English Language Arts Content Standards for California Public Schools

Transcription

1 A Correlation of to the English Language Arts Content Standards for California Public Schools Copyright 2011 Pearson Education, Inc. or its affiliate(s). All rights reserved.

2 INTRODUCTION This document demonstrates how Celebration Press Reading Good Habits, Great Readers and Writing 2009 meet the objectives of the English Language Arts Content Standards for California Public Schools. Correlation page references are to the Teacher s Guide., Grades K-5, is a research-based balanced literacy program with a structured scope and sequence ensuring consistency across the grades. The program is built on the strategies proficient readers use. The components are Shared Reading and Guided Reading with embedded professional support and Writing which includes the Writing Process and the Traits Good Writers Use.

3 Table of Contents Kindergarten... 1 Grade Grade Grade Grade Grade

4 2009 to the English Language Arts Content Standards for California Public Schools Kindergarten English Language Arts Content Standards for California Public Schools Kindergarten READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students know about letters, words, and sounds. They apply this knowledge to read simple sentences. Concepts About Print 1.1 Identify the front cover, back cover, and title page of a book. Guided Reading: V1L1: 1, 2, 3, 5, 15; V1L2: 1, 2, 3, 4; V2L3: 11, 14, 15, 16; V2L4: 3, 5, 6 Shared Reading: Follow words from left to right and from top to bottom on the printed page. 1.3 Understand that printed materials provide information. 1.4 Recognize that sentences in print are made up of separate words. Guided Reading: V1L1: 3, 4, 9, 11; V1L2: 4, 9, 11 Shared Reading: 86, 98, 122, 152, 218, 272, 338, 368 Guided Reading: V1L1: 6, 7 Shared Reading: 44, 284 Guided Reading: V1L1: 8, 17 Shared Reading: 68, Distinguish letters from words. Guided Reading: V1L1: 13, 14, 16, 18 Shared Reading: 68, Recognize and name all uppercase and lowercase letters of the alphabet. Phonemic Awareness 1.7 Track (move sequentially from sound to sound) and represent the number, sameness/ difference, and order of two and three isolated phonemes (e.g., /f, s, th/, /j, d, j/). 1.8 Track (move sequentially from sound to sound) and represent changes in simple syllables and words with two and three sounds as one sound is added, substituted, omitted, shifted, or repeated (e.g., vowel-consonant, consonant-vowel, or consonant-vowel consonant). Guided Reading: V1L1: 12, 19 Shared Reading: 58, 70, 88, 100, 112 Guided Reading: V2L3: 4, 5, 13, 17; V2L4: 1, 2 3, 4, 5, 6, 8, 9, 10, 12,, 13, 15, 16, 17, 20 Shared Reading: 316, 358 Guided Reading: V2L3: 5, 8, 14, 18; V2L4: 7, 8, 11, 14, 18, 19 Shared Reading: 304, 340, 370, 382, 394 1

5 for California Public Schools Kindergarten 1.9 Blend vowel-consonant sounds orally to make words or syllables. Guided Reading: V2L4: 1, 2, 3, 6, 10, 12, 13 Shared Reading: 262, 274, 286, Identify and produce rhyming words in response to an oral prompt. Guided Reading: V1L1: 1, 5, V1L2: 1, 4, 7, 13, 22; V2L3: 8, 15 Shared Reading: 58, 112, 142, Distinguish orally stated one-syllable words and separate into beginning or ending sounds. Guided Reading: V2L3: 5, 6, 7, 10, 14, 18 Shared Reading: Track auditorily each word in a sentence and each syllable in a word Count the number of sounds in syllables and syllables in words. Decoding and Word Recognition 1.14 Match all consonant and short-vowel sounds to appropriate letters. Guided Reading: V1L1: 12, 13, 20; V1L2: 2 Shared Reading: 100, 196 Shared Reading: 88 Writing: 67 Guided Reading: V1L1: 1-20; V1L2: 1-25; V2L3: 1-20; V2L4: 1-20 Shared Reading: 380, Read simple one-syllable and highfrequency words (i.e., sight words) Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle). Vocabulary and Concept Development 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). Guided Reading: V1L1: 1-20; V1L2: 1-25; V2L3: 1-20; V2L4: 1-20 Shared Reading: 30, 42, 54, 66, 84 Guided Reading: V1L1: 18 Guided Reading: V1L2: 4, 5, 6, 11, 13,16, 18, 19; V2L3: 4, 6, 7, 11, 12, 1315, 16, 17, 20; V2L4: 1, 2, 4, 6, 11, 15, 17, 20 Shared Reading: 65, 215, 227, 311, 335, Describe common objects and events in both general and specific language. Guided Reading: V1L2: 4, 5, 6, 11, 13,16, 18, 19; V2L3: 4, 6, 7, 11, 12, 1315, 16, 17, 20; V2L4: 1, 2, 4, 6, 11, 15, 17, 20 Shared Reading: 65, 215, 227, 311, 335, 377 2

6 for California Public Schools Kindergarten 2.0 Reading Comprehension Students identify the basic facts and ideas in what they have read, heard, or viewed. They use comprehension strategies (e.g., generating and responding to questions, comparing new information to what is already known). The selections in Recommended Literature, Kindergarten Through Grade Twelve (California Department of Education, 2002) illustrate the quality and complexity of the materials to be read by students. illustrate the quality and complexity of the materials to be read by students. Structural Features of Informational Materials 2.1 Locate the title, table of contents, name of Guided Reading: V1L1: 1, 3, 7, 11, 17, author, and name of illustrator. 18; V1L2: 3, 7, 8, 10, 11, 12, 13, 16, 21, 23, 24, 25; V2L3: 3, 4, 5, 6, 8, 9, 11, 12, 17; V2L4: 1, 2, 4, 9, 13, 14, 16, 17, 18, 20 Shared Reading: 32 Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Use pictures and context to make Guided Reading: V1L2: 1, 5, 6, 9; V2L3: predictions about story content. 2, 11, 15 Shared Reading: 66, 84, 96, 108, 138, 162, 174, 258, 300, Connect to life experiences the information and events in texts. Guided Reading: V1L1: 13; V1L2: 4, 11, 16, 23 Shared Reading: Retell familiar stories. Guided Reading: V1L2: 8, 20, 22; V1L2: 8, 19, 22; V2L3: 9 Shared Reading: 146, 158, 170, 224, 236, 254, 266, 278, 290, 308, 320, 374 Writing: Ask and answer questions about essential elements of a text. Guided Reading: V1L2: 10 Shared Reading: 96, 98, 102, 104, 252, Literary Response and Analysis Students listen and respond to stories based on well-known characters, themes, plots, and settings. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. Guided Reading: V1L1: 14, 19; V1L2: 2; V2L3: 20 Shared Reading: Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). Shared Reading: 246, 258, 378, 380 3

7 for California Public Schools Kindergarten 3.3 Identify characters, settings, and important events. Guided Reading: V1L1: 3, 8, 10, 11, 14; V1L2: 2, 4, 6, 10, 14; V2L3: 10, 13, 14, 14, 18, 19; V2L4: 5, 15 Shared Reading: 192, 194, 198, 200, 204, 206, 216, 398 WRITING 1.0 Writing Strategies Students write words and brief sentences that are legible. Shared Reading: 95, 137, 149, 161, 215, 269 Writing: 36, 38, 39, 41, 45, 49, 58, 64, 71, 77, 81, 82, 85, 88, 94, 95 Organization and Focus 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects, or events. Shared Reading: 95, 137, 149, 161, 215, 269 Writing: 49, 52, 64, 65, 71, 77, 82, 88, 91, Write consonant-vowel-consonant words (i.e., demonstrate the alphabetic principle). 1.3 Write by moving from left to right and from top to bottom. Penmanship 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form and proper spacing of the letters. Shared Reading: Standard can be meet using Writing Center Activities, e.g. 95, 137, 149, 161, 215, 269 Writing: 27, 34, 40 Writing: 34, 63 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions. Sentence Structure 1.1 Recognize and use complete, coherent sentences when speaking. Spelling 1.2 Spell independently by using pre phonetic knowledge, sounds of the alphabet, and knowledge of letter names. Guided Reading: V1L1: 1-20; V1L2: 1-25; V2L3: 1-20; V2L4: 1-20 in each lesson fulfill standard Writing: 83, 102 4

8 for California Public Schools Kindergarten LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Students listen and respond to oral communication. They speak in clear and coherent sentences. Comprehension 1.1 Understand and follow one- and two-step oral directions. 1.2 Share information and ideas, speaking audibly in complete, coherent sentences. Guided Reading: After Reading activities and Phonics Mini-Lessons in each lesson can be used to meet standard Shared Reading: Center Activities in each lesson fulfill standard Guided Reading: Discuss the Text Activities: V1L1: 1-20; V1L2: 1-25; V2L3: 1-20; V2L4: 1-20 in each lesson fulfill standard Writing: 35, 37, 39, 49, 57, 73, 81, Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests, demonstrating command of the organization and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the listening and speaking strategies of kindergarten outlined in Listening and Speaking Standard 1.0, students: 2.1 Describe people, places, things (e.g., size, color, shape), locations, and actions. Shared Reading: Talk Together throughout text meets standard, e.g., 72, 90, 92, 96, 98, 108, 110, 138 Writing: 49, 56, 58, 71, 75, 78, 88, Recite short poems, rhymes, and songs. Shared Reading: Relate an experience or creative story in a logical sequence. Shared Reading: 138, 140, 142, 176, 260, 262 Writing: 42, 45, 46, 52, 64, 78, 82, 85, 95, 98, 101 5

9 , 2009 to the California English Language Arts Content Standards Grade 1 English Language Arts Content Standards Grade One READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Concepts About Print 1.1 Match oral words to printed words. Established in Kindergarten 1.2 Identify the title and author of a reading selection. Guided Reading: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: Identify letters, words, and sentences. Established in Kindergarten Phonemic Awareness 1.4 Distinguish initial, medial, and final sounds in single-syllable words. Guided Reading: V1L6: 2, 3, 5, 8, 10; V1L8: 3, 5, 10, 13 Shared Reading: 44, 86, 110, 122, Distinguish long- and short-vowel sounds in orally stated single-syllable words (e.g., bit/bite). Guided Reading: V1L6: 9, 13, 16; V1L8: 3, 4, 5, 7, 8, 10, 12, 13, 14, 20; V2L10: 4, 5, 9, 12, 14, 16, 17, 19, 20, 21; V2L12: 1, 3, 5, 9, 11, 12, 13, 16, 18; V3L14: 4, 5, 7, 9, 12, 13, 15, 18, 19, 21, 22 Shared Reading: 32, 44, 56, 68, 95, 164, 215, 218, 230, 272, 284, Create and state a series of rhyming words, including consonant blends. Guided Reading: V1L6: 2, 5, 6, 7, 8, 20; V1L8: 2, 3, 4, 6, 10; V2L10: 3 Shared Reading: 44, 56, 144, 161, 168, 299 Writing: Add, delete, or change target sounds to change words (e.g., change cow to how; pan to an). Guided Reading: V1L6: 4, 6, 10, 16; V1L8: 7, 9, 19; V2L10: 9, 10, 14; V2L12: 1, 3, 4; V3L14: 11 Shared Reading: 122, 230, 260, 284, 356, 392 6

10 Grade One 1.8 Blend two to four phonemes into recognizable words (e.g., /c/a/t/ = cat; /f/l/a/t/ = flat). Guided Reading: V1L6: 19; V1L8: 5, 13; V2L12: 20 Shared Reading: 110, 152, 194, Segment single-syllable words into their components (e.g., cat = /c/a/t/; splat = /s/p/l/a/t/; rich = /r/i/ch/). Guided Reading: V3L16: 3, 5, 10, 16, 20 Shared Reading: 380 Decoding and Word Recognition 1.10 Generate the sounds from all the letters and letter patterns, including consonant blends and long- and short-vowel patterns (i.e., phonograms), and blend those sounds into recognizable words Read common, irregular sight words (e.g., the, have, said, come, give, of). Guided Reading: Phonics Mini-Lessons in each unit will fulfill standard Shared Reading: Phonics activities in each unit will fulfill standard Guided Reading: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: High Frequency words found throughout text, e.g., 30, 40, 42, 54, 66, 84, 96, 108, 120, 138, 149, 162, 173, 192, Use knowledge of vowel digraphs and r- controlled letter-sound associations to read words. Guided Reading: V3L14: 2, 4, 7, 9, 11, 12, 14, 15, 16,19, 21; V3L16: 1, 4, 6, 7, 8, 111, 12, 13, 14, 18, 21, 22 Shared Reading: 299, 302, 356, 365, 368, Read compound words and contractions. Guided Reading: V1L6: 3, 5, 12; V1L8: 6, 15, 20, 23; V2L10: 6, 16, 17, 18, 22; V2L12: 3, 14, 19, 21; V3L14: 3, 5, 6, 10, 17, 20, 21, 22; V4L16: 2, 11, 16 Shared Reading: 161, 166, 227, 232, 394 Writing: Read inflectional forms (e.g., -s, -ed, - ing) and root words (e.g., look, looked, looking). Guided Reading: V2L12: 10, 22; V3L14: 1, 8 Shared Reading: Read common word families (e.g., -ite, - ate). Guided Reading: V1L6: 1, 4, 7, 15, 20, 23; V1L8: 2, 9, 15, 16, 17, 21 7

11 Grade One 1.16 Read aloud with fluency in a manner that sounds like natural speech. Guided Reading: V1L6: 2, 8, 12, 19, 22; V1L8: 1, 3, 5, 9, 10, 11, 12, 14; V2L10: 3, 12, 15, 19, 20; V2L12: 11, 13, 14; V3L14: 9; V3L16: 8, 9, 14, 22 Shared Reading: 36, 114, 126, 144, 168, 180, 198, 210, 222, 234, 252, 264, 288, 306, 318, 330, 342, 360, 372, 384 Vocabulary and Concept Development 1.17 Classify grade-appropriate categories of words (e.g., concrete collections of animals, foods, toys). Guided Reading: V1L6: 11, 13; V1L8: 10, 16; V2L10: 1, 3 ; V2L12: 18, 20; V3L14: 4, 10 Shared Reading: 70, 100, 142, Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade one, students begin to make progress toward this goal. Structural Features of Informational Materials 2.1 Identify text that uses sequence or other logical order. Guided Reading: V1L6: 12, 15; V1L8: 2, 6, 17; V2L10: 13; V2L12: 7; V3L14: 7, 14, 19 Shared Reading: 278 Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Respond to who, what, when, where, and Guided Reading: V1L8: 7; V2L10: 13; how questions. V2L12: 21; V3L14: 1; V3L16: 16 Shared Reading: 96, 98, 100, 102, 104, 262, 324, 326, 328, Follow one-step written instructions. Guided Reading: Teacher can utilize Options for Further Instruction activities to meet standard, e.g., V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: Teacher can use the daily Mini-Lessons within each unit to fulfill standard 2.4 Use context to resolve ambiguities about Shared Reading: 304 word and sentence meanings. 8

12 Grade One 2.5 Confirm predictions about what will happen next in a text by identifying key words (i.e., signpost words). Guided Reading: V1L8: 23; V2L10: 4; V2L12: 7; V3L14: 14 Shared Reading: 90, Relate prior knowledge to textual information. 2.7 Retell the central ideas of simple expository or narrative passages. Guided Reading: V1L6: 11; V1L8: 22; V2L10: 4 Shared Reading: 224, 236, 278, 374 Guided Reading:V1L6: 17; V1L8: 21; V2L10: 13; V2L12: 18; V3L14: 20 Shared Reading: 104, 137, 146, 257, 290, 323, Literary Response and Analysis Students read and respond to a wide variety of significant works of children s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 3.1 Identify and describe the elements of plot, Guided Reading: V1L6: 2, 7, 13, 21; setting, and character(s) in a story, as well as V1L8: 1, 6, 8, 9, 11, 12, 14, 15, 21; the story s beginning, middle, and ending. V2L10: 2, 3, 11, 12; V2L12: 2, 4, 6, 13, 17; V3L14: 2, 3, 4, 9, 17; V3L16: 2, 20, 11, 18 Shared Reading: 74, 146, 192, 200, 356, Describe the roles of authors and illustrators and their contributions to print materials. 3.3 Recollect, talk, and write about books read during the school year. Shared Reading: 392 Guided Reading: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Writing:

13 Grade One WRITING 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Select a focus when writing. Guided Reading: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: 29, 41, 79, 83, 133, 137, 191, 203 Writing: 28, 31, 35, 38, 41, 45, 48, 51, 58, 61, 68, 74, 84, 87, 90, 94, 100, Use descriptive words when writing. Guided Reading: V1L6: 1, 3, 6, 8, 9, 16, 19, 20, 21; V1L8: 2, 7, 11, 14, 15, 16, 18, 20; V2L10: 2, 3, 6, 8, 9, 12, 17, 18, 20, 22; V2L12: 4, 58, 9, 16, 21; V3L14: 10, 11; V3L16: 6, 7, 9, 12, 19 Shared Reading: Writing Center activities can fulfill standard Writing: 37, 57, 90, 91, 104 Penmanship 1.3 Print legibly and space letters, words, and sentences appropriately. Guided Reading: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: Writing Center activities can fulfill standard Writing: 27, 30, Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade one outlined in Writing Standard 1.0, students: 2.1 Write brief narratives (e.g., fictional, autobiographical) describing an experience. Guided Reading: V1L6: 2, 14, 17; V1L8: 3, 5, 12; V2L10: 11; V3L14: 4 Writing: Write brief expository descriptions of a real object, person, place, or event, using sensory details. Guided Reading: V1L6: 19, 23; V1L8: 5, 12; V2L12: 15; V3L14: 15 Writing:

14 Grade One WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Write and speak in complete, coherent Guided Reading: V1L6: 1-23; V1L8: 1- sentences. 23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: Talk Together and Writing Center activities in each lesson fulfill the standard. Writing Center: 32, 36, 41, 46, 48, 49, 58, 69, 71, 77, 81, 82, 83, 89, 91, 94, 95, 97, 101 Grammar 1.2 Identify and correctly use singular and plural nouns. Guided Reading: V1L6: 13, 17 Shared Reading: 281, Identify and correctly use contractions (e.g., isn t, aren t, can t, won t) and singular possessive pronouns (e.g., my/mine, his/her, hers, your/s) in writing and speaking. Punctuation 1.4 Distinguish between declarative, exclamatory, and interrogative sentences. 1.5 Use a period, exclamation point, or question mark at the end of sentences. Guided Reading: V1L6: 3; V1L8: 6, 20, 23; V2L10: 18; V2L12: 3; V3L14: 3, 6, 10, 17, 20; V4L16: 2, 11 Shared Reading: 394 Writing: 83 Guided Reading: V1L6: 5 Shared Reading: 60, 114, 156, 180, 281 Writing: 40, 44, 62, 67 Guided Reading: V1L6: 5 Shared Reading: 60, 114, 156, 180, 281 Writing: 40, 44, 62, Use knowledge of the basic rules of punctuation and capitalization when writing. Capitalization 1.7 Capitalize the first word of a sentence, names of people, and the pronoun I. Spelling 1.8 Spell three- and four-letter short-vowel words and grade-level-appropriate sight words correctly. Guided Reading: V1L6: 5 Shared Reading: 60, 114, 156, 180, 281, 360 Writing: 40, 44, 62, 67 Shared Reading: 360 Writing: 47, 62, 70 Writing: 40, 54, 80, 83 11

15 Grade One LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Listen attentively. Guided Reading: Focus Attention section in each lesson will meet the standard. 1.2Ask questions for clarification and understanding. 1.3 Give, restate, and follow simple two-step directions. Guided Reading: Students discuss each reading with teacher and peers during Reread and Assess in each lesson Writing: 31, 38, 42, 46, 48, 56, 61, 65 Guided Reading: Teacher can utilize Options for Further Instruction activities to meet standard, e.g., V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Shared Reading: Teacher can us the daily Mini-Lessons within each unit to fulfill the standard. Organization and Delivery of Oral Communication 1.4 Stay on the topic when speaking. Guided Reading: Discuss the Text Activities: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16: 1-22 Writing: 31, 38, 42, 46, 48, 56, 61, Use descriptive words when speaking about people, places, things, and events. Guided Reading: Discuss the Text Activities: V1L6: 1-23; V1L8: 1-23; V2L10: 1-22; V2L12: 1-23; V3L14: 1-22; V3L16:

16 Grade One 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade one outlined in Listening and Speaking Standard 1.0, students: 2.1 Recite poems, rhymes, songs, and stories. Shared Reading: 60, Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions. Guided Reading: V1L6: 17; V2L8: 2, 21; V2L10: 13; V2L12: 18; V3L14: 20 Shared Reading: 104, 137, 257, 290, 323, Relate an important life event or personal experience in a simple sequence. 2.4 Provide descriptions with careful attention to sensory detail. Guided Reading: V1L6: 7; V1L8: 10; V2L10: 21 Shared Reading: 140, 260 Writing: 43, 66, 92 13

17 , 2009 to the English Language Arts Content Standards for California Public Schools Grade 2 English Language Arts Content Standards Grade Two READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Decoding and Word Recognition 1.1 Recognize and use knowledge of spelling patterns (e.g., diphthongs, special vowel spellings) when reading. Guided Reading: V1L20:3, 6, 8, 13 V2L24: 4, 7, 11, 14, 15, 16, 19, 20, 22, 23; V2L28: 2, 7, 18 Shared Reading: Apply knowledge of basic syllabication rules when reading (e.g., vowel-consonantvowel = su/per; vowel-consonant/consonantvowel = sup/per). 1.3 Decode two-syllable nonsense words and regular multi-syllable words. 1.4 Recognize common abbreviations (e.g., Jan., Sun., Mr., St.). 1.5 Identify and correctly use regular plurals (e.g., -s, -es, -ies) and irregular plurals (e.g., fly/ flies, wife/wives). 1.6 Read aloud fluently and accurately and with appropriate intonation and expression. Vocabulary and Concept Development 1.7 Understand and explain common antonyms and synonyms. 1.8 Use knowledge of individual words in unknown compound words to predict their meaning. 1.9 Know the meaning of simple prefixes and suffixes (e.g., over-, un-, - ing, -ly). Guided Reading: V2L28: 11, 13, 17 Guided Reading: V2L28: 11, 13, 17 Guided Reading: V2L28: 20 Guided Reading: V1L20: 2; V1L20: 4 Shared Reading: 152 Writing: 148 Guided Reading: V1L18: 1, 4, 11, 14; V1L20: 8; V2L24: 20; V2L28: 7 Shared Reading: 60, 90, 102, 180, 252, 264, 276, 384 Guided Reading: V1L18: 12; V1L20: 15; V2L24: 10 Shared Reading: 119, 124, 340, 389, 394 Guided Reading: V2L24: 7; V1L20: 21; V2L28: 17 Shared Reading: 100, 140 Guided Reading: V2L28: 6, 15, 22, 24 Shared Reading:

18 Grade Two 1.10 Identify simple multiple-meaning words. Guided Reading: V1L18: 3, 16; V1L20: 6; V2L24: 19, 22; V2L28: 19 Shared Reading: Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade two, students continue to make progress toward this goal. Structural Features of Informational Materials 2.1 Use titles, tables of contents, and chapter headings to locate information in expository text. Guided Reading: V1L18: 4, 5, 6, 7, 8, 9, 10, 13, 15, 16, 17, 18, 20, 24; V1L20: 4, 6, 14, 17, 21, 22; V2L24: 3, 4, 6, 7, 8, 14, 16, 19, 21, 22, 23; V2L28: 24, 3, 4, 5, 6, 8, 9, 11, 12, 14, 16, 17, 18, 19, 20, 21 Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 State the purpose in reading (i.e., tell Guided Reading: Teacher can use Focus what information is sought). Attention activities in the Before Reading Section to reinforce standard. Shared Reading: 44, 248, 250, Use knowledge of the author s purpose(s) to comprehend informational text. 2.4 Ask clarifying questions about essential textual elements of exposition (e.g., why, what if, how). 2.5 Restate facts and details in the text to clarify and organize ideas. 2.6 Recognize cause-and-effect relationships in a text. 2.7 Interpret information from diagrams, charts, and graphs. Guided Reading: V1L18: 4, 5, 8; V1L20: 6; V2L24: 7, 21; V2L28: 12, 14, 18, 21 Guided Reading: V1L18: 22, V1L20: 14; V2L24: 19; V2L28: 6, 17 Shared Reading: 96, 98, 100, 102, 104, 110, 158 Guided Reading: V1L18: 6, 15, 24; V2L24: 4, 6, 23; V2L28: 4, 5, 8, 17 Shared Reading: 120, 122, 124, 126, 128 Guided Reading: V1L18: 13; V1L20: 4; V2L24: 4, 8, 15, 21; V2L28: 3, 12, 14 Guided Reading: V1L18: 24; V1L20: 4, 14, 17, 22; V2L24: 7, 8, 15, 23; V2L28: 5, 9, 18 Shared Reading: 260,

19 Grade Two 2.8 Follow two-step written instructions. Guided Reading: Teacher can utilize Options for Further Instruction activities to meet standard, e.g., V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: Teacher can use the daily Mini-Lessons within each unit to fulfill the standard Literary Response and Analysis Students read and respond to a wide variety of significant works of children s literature. They distinguish between the structural features of the text and the literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Narrative Analysis of Grade-Level-Appropriate Text 3.1 Compare and contrast plots, settings, and Guided Reading: V1L18: 1, 2, 3, 11, 12, characters presented by different authors. 14, 21; V1L20: 1, 2, 3, 5, 7, 8, 9, 10, 12, 15; V2L24: 1, 9, 10, 11,12, 17, 20; V2L28: 1, 2, 7, 10, 13, 15 Shared Reading: 62, 72, 100, 192, 192, 204, 290, 308, 354, Generate alternative endings to plots and identify the reason or reasons for, and the impact of, the alternatives. 3.3 Compare and contrast different versions of the same stories that reflect different cultures. Guided Reading: V1L28: 1 Shared Reading: 386 This objective is outside the scope of this program at this grade level. 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry. Guided Reading: V1L18: 5, 21; V1L20: 23; V2L24: 1, 9 Shared Reading: 222, 335, 342 WRITING 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Group related ideas and maintain a Guided Reading: V1L18: 7, 8, 13, 19; consistent focus. V1L20: 12, 14; V2L24: 8, 11 Writing: 45, 46, 49, 63, 67, 81, 98, , 116,

20 Grade Two Penmanship 1.2 Create readable documents with legible handwriting. Opportunities to display legible handwriting through writing activities found throughout text, e.g., Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: 29, 41, 95, 107, 137, 149, 161, 173, 215, 269, 323, 335, 353, 377 Writing: 40, 59, 74, 93, 111, 126, 145 Research 1.3 Understand the purposes of various reference materials (e.g., dictionary, thesaurus, atlas). Evaluation and Revision 1.4 Revise original drafts to improve sequence and provide more descriptive detail. Guided Reading: V1L18: 20; V2L24: 16; V2L28: 8 Shared Reading: 166, 328, 394 Writing: 110 Writing: 38, 53, 58, 65, 69, 87, 92, , 116, 121, Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade two outlined in Writing Standard 1.0, students: 2.1 Write brief narratives based on their experiences: Guided Reading: V1L18: 1, 15, 18; V1L20: 3, 8, 10, 15; V2L24: 11; V2L28: 17 Shared Reading: 137, 389 Writing: a. Move through a logical sequence of events. Guided Reading: V1L18: 15, 18; V1L20: 3, 10, 15; V2L24: 11; V2L28: 17 Shared Reading: 137 Writing: b. Describe the setting, characters, objects, and events in detail. Guided Reading: V1L18: 1, 15, 18; V1L20: 3, 8, 10, 15; V2L24: 11; V2L28: 17 Shared Reading: 137, 389 Writing: Write a friendly letter complete with the date, salutation, body, closing, and signature. Guided Reading: V1L20: 17; V2L28: 16 Shared Reading: 377 Writing:

21 Grade Two WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Distinguish between complete and incomplete sentences. Opportunities distinguish between complete and incomplete sentences through writing activities found throughout text, e.g., Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: 29, 41, 95, 107, 137, 149, 161, 173, 215, 269, 323, 335, 353, 377 Writing: (Sentence Fluency) 28, 31, 64, 65, 69, 100, 105, 109, 110, 125, Recognize and use the correct word order in written sentences. Opportunities to use correct word order through writing activities found throughout text, e.g., Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: 29, 41, 95, 107, 137, 149, 161, 173, 215, 269, 323, 335, 353, 377 Writing: (Sentence Fluency) 28, 31, 64, 65, 69, 100, 105, 109, 110, 125 Grammar 1.3 Identify and correctly use various parts of Writing: 75, 93, 148, 149, 150 speech, including nouns and verbs, in writing and speaking. Punctuation 1.4 Use commas in the greeting and closure of Writing: 75, 147, 148 a letter and with dates and items in a series. 1.5 Use quotation marks correctly. Writing: 51, 93 Capitalization 1.6 Capitalize all proper nouns, words at the Writing: 41, 75, 146, 147, 148 beginning of sentences and greetings, months and days of the week, and titles and initials of people. 18

22 Grade Two Spelling 1.7 Spell frequently used, irregular words correctly (e.g., was, were, says, said, who, what, why). 1.8 Spell basic short-vowel, long-vowel, r- controlled, and consonant-blend patterns correctly. Opportunities to use correct spelling through writing activities found throughout text, e.g., Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: 29, 41, 95, 107, 137, 149, 161, 173, 215, 269, 323, 335, 353, 377 Writing: (Editing) 39, 54, 88, 110 Opportunities to use correct spelling through writing activities found throughout text, e.g., Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Shared Reading: 29, 41, 95, 107, 137, 149, 161, 173, 215, 269, 323, 335, 353, 377 Writing: (Editing) 39, 54, 88, 110 LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Determine the purpose or purposes of listening (e.g., to obtain information, to solve problems, for enjoyment). Guided Reading: V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: Ask for clarification and explanation of stories and ideas. 1.3 Paraphrase information that has been shared orally by others. Guided Reading: After Reading activities can be used to meet standard, e.g., V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: 1-24 Guided Reading: After Reading activities can be used to meet standard, e.g., V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28:

23 Grade Two 1.4 Give and follow three- and four-step oral Guided Reading: V2L24: 21 directions. Organization and Delivery of Oral Communication 1.5 Organize presentations to maintain a clear focus. This objective is outside the scope of this program at this grade level. 1.6 Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). Guided Reading: Before, During and After Reading activities can be used to meet standard, e.g., V1L18: 1-24; V1L20: 1-23; V2L24: 1-24; V2L28: Recount experiences in a logical sequence. Guided Reading: V1L20: 21; V2L24: 1 Shared Reading: 306, Retell stories, including characters, setting, and plot. 1.9 Report on a topic with supportive facts and details. Guided Reading: V1L18: 1, 15; V1L20: 21; V2L24: 1 Shared Reading: 72, 92, 104, 254, , 386 This objective is outside the scope of this program at this grade level. 2.0 Speaking Applications (Genres and Their Characteristics) Students deliver brief recitations and oral presentations about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade two outlined in Listening and Speaking Standard 1.0, students 2.1 Recount experiences or present stories: Guided Reading: V1L18: 1, 15; V1L20: 10, 21; V2L24: 18 Shared Reading: 104, 254, 290, 306, 386 a. Move through a logical sequence of events. Guided Reading: V1L20: 21; V2L24: 1 Shared Reading: 306, 386 b. Describe story elements (e.g., characters, plot, setting). 2.2 Report on a topic with facts and details, drawing from several sources of information. Guided Reading: V1L20: 21; V2L24: 1 Shared Reading: 92, 104, 306,

24 , 2009 to the English Language Arts Content Standards for California Public Schools Grade 3 English Language Arts Content Standards Grade Three READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and word parts. They apply this knowledge to achieve fluent oral and silent reading. Decoding and Word Recognition 1.1 Know and use complex word families when reading (e.g., -ight) to decode unfamiliar words. Guided Reading: Before Reading Vocabulary exercises in each lesson give opportunity for students to meet standards Shared Reading: Vocabulary Builder Center Activities at the beginning of each unit meet standard 1.2 Decode regular multisyllabic words. Guided Reading: V1L30:6, 11; V2L34:18, 20; V2L38: 17, Read aloud narrative and expository text fluently and accurately and with appropriate pacing, intonation, and expression. Vocabulary and Concept Development 1.4 Use knowledge of antonyms, synonyms, homophones, and homographs to determine the meanings of words. Guided Reading: V1L30: 9, 12, 18; V2L34: 12, 13, 16, 18; V3L38: 14, 18 Shared Reading: 34, 46, 70, 88, 112, 178, 208, 250 Guided Reading: V1L30: 14, 15, 16, 19, 20; V2L34: 7, 13; V3L38: 1, 9, 10 Shared Reading: 326, 377, Demonstrate knowledge of levels of specificity among grade-appropriate words and explain the importance of these relations (e.g., dog/mammal/animal/living things). 1.6 Use sentence and word context to find the meaning of unknown words. 1.7 Use a dictionary to learn the meaning and other features of unknown words. Guided Reading: Before Reading Vocabulary exercises in each lesson give opportunity for students to meet the standard. Shared Reading: Vocabulary Builder Center Activities at the beginning of each unit can be used to meet the standard. Guided Reading: V1L30: 2, 4, 5, 11, 13, 19; V2L34: 2, 6, 10, 17; V3L38: 2 Guided Reading: V2L34: 2 Shared Reading: 29,

25 Grade Three 1.8 Use knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, - est, -ful) to determine the meaning of words. Guided Reading: V1L30: 5, 9, 11, 13, 14, 18, 19; V2L34: 1, 2, 9; V3L38: 3, 8, 16, 22 Shared Reading: 98, 119, 269, 272, 311, Reading Comprehension Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from several sources). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading, by grade four, students read one-half million words annually, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information). In grade three, students make substantial progress toward this goal. Structural Features of Informational Materials 2.1 Use titles, tables of contents, chapter headings, glossaries, and indexes to locate information in text. Guided Reading: V1L30: 5, 10, 21; V2L34: 14; V2L38: 5 Shared Reading: 270, 274, 356 Comprehension and Analysis of Grade-Level-Appropriate Text 2.2 Ask questions and support answers by Guided Reading: V1L30: 3, 13; V3L38: connecting prior knowledge with literal 15 information found in, and inferred from, the Shared Reading: 96, 98, 100, 104, 250, text Demonstrate comprehension by identifying answers in the text. Guided Reading: Students answer questions from the text in During Reading activities, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: Recall major points in the text and make and modify predictions about forthcoming information. 2.5 Distinguish the main idea and supporting details in expository text. 2.6 Extract appropriate and significant information from the text, including problems and solutions. Guided Reading: V3L38: 17 Shared Reading: 92 Guided Reading: V1L30: 3, 20, 21; V2L34: 2, 11, 17, 20; V3L38: 2, 7, 12 Shared Reading: 90, 92, 104, 182, 252, 264 Guided Reading: During Reading and Reread and Assess Activities, e.g., V1L30: 1-21; V2L34: 1-22; V3L38:

26 Grade Three 2.7 Follow simple multiple-step written instructions (e.g., how to assemble a product or play a board game). 3.0 Literary Response and Analysis Students read and respond to a wide variety of significant works of children s literature. Guided Reading: V2L34: 15; V3L38: 12, 15, 17 Guided Reading: During Reading and Reread and Assess Activities, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 They distinguish between the structural features of the text and literary terms or elements (e.g., theme, plot, setting, characters). The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. Structural Features of Literature 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction). Guided Reading: V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Shared Reading: 30, 42, 54, 66, 84, 96, 108, 120, 138, 150, 162, 174, 192, 204, 216, 226, 244, 256, 270, 282, 300, 312, 324, 336, 354, 366, 378, 390 Narrative Analysis of Grade-Level-Appropriate Text 3.2 Comprehend basic plots of classic fairy Guided Reading: V1L30: 2, 14, 18; tales, myths, folktales, legends, and fables V2L34: 18; V3L38: 1, 18, 19 from around the world. Shared Reading: 66, 192, 300, Determine what characters are like by what they say or do and by how the author or illustrator portrays them. Guided Reading: V1L30: 2, 9, 12, 14, 18; V2L34: 6, 12, 16, 22; V3L38: 1, 6, 9, 14, 19 Shared Reading: 140, 204, 210, 377, Determine the underlying theme or author s message in fiction and nonfiction text. Guided Reading: V1L30: 14; V2L34: 13 Shared Reading: 328, 390, 392, 394, Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection. 3.6 Identify the speaker or narrator in a selection. Guided Reading: V1L30: 1; V3L28: 22 Shared Reading: 54, 218, 220 Guided Reading: V1L30: 7; V2L34: 8, 22; V3L28: 9 Shared Reading: 144,

27 Grade Three WRITING 1.0 Writing Strategies Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions). Organization and Focus 1.1 Create a single paragraph: Guided Reading: V1L30: 1-2, 4, 7-16, 18-21; V2L34: 6-10, 12-14, 16-19, 21-22; V3L38: 1-5, 7-11, Shared Reading: Writing Center Activities at the start of each Unit can meet the standard. Writing: 32-39, 44-58, 62-73, , a. Develop a topic sentence. Writing: 72, 97, 106 b. Include simple supporting facts and details. Guided Reading: V1L30: 1-2, 4, 7-16, 18-21; V2L34: 6-10, 12-14, 16-19, 21-22; V3L38: 1-5, 7-11, Shared Reading: Writing Center Activities at the start of each Unit can meet the standard. Writing: 32-39, 44-58, 62-73, , Penmanship 1.2 Write legibly in cursive or joined italic, allowing margins and correct spacing between letters in a word and words in a sentence. Opportunities to display legible handwriting through writing activities found throughout text, e.g., Guided Reading: V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Shared Reading: 29, 41, 53, 65, 83, 95, 107, 119, 137, 149, 161, 173, 191, 203, 215, 227, 245, 257, 269, 281, 299, 311, 323, 335, 353, 365, 377, 389 Writing: 40, 59, 74, 93, 111, 126, 145 Research 1.3 Understand the structure and organization of various reference materials (e.g., dictionary, thesaurus, atlas, encyclopedia). Guided Reading: V1L30: 21; V2L34: 1, 4; V3L38: 4, 5 Shared Reading: 29, 41, 149, 274, 281, 284, 356, 368 Evaluation and Revision 1.4 Revise drafts to improve the coherence and logical progression of ideas by using an Shared Reading:

28 Grade Three established rubric. Writing: 53, 65, 86-87, 92, , 117, 121, , Writing Applications (Genres and Their Characteristics) Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade three outlined in Writing Standard 1.0, students: 2.1 Write narratives: a. Provide a context within which an action takes place. b. Include well-chosen details to develop the plot. Guided Reading: V2L34: 12, 18; V3L38: 9, 21 Writing: Guided Reading: V3L38: 9, 21 Writing: c. Provide insight into why the selected incident is memorable. 2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences. 2.3 Write personal and formal letters, thankyou notes, and invitations: Guided Reading: V2L34: 12, 18; V3L38: 9, 21 Writing: Guided Reading: V1L30: 4, 17, 19; V2L34: 10, 12, 14, 19; V3L38: 10, 16, 18 Shared Reading: 137, 227, 299 Writing: Guided Reading: V1L30: 9; V2L34: 8; V3L38: 1, 4, 8 Writing: 130, 134, 138, 141, 145 a. Show awareness of the knowledge and interests of the audience and establish a purpose and context. b. Include the date, proper salutation, body, closing, and signature. Guided Reading: V1L30: 1, 9; V2L34: 8; V3L38: 1, 8 Writing: Guided Reading: V3L38: 1 Writing:

29 Grade Three WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS The standards for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skills. 1.0 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level. Sentence Structure 1.1 Understand and be able to use Opportunities to distinguish between complete and correct declarative, complete and incomplete sentences interrogative, imperative, and exclamatory through writing activities found throughout sentences in writing and speaking. text, e.g., Guided Reading: V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Shared Reading: 29, 41, 53, 65, 83, 95, 107, 119, 137, 149, 161, 173, 191, 203, 215, 227, 245, 257, 269, 281, 299, 311, 323, 335, 353, 365, 377, 389 Writing: (Sentence Fluency) 28, 31, 73, 104, 109 Grammar 1.2 Identify subjects and verbs that are in agreement and identify and use pronouns, adjectives, compound words, and articles correctly in writing and speaking. 1.3 Identify and use past, present, and future verb tenses properly in writing and speaking. 1.4 Identify and use subjects and verbs correctly in speaking and writing simple sentences. Punctuation 1.5 Punctuate dates, city and state, and titles of books correctly. 1.6 Use commas in dates, locations, and addresses and for items in a series. Capitalization 1.7 Capitalize geographical names, holidays, historical periods, and special events correctly. Spelling 1.8 Spell correctly one-syllable words that have blends, contractions, compounds, orthographic patterns (e.g., qu, consonant doubling, changing the ending of a word from -y to -ies when forming the plural), and common homophones (e.g., hair-hare). Shared Reading: 38, 96, 107, 110, 191, 299, 302 Writing: 111, 127, 145, 150, 151, 152 Shared Reading: 161, 164 Writing: 111, 150 Writing: 41, 146 Writing: 59, 146, 147, 148, 152 Writing: 75, 111, 145, 148, 149, 150, 152 Writing: 147 Opportunities to use correct spelling through writing activities found throughout text, e.g., Guided Reading: V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Shared Reading: 29, 41, 53, 65, 83, 95, 107, 119, 137, 149, 161, 173, 191, 203, 26

30 Grade Three continued 215, 227, 245, 257, 269, 281, 299, 311, 323, 335, 353, 365, 377, 389 Writing: (Editing) 39, 54, 88, 110, Arrange words in alphabetic order. This objective is outside the scope of this program at this grade level. LISTENING AND SPEAKING 1.0 Listening and Speaking Strategies Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation. Comprehension 1.1 Retell, paraphrase, and explain what has been said by a speaker. 1.2 Connect and relate prior experiences, insights, and ideas to those of a speaker. 1.3 Respond to questions with appropriate elaboration. Guided Reading: After Reading activities can be used to meet standard, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Guided Reading: After Reading activities can be used to meet standard, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: 1-22 Guided Reading: After Reading activities can be used to meet standard, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: Identify the musical elements of literary language (e.g., rhymes, repeated sounds, instances of onomatopoeia). Guided Reading: V1L30: 1; V3L28: 22 Shared Reading: 218, 220 Organization and Delivery of Oral Communication 1.5 Organize ideas chronologically or around Guided Reading: Before, During and After major points of information. Reading activities can be used to meet standard, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: Provide a beginning, a middle, and an end, including concrete details that develop a central idea. Guided Reading: After Reading activities can be used to meet standard, e.g., V1L30: 1-21; V2L34: 1-22; V3L38: