 3 Objective Spell words that are often misspelt (English Appendix 1) KPI Place the possessive apostrophe accurately in words with regular plurals: e.g. girls, boys and

More information

Loveland Schools Literacy Framework K-6

Loveland Schools Literacy Framework K-6 Loveland Schools Literacy Framework K-6 Loveland Literacy Framework INTRODUCTION INTRODUCTION The Loveland Literacy Framework has been designed to improve the reading, writing, and language skills of elementary

More information

Pennsylvania Common Core Standards English Language Arts Grade 11

Pennsylvania Common Core Standards English Language Arts Grade 11 A Correlation of Prentice Hall Literature Common Core Edition Grade 11, 2012 To the Common Core Standards English Language Arts Grade 11 Table of Contents 1.2 Reading Informational Text... 4 1.3 Reading

More information

Ohio s New Learning Standards: K-12 World Languages

Ohio s New Learning Standards: K-12 World Languages COMMUNICATION STANDARD Communication: Communicate in languages other than English, both in person and via technology. A. Interpretive Communication (Reading, Listening/Viewing) Learners comprehend the

More information

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)

Literacy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2) Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The

More information

Considerations for Aligning Early Grades Curriculum with the Common Core

Considerations for Aligning Early Grades Curriculum with the Common Core Considerations for Aligning Early Grades Curriculum with the Common Core Diane Schilder, EdD and Melissa Dahlin, MA May 2013 INFORMATION REQUEST This state s department of education requested assistance

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE

KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE GRADE 5/Unit # 4 Focus Standards for Unit: KENTUCKY COGNIT IVE LIT ERACY MODEL UNIT PLANNING TEMPLATE Duration of Unit: LANGUAGE CC.5.L.3.a Expand, combine, and reduce sentences for meaning, reader/listener

More information

Highlighting and Annotation Tips Foundation Lesson

Highlighting and Annotation Tips Foundation Lesson English Highlighting and Annotation Tips Foundation Lesson About this Lesson Annotating a text can be a permanent record of the reader s intellectual conversation with a text. Annotation can help a reader

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

CDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27

CDE: 1st Grade Reading, Writing, and Communicating Page 2 of 27 Revised: December 2010 Colorado Academic Standards in Reading, Writing, and Communicating and The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and

More information

1 st Grade Language Arts July 7, 2009 Page # 1

1 st Grade Language Arts July 7, 2009 Page # 1 Language Arts Hobbs Municipal Schools 1 st Grade Strand: Reading and Listening for Comprehension Content Standard I: Students will apply strategies and skills to comprehend information that is read, heard,

More information

correlated to the Nebraska Reading/Writing Standards Grades 9-12

correlated to the Nebraska Reading/Writing Standards Grades 9-12 correlated to the Nebraska Reading/Writing Standards Grades 9-12 CONTENTS CORRELATION: Grade 9... 1 Grade 10...21 Grade 11..39 Grade 12..58 McDougal Littell The Language of Literature correlated to the

More information

Fisk Street Primary School

Fisk Street Primary School Fisk Street Primary School Literacy at Fisk Street Primary School is made up of the following components: Speaking and Listening Reading Writing Spelling Grammar Handwriting The Australian Curriculum specifies

More information

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs

Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs Analyzing Linguistically Appropriate IEP Goals in Dual Language Programs 2016 Dual Language Conference: Making Connections Between Policy and Practice March 19, 2016 Framingham, MA Session Description

More information

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE

ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE ENGLISH/LANGUAGE ARTS CURRICULUM GUIDE GRADE FIVE LOUDOUN COUNTY PUBLIC SCHOOLS 2012-2013 ELEMENTARY LANGUAGE ARTS CONTACTS Shannon Abel Ariane Axt Diane Bell Barbara Brosnan Brooke Brown Tracey Burcroff

More information

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard address

Language Arts: ( ) Instructional Syllabus. Teachers: T. Beard  address Renaissance Middle School 7155 Hall Road Fairburn, Georgia 30213 Phone: 770-306-4330 Fax: 770-306-4338 Dr. Sandra DeShazier, Principal Benzie Brinson, 7 th grade Administrator Language Arts: (2013-2014)

More information

READING CONTENT STANDARDS

READING CONTENT STANDARDS eorgia Adult Education READING CONTENT READING ABE 1-Beginning Literacy (0.0 1.9) A. Apply recognition and decoding strategies to pronounce and derive the meaning of words B. Apply reading skills to functional

More information

English as a Second Language Unpacked Content

English as a Second Language Unpacked Content This document is designed to help North Carolina educators teach the Common Core and Essential Standards (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better

More information

Facing our Fears: Reading and Writing about Characters in Literary Text

Facing our Fears: Reading and Writing about Characters in Literary Text Facing our Fears: Reading and Writing about Characters in Literary Text by Barbara Goggans Students in 6th grade have been reading and analyzing characters in short stories such as "The Ravine," by Graham

More information

Honors 7 th Grade Language Arts Curriculum

Honors 7 th Grade Language Arts Curriculum Honors 7 th Grade Language Arts Curriculum Unit of Study: Short Stories Unit of Study: Paragraph Writing Unit of Study: Vocabulary Unit of Study: Grammar Unit of Study: Mysteries/Hound of the Baskervilles,

More information