Communication Arts Grade Level Expectations The Communication Arts Grade Level Expectations document is an updated version of the March, 2004 K-12 Communication Arts Grade Level Expectations. Missouri educators from across the state, representing education from the primary grades through the college level, met numerous times to carefully examine the current Grade Level Expectations make suggestions to update that document. This is the result of their discussion study. Please note: In several instances, the difference is a change in location, rather than a change in the GLE itself. All Communication Arts content may be assessed at the grade level where it appears. Teachers are responsible for content up to including that which appears at the grade level they teach. This document represents a continuum of instruction, so teachers must be familiar with GLEs leading up to their grade level so that they may scaffold instruction for students missing requisite skills. The GLE Update Review Committees addressed only Reading Writing. An asterisk (*) is used to indicate GLEs that are locally assessed. PLEASE NOTE: The Information Literacy str will be revised during the 2008-2009 school year. The existing version is included at the end of this document includes grades K-12. While the Information Literacy GLEs are under revision, teachers are responsible for the content in the existing version. Sources: 7 Keys to Comprehension: How to Help Your Kids Read It Get It! (Zimmerman, Susan Chryse Hutchins, Heinemann Publishers); Apprenticeship in Literacy: Transitions Across Reading Writingi (Dorn, Linda, Stenhouse Publishers); Glossary of Terms (NAEP Reading Framework); Information Literacy Strs for Student Learning: Stards Indicators (American Association of School Librarians the Association for Educational Communications Technology, 1998); Literary Devices (Jay Braiman, 2003,2006); Mosaic of Thought (Zimmerman, Susan Ellin Keene, Heinemann Publishers); NETS for Students (International Society for Technology in Education, National Educational Technology Stards for Students); Scaffolding Young Writers: A Writer s Workshop Approach (Dorn, Linda, Stenhouse Publishers); Shaping Literate Minds: Developing Self- Regulated Learners (Dorn, Linda, Stenhouse Publishers); Strategies that Work: Teaching Comprehension to Enhance Understing (Harvey, Stephanie Anne Goudvis, Stenhouse Publishers); Units of Study for Primary Writing (Calkins, Lucy, Heinemann Publishers); Units of Study for Teaching Writing Grades 3-5 (Calkins, Lucy, Heinemann Publishers). Missouri Department of Elementary Secondary Education October, 2008 1
Reading 1 Develop apply skills to the reading process A Print Concepts * Demonstrate basic concepts of print: a. directionality left to right, return sweep, top bottom b. understing that the story is in the print c. word by word matching d. distinction between letter word * Demonstrate concepts of print: a. upper- lower-case letters b. first last letters in c. directionality in letter word order d. punctuation has meaning DOK 1 1 ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 B Phonemic Awareness * Develop ability to recognize sounds (phonemes) in (phonemic awareness): a. recognize rhyming b. isolate consonant sounds c. hear say onset rime d. hear say spoken phonemes * Demonstrate ability to use phonemes to construct : a. produce rhyming b. separate say sounds in c. blend sounds to form d. replace beginning ending sounds to form new DOK 1 2 ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 2
Reading 1 Develop apply skills to the reading process C Phonics * Develop alphabet phonics knowledge: a. identify letters b. say sounds associated with letters c. write letter that goes with consonant sound * Develop apply decoding to problem-solve unknown when reading grade level instructional * Develop apply decoding to problem-solve unknown when reading grade level instructional * Apply decoding to independently problem-solve unknown when reading when needed * Apply decoding to problem-solve unknown when reading when needed * Apply decoding to problem-solve unknown when reading when needed * Apply decoding to problem-solve unknown when reading when needed * Apply decoding to problem-solve unknown when reading when needed * Apply decoding to problem-solve unknown when reading when needed DOK 1 2 2 2 2 2 2 2 2 ST CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 CA 2, 3, 1.6 D Fluency * Read simple a. containing a small bank of highfrequency b. consisting of environment al print * Read gradelevel instructional a. by developing automaticity of an increasing core of highfrequency b. with phrasing expression * Read gradelevel instructional with fluency, accuracy expression * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of * Read gradelevel instructional a. with fluency, accuracy expression b. adjusting reading rate to difficulty type of DOK 1 1 1 1 1 1 1 1 1 ST CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 CA 2, 3, 1.5 3
Reading 1 Develop apply skills to the reading process E Vocabulary * Develop * Develop Develop Develop Develop Develop Develop vocabulary by vocabulary by vocabulary vocabulary vocabulary vocabulary vocabulary reading, listening reading, listening through, through, through, through, through, to, discussing to, discussing unknown in unknown in a. root a. root a. roots a. roots a. roots stories stories b. synonyms affixes affixes affixes affixes a. root a. root b. synonyms b. synonyms b. con clues b. con clues b. word chunks b. classroom antonyms c. glossary, c. glossary, c. con clues resources c. con clues antonyms antonyms dictionary dictionary c. con clues d. glossary c. con clues c. con clues e. dictionary, d. glossary d. glossary thesaurus thesaurus with dictionary dictionary * Develop vocabulary by listening to discussing unknown in stories Develop vocabulary through, a. roots affixes b. con clues c. glossary, dictionary thesaurus DOK 2 2 2 2 2 2 2 2 2 ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 F Pre-Reading * Develop apply, with, prereading to aid on: a. access prior knowledge b. preview picture c. make general prediction * Develop apply, with, prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. state a purpose for reading, with * Develop apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose rate for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose rate for reading * Apply prereading to aid on: a. access prior knowledge b. preview c. predict with evidence d. set a purpose rate for reading DOK 2 2 2 2 2 2 2 2 2 ST CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 CA 2, 3, 1.5, 1.6 4
Reading 1 Develop apply skills to the reading process G During Reading * During reading, * During reading * During reading, * During reading, * During reading, * During reading, * During reading, * During reading, * During reading, shared reading, or read-alouds, develop utilize utilize utilize utilize utilize utilize read-alouds, develop utilize to to to to to to develop utilize, with to a. determine a. determine a. determine a. determine a. determine a. determine utilize, with, a. self-question meaning of meaning of meaning of meaning of meaning of meaning of, to correct unknown unknown unknown unknown unknown unknown to a. self-question b. determine a. self-question correct meaning of b. self-monitor b. self-monitor b. self-monitor b. self-monitor b. self-monitor b. self-monitor correct b. infer unknown b. infer c. predict on on on on on on c. predict check c. self-monitor c. question the c. question the c. question the c. question the c. question the c. question the check cueing cueing systems: on d. infer d. infer d. infer d. infer d. infer d. infer systems: meaning, d. question the e. visualize e. visualize e. visualize e. visualize e. visualize e. visualize meaning, structure, f. paraphrase f. paraphrase f. paraphrase f. paraphrase f. paraphrase f. paraphrase structure, visual e. infer g. summarize g. summarize g. summarize g. summarize g. summarize g. summarize visual f. visualize DOK 2 2 2 2 2 2 2 2 2 ST CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, 5
Reading 1 Develop apply skills to the reading process H Post-Reading * Develop * Develop * Apply postreading skills to reading skills to reading skills to reading skills to reading skills to reading skills to reading skills to Apply post- Apply post- Apply post- Apply post- Apply post- Apply post- demonstrate, with apply postreading skills after respond to : demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate, postreading skills after reading or readalouds to respond : : : : : : a. answer basic on of on of on of on of on of on of reading or readalouds to respond to : on questions a. answer basic a. answer basic a. answer basic a. answer basic a. answer basic a. answer basic to : a. answer basic b. identify the o o o o o o a. answer basic main idea n questions n questions n questions n questions n questions n questions on questions b. identify b. identify b. identify b. identify b. identify b. identify on questions b. question to supporting explain the explain the explain the explain the explain the explain the b. question to clarify relationship relationship relationship relationship relationship relationship clarify c. retell c. question to between the between the between the between the between the between the c. retell d. reflect clarify main idea main idea main idea main idea main idea main idea d. illustrate e. draw d. retell supporting supporting supporting supporting supporting supporting e. re-enact conclusions e. reflect stories f. analyze f. draw c. make c. make c. make c. make c. make c. make conclusions predictions predictions predictions predictions predictions predictions g. analyze *d. question to *d. question to *d. question to *d. question to *d. question to *d. question to clarify clarify clarify clarify clarify clarify *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize *e. reflect f. draw conclusions g. analyze h. paraphrase i. summarize DOK 2 3 3 3 3 3 3 3 3 ST CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, CA 2, 3, 1.5, 1.6, 6
Reading 1 Develop apply skills to the reading process I Making Connections * Identify connections between a. -- -similarities differences in various fiction non-fiction works, with ) b. self own experiences) * Identify connections, with, between a. -- -similarities differences in fiction non-fiction works) b. self own experiences) * Identify relevant connections between a. -- - similarities differences in relationships in various fiction non-fiction works) b. self own experiences) c. world the world, with ) Identify explain relevant connections between a. --- relationships in various fiction non-fiction works-- compare contrast) *b. self own experiences) *c. world the world) Identify explain relevant connections between a. --- relationships in various fiction non-fiction works-- compare contrast) *b. self own experiences) *c. world the world by demonstrating an awareness that literature reflects a culture historic time frame) Compare, contrast analyze connections between a. ( relationships in various fiction non-fiction works) *b. self own experiences) *c. world the world by responding to literature that reflects a culture historic time frame) Compare, contrast analyze connections: a. ( relationships in various fiction non-fiction works) *b. self own experiences) *c. world the world by identifying how literature reflects a culture historic time frame) Compare, contrast analyze connections: a. ( relationships in various fiction non-fiction works) *b. self own experiences) *c. world the world by identifying how literature reflects a culture historic time frame) Compare, contrast analyze connections: a. ( relationships in various fiction non-fiction works) *b. self own experiences) *c. world the world by identifying how literature reflects a culture historic time frame) DOK 2 2 2 3 3 3 3 3 3 CA2, 3, 7, 1.5, 1.6, CA2, 3, 7, 1.5, 1.6, CA2, 3, 7, 1.5, 1.6, CA2, 3, 7, 1.5, 1.6, CA2, 3, 7, 1.5, 1.6, CA 2, 3, 7, 1.5, CA 2, 3, 7, 1.5, CA2, 3, 7, 1.5, 1.6, CA 2, 3, 7, 1.5, ST 1.9 1.9 1.9 1.9 1.9 1.6, 1.9, 1.6, 1.9, 1.9, 1.6, 1.9, 7
Reading 2 Develop apply skills to comprehend, analyze evaluate fiction, poetry drama from a variety of cultures times A Text Features * Use from, with, to a. locate names of author illustrator b. apply in title pictures * Use from a. locate names of author illustrator b. apply in title pictures * Use from locate apply in title, pictures table of contents Use grade level a. locate apply in title, table of contents glossary b. locate recognize the features of fiction, poetry drama Use grade level a. locate, interpret apply in title, table of contents glossary b. locate recognize the features of fiction, poetry drama Use grade level a. locate, interpret apply in title, table of contents glossary b. locate recognize the features of fiction, poetry drama Use grade level a. interpret analyze in title b. recognize interpret the features of fiction, poetry drama Use grade level a. interpret analyze in title b. recognize interpret the features of fiction, poetry drama Use grade level a. interpret analyze in title b. recognize interpret the features of fiction, poetry drama DOK 1 1 1 1 1 1 2 2 2 CA 2, 1.5, 1.6 CA 2, 1.5, 1.6 CA 2, 1.5, 1.6 CA 2, 1.5, 2.4, 1.6 CA 2, 1.5, 2.4, 1.6 CA 2, 1.5, 2.4, 1.6 CA 2, 1.5, 1.6, 2.4, CA 2, 1.5, 1.6, 2.4, CA 2, 1.5, 1.6, 2.4, ST B Literary Techniques * Participate in read-aloud experiences involving rhythm, rhyme, alliteration, repeating line or phrase * Recognize rhythm, rhyme alliteration in read-aloud experiences independent reading * Identify examples of rhythm, rhyme alliteration Identify /or of sensory, sound devices, figurative language in along with basic literary techniques Identify /or of sensory, sound devices, figurative language in along with basic literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. simile b. metaphor c. personificatio n d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. onomatopoei a b. alliteration c. idiom d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. hyperbole b. imagery c. propaga d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. jargon b. dialect c. slang d. symbolism e. analyze literary techniques DOK 1 1 1 2 2 2 2 2 2 CA 2, 1.5, 1.6 CA 2, 1.5, 1.6 CA 2, 1.5, 1.6 CA 2, 1.5, 1.6, 2.4 CA 2, 1.5, 1.6, 2.4 CA 2, 1.5, 1.6, 2.4 CA 2, 1.5, 1.6, 2.4, CA 2, 1.5, 1.6, 2.4, CA 2, 1.5, 1.6, 2.4, ST 8
Reading 2 Develop apply skills to comprehend, analyze evaluate fiction, poetry drama from a variety of cultures times C Literary Elements * Use from identify story elements in shared reading read-alouds with : a. main characters b. problem(s)/e vents c. setting * Use from in independent reading readalouds to identify a. characters b. problem c. events in logical sequence d. solutions e. setting * Use from a. make basic b. predict solution(s) c. identify events in logical sequence d. identify settings, characters, problems Use from b. make c. compare contrast d. identify cause effect e. identify the narrator f. identify events from the beginning, middle end g. identify author's purpose h. identify settings, character traits, problems solutions Use from b. make c. compare contrast d. identify cause effect e. identify author's purpose f. identify setting, character traits, problems solutions, story events Use from b. make c. compare contrast d. identify explain cause effect e. explain author's purpose f. identify setting, character traits, problems solutions, story events Use from b. identify plot, including problem/conf lict, climax, resolution c. analyze the influence of setting on characters plot d. explain cause effect e. identify point of view f. identify author s viewpoint/pe rspective g. identify the problemsolving processes of characters h. explain the effectiveness of solutions *i. make Use from b. identify plot sub-plot, mood, flashback, theme types of conflict c. analyze cause effect d. identify explain point of view e. identify explain author s viewpoint/ perspective f. evaluate the problemsolving processes of characters g. evaluate the effectiveness of solutions *h. make Use from b. identify explain flashback, mood theme c. analyze point of view d. analyze author s viewpoint/ perspective e. determine how an incident foreshadows a future event f. interpret behaviors, motives, consequence s of characters actions g. evaluate problemsolving processes of characters h. evaluate effectiveness of solutions *i. make DOK 1 1 2 2 2 2 3 3 3 CA 2, 1.5, 1.6, 3.1, CA 2, 1.5, 1.6, 3.1, ST, 2.4, 2.4 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 2, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 9
Reading 3 Develop apply skills to comprehend, analyze evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures times A Text Features * Develop an awareness that pictures provide * Identify explain in, pictures, title charts * Locate interpret in illustrations, title, headings, captions, diagrams, charts graphs Locate interpret key in illustrations, title, chapter headings, table of contents, glossary, charts, diagrams, graphs, captions maps Apply in illustrations, title, chapter headings, table of contents, glossary, charts, diagrams, graphs, captions maps to comprehend Apply in features, graphics, such as maps, diagrams, charts index, to clarify connect concepts to the main ideas a. Identify explain features in biography autobiograph y b. Analyze features to clarify meaning, emphasizing newspapers magazines Explain analyze features to clarify meaning, emphasizing consumer s Explain, analyze evaluate the author s use of features to clarify meaning DOK 1 1 2 2 2 2 2 2 3 ST CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6, 2.4, CA 3, 1.5, 1.6, 2.4, CA 3, 1.5, 1.6, 2.4, CA 3, 1.5, 1.6, 2.4, CA 3, 1.5, 1.6, 2.4, CA 3, 1.5, 1.6, 2.4, B Literary Techniques * Respond to examples of sensory within the con of nonfiction with * Recognize examples of sensory in nonfiction with * Explain examples of sensory in nonfiction Identify /or of sensory, sound devices, figurative language in along with basic literary techniques Identify /or of sensory, sound devices, figurative language in along with basic literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. simile b. metaphor c. personificatio n d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. onomatopoei a b. alliteration c. idiom d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. hyperbole b. imagery c. propaga d. analyze literary techniques Identify of sensory, figurative language, basic literary techniques in, emphasizing a. jargon b. dialect c. slang d. symbolism e. analyze literary techniques DOK 1 1 2 2 2 2 2 2 2 ST CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 10
Reading 3 Develop apply skills to comprehend, analyze evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures times C Text Structures * In response to with, a. ask questions to clarify meaning b. answer questions c. recognize important identify supporting * Use from b. clarify meaning c. answer questions d. identify main ideas e. identify supporting * Use from b. ask questions to clarify meaning c. answer questions d. identify main ideas provide support e. retell sequence of events f. make basic g. identify problems solutions Use from b. answer questions c. explain main idea supporting d. sequence events e. identify simple cause effect f. draw conclusions g. compare contrast h. make i. identify author's purpose for writing j. identify problems solutions Use from b. explain main idea supporting c. sequence events d. identify cause effect e. draw conclusions f. compare contrast g. make predictions h. make i. distinguish between fact opinion j. identify explain author's purpose k. identify problems solutions Use from b. explain main idea supporting c. sequence events d. identify explain cause effect e. compare contrast f. make predictions g. make h. evaluate the accuracy of the i. identify interpret author's ideas purpose j. identify problems solutions Use from b. paraphrase author's stated ideas c. make predictions d. make e. evaluate the accuracy of the f. sequence events g. compare contrast h. identify point of view i. determine /or compare authors viewpoints j. identify explain cause effect k. identify problem solving processes explain the effectiveness of solutions l. analyze two or more s Use from b. summarize author's ideas c. make predictions d. make e. evaluate the accuracy of the f. sequence events g. compare contrast h. identify explain point of view i. determine /or compare authors viewpoints j. identify explain cause effect k. identify problem solving processes explain the effectiveness of solutions l. analyze two or more s Use from to on skills b. evaluate adequacy of evidence presented by author c. determine author's purpose based on analysis d. compare contrast e. determine importance of f. analyze point of view g. determine author s viewpoints h. identify problem solving processes explain effectiveness of solutions i. determine importance of j. analyze word choice connotation k. analyze organizational effectiveness l. analyze accuracy of DOK 1 2 2 2 2 3 3 3 3 ST CA 3, 1.5, 1.6, CA 3, 1.5, 1.6, CA3 1.5, 1.6, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 1.7, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 1.7, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 1.7, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 CA 3, 1.5, 1.6, 1.7, 2.4, 3.1, 3.4,, 3.6, 3.7, 3.8 11
Reading 3 Develop apply skills to comprehend, analyze evaluate nonfiction (such as biographies, newspapers, technical manuals) from a variety of cultures times D Understing Directions * Follow simple pictorial/written direction, with * Read follow a simple direction to perform a task * Read follow simple directions to perform a task * Read follow two- threestep directions to complete a simple task * Read follow three- fourstep directions to complete a task * Read follow multi-step directions to complete a task * Read follow multi-step directions to complete a complex task * Read follow multi-step directions to a complete a complex task * Read follow multi-step directions to complete a complex task DOK 1 1 1 2 2 2 2 2 2 ST CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 CA 3, 1.5, 1.6 12
Writing 1 Apply a writing process in composing A Writing Process * Follow a writing process with to a. generate a writing plan through pictures, oral language, or written letters /or b. compose through letters,, pictures c. reread writing with * Follow a writing process to a. brainstorm record ideas in written form b. generate a draft in written form on studentselected topic c. reread writing d. revise writing to clarify meaning enhance descriptions (such as, describing, relevant ) e. edit for conventions (refer to W2E) with f. publish writing with * Follow a writing process to a. use a simple strategy in prewriting when b. compose a draft in written form on studentselected topic c. reread revise for audience purpose, ideas content, organization sentence structure, word choice, with (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) with e. share writing Follow a writing process to a. independentl y use a simple prewriting strategy b. generate a draft c. reread revise work for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing Follow a writing process to a. independentl y use a simple prewriting strategy b. generate a draft c. reread, revise for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing Follow a writing process to a. use a prewriting strategy b. generate a draft c. reread, revise for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing Follow a writing process to a. use pre-writing b. generate a draft c. reread, revise for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing Follow a writing process to a. use prewriting as needed b. generate a draft c. reread, revise for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing Follow a writing process to: a. use prewriting as needed b. generate a draft c. reread, revise for audience purpose, ideas content, organization sentence structure, word choice (refer to W2A, W2B, W2C, W2D) d. edit for conventions (refer to W2E) *e. share writing DOK 3 3 3 3 3 3 3 3 3 ST CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 CA 1, CA 4, 1.8, 2.1, 2.2 10
Writing 2 Compose well-developed A Audience purpose * Recognize differen * Recognize audiences for writing audience purpose with * showing awareness of audience a. showing awareness of audience b. in a format to audience purpose a. showing awareness of audience b. in a format to audience purpose a. showing awareness of audience b. in a format to audience purpose a. showing awareness of audience b. choosing a form to topic specific audience a. showing awareness of audience b. choosing a form to topic specific audience a. showing awareness of audience b. choosing a form point of view to purpose audience DOK 1 1 2 3 3 3 3 3 3 ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 B Ideas Content * pictures with ideas that relate to a topic, with * pictures with ideas that relate to a topic, with * with a. a clear controlling idea b. relevant /exam ples, with with a. a clear controlling idea b. relevant /examples with a. a clear controlling idea b. relevant /examples with a. strong, controlling idea b. relevant, specific with a. strong controlling idea b. relevant, specific with a. strong, controlling idea b. relevant, specific with a. strong controlling idea b. relevant, specific c. complex ideas d. freshness of thought DOK 2 2 3 3 3 3 3 3 3 ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 11
Writing 2 Compose well-developed C Organization Sentence Structure * with * a. with a simple opening simple closing b. with complete sentences or thoughts * with a. evidence of beginning, middle end b. complete sentences or thoughts (declarative interrogative) with a. a beginning, middle end b. sentence variety (including imperative exclamatory) with a. a beginning, middle, end b. a logical sequence of events c. sentence variety with a. a clear beginning, middle, end b. a logical sequence of events c. evidence of paragraphing d. sentence variety with a. a clear, beginning, middle, end b. a logical sequence of events c. paragraphing d. a variety of sentence structures, including simple compound with a. an effective beginning, middle, end b. a logical order c. paragraphing d. a variety of sentence structures, including complex sentences e. cohesive devices, especially transitions with a. an effective beginning, middle, end b. a logical order c. effective paragraphing d. a variety of sentence structures, including compoundcomplex sentences e. cohesive devices, including transitions, repetition, pronoun antecedent, parallel structure DOK 1 2 2 2 2 2 3 3 3 ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 D Word Choice * that are related to the topic * that are related to the topic,, with, some that are specific accurate * that are related to the topic, some that are specific accurate that are related to the topic, some that are specific accurate a. that are specific, accurate, suited to the topic b. sensory detail a. that are specific, accurate, suited to the topic b. writing techniques, such as sensory detail purposeful dialogue a. precise vivid language b. writing techniques, such as figurative language, sensory detail, purposeful dialogue a. precise vivid language b. writing techniques, such as figurative language, sensory detail purposeful dialogue a. precise vivid language b. writing techniques such as figurative language, sensory detail purposeful dialogue DOK 2 2 2 2 2 2 3 3 3 ST CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 CA 4, 2.1 12
Writing 2 Compose well-developed E Conventions * In written a. form letters correct pathway of movement (letter formation) b. capitalize first letters of own first last name c. use ending punctuation in written, with d. use correct spelling of own first last names, semiphonetic spelling, spelling e. write legibly * In written a. print all letters legibly, correct pathway of movement, spacing between letters b. capitalize names of people beginning of sentences c. use a period at end of sentence a comma in the greeting closing of a letter with d. use naming (nouns) action (verbs) correctly e. spell with simple patterns high frequency correctly f. use phonetic spelling, classroom resources to verify correct spelling, spelling g. write legibly * In written a. space correctly between letters b. capitalize days of week, names of towns, cities, states c. use correct ending punctuation in declarative interrogative sentences, comma in dates, comma in the greeting closing of a letter d. correctly use describing (adjectives) substitute pronouns for nouns e. spell with simple patterns highfrequency correctly f. use transitional spelling, classroom resources, especially dictionary, spelling g. write legibly In written a. space correctly between in a sentence in margins b. capitalize months of year, titles of individuals, greeting closing of letter c. use correct ending punctuation in imperative exclamatory sentences d. correctly use verbs that agree with the subject, comparative superlative forms of adverbs adjectives e. correctly spell simple compounds, homophones, contractions with affixes f. use stard spelling classroom resources, including dictionary, to edit for correct spelling *g. write legibly In written a. capitalize holidays, names of counties countries b. use commas in a series, between city state c. use apostrophe in contractions singular possessives, with d. correctly use verbs that agree with compound subject, conjunctions e. use stard spelling classroom resources,inc luding dictionary, to edit for correct spelling *f. write legibly In written a. capitalize titles proper nouns b. use comma in compound sentences c. use apostrophe in singular possessives, proper punctuation in titles with d. use correct verb tense subject/verb agreement e. use correct spelling of simple compounds, homophones, contractions with affixes f. use stard spelling, classroom resources, including dictionary, to edit for correct spelling *g. write legibly In written a. capitalize proper adjectives, in dialogue with b. use comma in compound sentences c. use apostrophe in irregular plural possessives, quotation marks in dialogue, with d. punctuate prepositional phrases appositives correctly e. use stard spelling, classroom resources, including dictionary, to edit for correct spelling *f. write legibly In written a. capitalize within dialogue b. use commas quotation marks in dialogue, semicolon in compound sentences c. use correct agreement of pronoun antecedent, consistent verb tense d. use stard spelling, classroom resources,inc luding dictionary, to edit for correct spelling *e. write legibly In written a. use convention s of capitalizati on, b. use colon to introduce lists c. use correct pronoun case d. use dictionary, spellcheck other resources to edit for correct spelling *e. write legibly DOK 1 1 1 1 1 1 1 1 1 ST CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 CA 1, 2.2 13
Writing 3 Write effectively in various forms types of writing A Forms/Types/Modes of Writing *a. Plan write stories ideas (through pictures ) narrative, descriptive, expository, /or persuasive features *b. Recognize different kinds of writing (e.g., thank-you notes, friendly letters, lists, poems, invitations) *a. Use narrative, descriptive, expository, /or persuasive features *b. Recognize different forms of written communicati on (e.g., thank-you notes, friendly letters, lists, poems, invitations) Compose *a. narrative, descriptive, expository, /or persuasive s, features *b. thank-you notes, friendly letters, lists, invitations Compose a. narrative, descriptive, expository, /or persuasive s, features b. emphasizing the format of diary/journal entries friendly letters Compose a. narrative, descriptive, expository, /or persuasive s, features b. an format Compose a variety of s, a. narrative, descriptive, expository, /or persuasive s, features b. selecting an format c. including a summary (narrative or al ) Compose a variety of s, a. narrative, descriptive, expository, /or persuasive features b. including a summary (narrative or al ) Compose a variety of s, a. narrative, descriptive, expository, /or persuasive features b. including a summary c. responding to literature Compose a variety of s, a. narrative, descriptive, expository, /or persuasive features b. in various formats, including workplace communicati on (e.g., business letter with a correctly addressed envelope, email communicati ons) c. including summary d. including literature response DOK 3 3 3 3 3 3 3 3 3 ST CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1 CA 4, 1.8, 2.1, 2.6, 4.8 14
Listening Speaking 1 Develop apply effective listening skills GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A Purpose for Listening ST FR B Listening Behavior Listen for enjoyment for for simple directions, with teacher CA 5, 6 1.5, 1.6, 1.10 I 1f, II 5b, III 1b, K- 4 Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions) with teacher Listen for enjoyment for for simple directions to follow CA 5, 6 1.5, 1.6, 1.10 I 1f, II 5b, III 1b, K-4 Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) with teacher Listen for enjoyment for to solve problems for directions to complete a simple task CA 5, 6 1.5, 1.6, 1.10 I 1f, II 5b, III 1b, K- 4 Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) Listen for enjoyment for to distinguish fact from opinion for directions to complete a two- or three-step task Listen for enjoyment for for directions to identify tone, mood emotion of verbal nonverbal communication CA 5, 6 1.5, 1.6, CA 5, 6 1.5, 1.6, 1.10 1.10 I 1f, II 5b, III 1b, K-4 I 1f, II 5b, III 1b, K- 4 Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) Listen for enjoyment for for directions to identify interpret tone, mood emotion of verbal nonverbal communication CA 5, 6 1.5, 1.6, 1.10 II 5b, III 1d, g, k, 3e, 4d, IV 1e & f, 3e, 5-8 Demonstrate listening behaviors (e.g., prepares to listen, maintains eye contact, uses alert posture, listens without interruptions overcomes barriers) Listen for enjoyment for for directions to identify tone, mood emotion of verbal nonverbal communication CA 5, 6 1.5, 1.6, 1.10 II 2a, 5d, III 1d, g, k, 3e, 4d, IV 1e & f, 3e, 5-8 Use activelistening behaviors (e.g., asks questions of speaker uses body language facial expressions to indicate agreement, disagreement or confusion) Listen for enjoyment for for directions critically to recognize interpret propaga techniques CA 5, 6 1.5, 1.6, 1.10 II 2a, 5d, III 1d, g, k, 3e, 4d, IV 1e & f, 3e, 5-8 Use activelistening behaviors (e.g., asks questions of speaker uses body language facial expressions to indicate agreement, disagreement or confusion) Listen for enjoyment for for directions use clarifying for understing (e.g., questioning, summarizing paraphrasing) to recognize how colloquialisms jargon reflect con, regions cultures CA 5, 6 1.5, 1.6, 1.10 II 2a, 5d, III 1d, g, k, 3e, 4d, IV 1e & f, 3e, 5-8 Use activelistening behaviors (e.g., asks questions of speaker uses body language facial expressions to indicate agreement, disagreement or confusion) ST CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 CA 5, 6 1.5 I 2h, IV 1d, K-4 I 2h, IV 1d, K-4 I 2h, IV 1d, K-4 I 2h, IV 1d, K-4 I 2h, IV 1d, K-4 II 5b, III 1c, IV 1e, II 5b, III 1c, IV 1e, 5- II 5b, III 1c, IV 1e, 5- II 5b, III 1c, IV FR 5-8 8 8 1e, 5-8 15
Listening Speaking 2 Develop apply effective speaking skills for various audiences purposes GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A Discussion Presentation When sharing ideas or experiences speak audibly use age vocabulary Speak clearly when sharing ideas asking questions in small large groups Speak at an volume maintain a clear focus when sharing ideas Speak clearly, stay on topic use volume pace when sharing ideas In discussions presentations, present ideas in a logical sequence identify apply speaking techniques such as volume control, pace eye contact In discussions presentations, give organized presentations that demonstrate a clear viewpoint select use public speaking techniques such as rate, pace enunciation In discussions presentations, speak clearly stay on topic use volume, tone of voice, rate of speech, fluency/ inflections eye contact In discussions presentations, use designated time constraints media organized notes In discussions presentations, use body language incorporate media or technology respond to questions ST FR B Giving Directions CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 II 1e, 3b-c, e, 5a, c- II 1e, 3b-c, e, 5a, e, g-h, 6a & h-i, III c-e, g-h, 6a & h-i, 1f-g, 3b-c, 4a-b, IV III 1f-g, 3b-c, 4a-b, 1b-c, K-4 IV 1b-c, K-4 Give simple oral directions with teacher Give simple oral directions CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3, 4.6 II 1e, 3b-c, e, 5a, c- II 1e, 3b-c, e, 5a, c-e, II 1e, 3b-c, e, 5a, c- e, g-h, 6a & h-i, III g-h, 6a & h-i, III 1f-g, e, g-h, 6a & h-i, III 1f-g, 3b-c, 4a-b, IV 3b-c, 4a-b, IV 1b-c, K-4 1f-g, 3b-c, 4a-b, IV 1b-c, K-4 1b-c, K-4 Give clear oral directions to complete a simple task Give clear two- three-step oral directions to complete a simple task Give clear concise three- four-step oral directions to complete a task CA 1, 6 2.1, 2.3, 4.6 II 2c-d, 4a-g, 5a, c, 6c-d, III 4b-c, e, IV 1d, 3a, c, f, 5-8 Give clear concise multistep oral directions to complete a task CA 1, 6 2.1, 2.3, 4.6 II 2c-d, 4a-g, 5a, c, 6c-d, III 4b-c, e, IV 1d, 3a, c, f, 5-8 Give clear concise multi-step oral directions to complete a complex task CA 1, 6 2.1, 2.3, 4.6 II 2c-d, 4a-g, 5a, c, 6c-d, III 4b-c, e, IV 1d, 3a, c, f, 5-8 Give clear concise multi-step oral directions to complete a complex task CA 1, 6 2.1, 2.3, 4.6 II 2c-d, 4a-g, 5a, c, 6c-d, III 4b-c, e, IV 1d, 3a, c, f, 5-8 Give clear concise multistep oral directions to complete a complex task CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, 2.3 CA 1, 6 2.1, ST 2.3 FR I 6e, K-4 I 6e, K-4 I 6e, K-4 I 6e, K-4 I 6e, K-4 II 6d, IV 1d, 5-8 II 6d, IV 1d, 5-8 II 6d, IV 1d, 5-8 II 6d, IV 1d, 5-8 16
Information Literacy UNDER REVISION 1 Develop apply effective research process skills to gather, analyze evaluate GRADE K GRADE 1 GRADE 2 GRADE 3 GRADES 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A Research Plan Develop awareness of resources on topics of interest Find resources on topics of interest, with Formulate key questions, with, to locate resources on topics of interest Formulate key questions to investigate topics Formulate research key questions to establish a focus purpose for inquiry Develop research questions in order to establish a focus purpose for a project Develop questions statements of purpose to guide research Develop a research plan, with, to guide investigation research of focus questions Develop a research plan to guide investigation research of focus questions B C ST FR Acquire Information ST FR Record Information CA 2, 3 1.1, 1.2 CA 2, 3 1.1, CA 2, 3 1.1, 1.4 CA 2, 3 1.1, 1.4 CA 2, 3 1.1, 1.4 CA 2, 3 1.1, 1.4 CA 2, 3 1.1, 1.4 CA 2, 3 1.1, 1.4, 1.4 4.5 I 2a, d, III 1d, K-4 I 2a, d, III 1d, K-4 I 2a, d, III 1d, K-4 I 2a, d, III 1d, K-4 I 2a, d, III 1d, K-4 I 2a, III 1b, I, IV I 2a, III 1b, I, IV 2e, I 2a, III 1b, I, IV 2e, 2e, 5-8 5-8 5-8 Locate on key questions in provided resources, with Locate on key in provided resources CA 2, 3 1.2, 1.4 CA 2, 3 1.2, 1.4, 1.6 I 2b-c & e-f, 3f, III I 2b-c & e-f, 3f, III 1e, 1e, K-4 K-4 Use resources to a. identify relevant b. record main ideas important in own c. record organizational Locate use various resources to find on key questions CA 2, 3 1.2, 1.4, 1.6 I 2b-c & e-f, 3f, III 1e, K-4 Use resources to a. identify relevant b. record main ideas important in own c. record organization al Locate use various resources to acquire to answer questions CA 2, 3 1.2, 1.4, 1.7 I 2b-c, e, 3f, III 1d, IV 1g, 5-8 Use a specified note-taking format organizational to record relevant Locate use multiple resources to acquire answer questions support purpose CA 2, 3 1.2, 1.4, 1.7 I 2b-c, e, 3f, III 1d, IV 1g, 5-8 Record relevant a variety of notetaking organizational Locate use multiple resources to acquire relevant evaluate reliability of fulfill research plan CA 2, 3 1.2, 1.4, 1.7 I 2b-c, e, 3f, III 1d, IV 1g, 5-8 Record relevant a variety of notetaking organizational CA 2, 3 1.1, 1.4, 4.5 I 2a, III 1b, I, IV 2e, 5-8 Locate use primary secondary sources to investigate research topics acquire relevant evaluate reliability of CA 2, 3 1.2, 1.4, 1.7 I 2b-c, e, 3f, III 1d, IV 1g, 5-8 Record relevant a selfselected notetaking or organizational strategy CA 2, 3, 4, 1.2, 1.8, CA 2, 3, 4, 1.2, CA 2, 3, 4, 1.2, CA 2, 3, 4, 1.2, 1.8, CA 2, 3, 4, 1.2, 1.8, CA 2, 3, 4, 1.2, ST 2.1 1.8, 2.1 1.8, 2.1 2.1 2.1 1.8, 2.1 FR I 3f, IV 1e, K-4 I 3d, 5-8 I 3d, 5-8 I 3d, 5-8 I 3d, 5-8 17
Information Literacy UNDER REVISION D Sources Consulted Develop awareness, through discussion, that credit is to be given for others ideas, images, with Give credit, through discussion, for others ideas, images, with Give credit, through discussion, for others ideas, images Informally give credit for others ideas, images found in various resources Informally give credit for others ideas, images found in various resources Give credit for others ideas, images by listing sources used in research Define plagiarism document research sources Document research sources a given citation format Document research sources a given citation format CA 4 1.4, 1.7, CA 4 1.4, 1.7, CA 4 1.4, 1.7, CA 4 1.4, 1.7, 1.8, CA 4 1.4, 1.7, CA 4 1.4, 1.7, CA 4 1.4, 1.7, 1.8, CA 4 1.4, 1.7, 1.8, CA 4 1.4, 1.7, ST 1.8, 2.3, 4.4 1.8, 2.3, 4.4 1.8, 2.3, 4.4 2.3, 4.4 1.8, 2.3, 4.4 1.8, 2.3, 4.4 2.3, 4.4 2.3, 4.4 1.8, 2.3, 4.4 FR IV 3d, K-4 IV 3d, K-4 IV 3d, K-4 IV 3d, K-4 IV 3d, K-4 I 3d, IV 3d, 5-8 I 3d, IV 3d, 5-8 I 3d, IV 3d, 5-8 I 3d, IV 3d, 5-8 18
Information Literacy UNDER REVISION 2 Develop apply effective skills to analyze evaluate oral visual media GRADE K GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 A Media Messages Identify, with, topics of messages conveyed through oral visual media Identify, with, simple messages conveyed through oral visual media Identify, with, intended messages conveyed through oral visual media Identify intended messages conveyed through oral visual media Identify explain intended messages conveyed through oral visual media Analyze messages conveyed in various media (e.g., videos, pictures, websites, artwork, plays /or news programs) Identify explain viewpoints conveyed in various media (e.g., videos, pictures, websites, artwork, plays /or news programs) Identify explain media techniques used to convey messages in various media (e.g., videos, pictures, websites, artwork, plays /or news programs) Analyze synthesize two or more messages conveyed in various media (e.g., videos, pictures, websites, artwork, plays /or news programs) ST FR CA 5 1.5, 1.7, 2.7 CA 5 1.5, 1.7, 2.7 I 6h, II 5 f & I, III I 6h, II 5 f & I, III 1j, 3a, K-4 1j, 3a, K-4 CA 5 1.5, 1.7, 2.7 I 6h, II 5 f & I, III 1j, 3a, K-4 CA 5 1.5, 1.7, 2.7 CA 5 1.5, 1.7, 2.7 I 6h, II 5 f & I, III 1j, I 6h, II 5 f & I, III 3a, K-4 1j, 3a, K-4 CA 5 1.5, 1.7, 2.7 I 5a, II 1a, III 3c, 5-8 CA 5 1.5, 1.7, 2.7 CA 5 1.5, 1.7, 2.7 CA 5 1.5, 1.7, 2.7 I 5a, II 1a, III 3c, 5-8 I 5a, II 1a, III 3c, 5-8 I 5a, II 1a, III 3c, 5-8 19