06-07 Grade ELA Grades -5 English Language Arts Overview In Grades -5, students continue to be concrete learners who are beginning the early phases of abstract thinking. Instruction involving collaboration among peers is important in these grades, particularly in group discussions and some writing activities. Also important is student collaboration with teachers in the planning of learning tasks. To better understand what they read and hear, students benefit from an inquiry- and discovery-based environment. Literacy growth is fostered by direct reading instruction guided by learning needs determined largely by regular formative assessment rather than dictated by textbook curriculum. Students continue to develop foundational reading skills through Grades, 4, and 5; and reading standards for literature continue to be a major component of content instruction. Reading skill in informational text, however, is of equal importance as students understand and explain events, procedures, ideas, and concepts in historical, scientific, technical, and other texts. To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Students gain the necessary foundation only when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Writing instruction is integrated with other strands as students write opinion pieces, informative texts, and narratives to meet highly specific expectations. Short research projects combine the reading and writing strands. Speaking and listening skills continue to develop through collaboration, discussions, and reports. Being productive members of conversations requires that students compare, contrast, analyze, and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and imbedded video and audio. In these activities as well as their writing, students demonstrate command of many conventions of Standards English, including use of relative pronouns, verb forms, prepositional phrases, and appropriate capitalization and punctuation. Vocabulary acquisition and use both general academic and domain-specific continue to be a critical component of language development that students apply to their reading, writing, speaking, and listening. Language standards in Grades -5 that are followed by an asterisk are those that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking. The complete list of standards followed by an asterisk in all grades can be found in Appendix E. May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 4. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RL..] Reading Standards for Literature [RL] U - W, W, W5 U W, W5 U W, W, W4 U4 W, W, W5 U5 W, W, W, W5 U6 W, W4 Ask and answer questions before, during and after reading a text Answer questions by using words and details from the text Formative 4. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. [RL..] U W U W, W4 U W U5 W U6 W, W4 Explain the lesson, message, or moral using key details from a story Define central message, lesson, and/or moral (overall idea an author is trying to share) Recount/retell stories in my own words Formative 4. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events. [RL..] U W, W, W5 U W U W, W4 U4 W, W5 U5 W, W, W,W4, W5 U6 W, W Identify characters in a story Explain how characters actions cause events to happen in a certain order or sequence in a story Describe physical traits (outside qualities, like appearance) Describe emotional traits (inside qualities, how they feel) Formative May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. [RL..4] Use strategies to determine the meaning of words and phrases Define literal language (it says what it means) and non-literal (what it says is not exactly what it means) Understand sentences that may have idioms, similes, metaphors, or exaggerations Formative 4 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. [RL..5] U W4 U4 W U5 W, W Explain and use parts of a story when writing or speaking about a text Explain and use the scene in a drama when writing or speaking about a text Explain and use the stanza in a poem when writing or speaking about a text Describe how each part of the text builds on earlier parts to create the story, drama or poem Formative 6. Distinguish their own point of view from that of the narrator or those of the characters. [RL..6] U W5 U W4 U4 W5 U5 W, W4 W5, W6 U6 W, W4 Define point of view (someone s view or attitude about a situation) Explain how my point of view is similar to or different from a narrator or character in a story Determine the point of view of a narrator or character of a story Formative May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 7. Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). [RL..7] UN W Explain the feelings of the characters, the mood, and details of the setting by using the pictures in the story Formative 8. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). [RL..9] Identify themes, settings, and plots in stories written by the same author about similar characters Compare themes, settings, and plots in stories written by the same author about similar characters Contrast themes, settings, and plots in stories written by the same author about similar characters 9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the Grades - text complexity band independently and proficiently. [RL..0] U W Recognize when the text I am reading is too easy or too difficult for me Determine reading strategies that will help me understand difficult texts Formative May 06 4
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 0. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. [RI..] Reading Standards for Informational Text [RI] U W, W4 U W U W, W5 U4 W, W, W4, W5 U5 W, W, W4, W5 U6 W, W Ask questions and support answers from text Answer question about a text by referring to words and phrases in the text Formative. Determine the main idea of a text; recount the key details and explain how they support the main idea. [RI..] U W, W5 U W U4 W U5 W, W5 U6 W Define the main idea (who or what a text is mostly about) Identify key details in a text and explain how they support the main idea Determine the main idea of a text Recount/retell (put into my own words) the key details of a text Formative. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause and effect. [RI..] U W, W4 U W U W5 U4 W, W4, W5 U5 W, W4 U6 W, W, W Define event, procedure, idea, and concept Tell about the time, sequence, and cause and effect of a historical event Tell about the time, sequence, and cause and effect of scientific ideas Tell about the time, sequence, and cause and effect of steps in a procedure Use language that shows time, sequence, and cause/effect when describing a text Formative May 06 5
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a Grade topic or subject area. [RI..4] U W5 Use various strategies to find meanings of general words in text Use various strategies to find meanings of domain-specific words in text Formative 4. Use text features and search tools (e.g., key words, sidebars4, hyperlinks) to locate information relevant to a given topic efficiently. [RI..5] U W5 U W U4 W U6 W Use text features (e.g., headings, bold words, captions, highlighted words, etc.) to locate information Use search tools (e.g., sidebars, key words, hyperlinks, etc.) to locate information Explain how text features and search tools help locate information quickly Formative 5. Distinguish their own point of view from that of the author of a text. [RI..6] U W U W U4 W, W4 U5 W, W4, W5 U6 W, W Define point of view (the person s view or attitude about a situation) Determine the point of view of an author Identify and describe how my point of view is similar to or different from the author viewpoints Formative 6. Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). [RI..7] U W U4 W U6 W Use pictures and words in a text to help me understand what I read Explain how illustrations in a text add meaning to the words I read Formative May 06 6
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 7. Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison; cause and effect; first, second, third in a sequence). [RI..8] U W4 U W, W5 U W U4 W, W4 U5 W, W4 U6 W, W See how sentences go together to form a paragraph Identify words authors use to help me make logical connections between sentences and paragraphs Explain how connection words help me understand a text Formative 8. Compare and contrast the most important points and key details presented in two texts on the same topic. [RI..9] U W4 Find things that are the same and different in two texts about the same topic Identify the most important points and key details found in two texts on the same topic Formative 9. By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the Grades - text complexity band independently and proficiently. [RI..0] U W U W, W, W4, W5 U W, W Recognize when the text I am reading is too easy or too difficult for me Can determine reading strategies that will help me understand difficult texts Formative May 06 7
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested Reading Standards: Foundational Skills [RF] 0. Know and apply grade-level phonics and word analysis skills in decoding words. [RF..] U W, W, W, W4, W5 U W, W, W, W4, W5 U W, W, W, W4, W5 U W, W, W, S5 U4 W, W5 U5 W, W, W, W4 U6 W, W, W Define prefix and suffix Find prefixes and suffixes in words Explain the meanings of common prefixes and suffixes Determine the meaning of words with suffixes Read longer words and words that are spelled irregularly Break words into syllable segments to help me decode words I do not know Read irregularly spelled words without having to sound them out Formative 0a. Identify and know the meaning of the most common prefixes and derivational suffixes. [RF..a] U 5 U W4, W5 U4 W4, W5 U5 W5 U6 W4 Define prefix and suffix Find prefixes and suffixes in words Explain the meanings of common prefixes and suffixes Formative 0b. Decode words with common Latin suffixes. [RF..b] U W4 U4 W4 U5 W5 U6 W Explain the meanings of common prefixes and suffixes Determine the meaning of words with suffixes Formative May 06 8
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 0c. Decode multisyllable words. [RF..c] U W U W5 U4 W5 U5 W, W, W, W4 U6 W, W, W4 Break words into syllable segments to help me decode words I do not know Formative 0d. Read grade-appropriate irregularly spelled words. [RF..d] Read longer words and words that are spelled irregularly. Read with sufficient accuracy and fluency to support comprehension. [RF..4] U W, W, W, W4, U W, W4, W5 U W, W Read with accuracy and fluency to make my reading sound like conversation Recognize when a word I have read does not make sense within the text Self-correct misread or misunderstood words using context clues Formative 4 a. Read on-level text with purpose and understanding. [RF..4a] Read with accuracy and fluency to make my reading sound like conversation May 06 9
06-07 Grade ELA 4 4 CCRS (0 COS) Resources Vocabulary I Can Date Tested b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [RF..4b] c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF..4c]. Write opinion pieces on topics or texts, supporting a point of view with reasons. [W..] Writing Standards [W] U W U5 W, W5 Recognize when a word I have read does not make sense within the text Determine my opinion or point of view about something that I have read Support my opinion with details from the text that I have noted on a graphic organizer Connect the reasons and details with words like: because, therefore, since, and for example Write an opinion piece with an introduction, supporting reasons and a concluding statement/section Quarter May 06 0
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. [W..a] b. Provide reasons that support the opinion. [W..b] c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons. [W..c] d. Provide a concluding statement or section. [W..d] Quarter Quarter Quarter Quarter May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested. Write informative or explanatory texts to examine a topic and convey ideas and information clearly. [W..] U W, W4 U W4, W5 U W, W4, W5 U4 W U5 W4 U6 W, W Select a topic and identify information to share Organize details and facts to support the topic Use illustrations, pictures, or other media to help my reader understand the writing Write a conclusion for my paper Connect my information using linking words and phrases Quarter a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. [W..a] Organize details and facts to support the topic Quarter Quarter b. Develop the topic with facts, definitions, and details. [W..b] May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information. [W..c] Quarter d. Provide a concluding statement or section. [W..d] U5 W Write a conclusion for my paper Quarter 4. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. [W..] U W, W, W5 U W U W, W U4 W4, W5 U6 W, W4 Define narrative texts and describe the basic parts of plot (introduction, rising action, climax, falling action, and resolution) Use story elements (e.g., narrator, characters, event/situation, etc.) to begin my writing Write a story about something that has happened or an imagined story Tell the story in order from beginning to end Use words to describe the characters actions and setting in my story Write a conclusion that sums up the story Quarter May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 4a. Establish a situation and introduce a narrator, characters, or both; organize an event sequence that unfolds naturally. [W..a] U4 W U5 W Quarter Quarter 4b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. [W..b] Quarter 4c. Use temporal words and phrases to signal event order. [W..c] 4d. Provide a sense of closure. [W..d] Quarter May 06 4
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 5. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards -4 above.) [W..4] 6. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of the first three Language standards in Grades K-.) [W..5] U W, W, W4, W5 U W Identify the writing style that best fits my task and purpose Use brainstorming, graphic organizers, and writing with a group for a specific reason Create a piece of writing that shows my understanding of a specific writing style Use prewriting strategies to create my idea Edit my writing to make it better Revise my writing with multiple drafts when needed Prepare a final draft Weekly Assessments Weekly Assessments 7. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. [W..6] 8. Conduct short research projects that build knowledge about a topic. [W..7] U5 W Use resources and technology to create a writing project with a classmate or small group Use technology to collaborate work with others Use keyboarding skills to publish my writing Define research and explain how it is difference from other types of writing Research a topic to answer questions and/or gain information Weekly Assessments Weekly Assessments May 06 5
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 9. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. [W..8] Organize information into specific categories Recall information from experiences or gather information from print and digital sources about a topic Take notes about a topic Sort the information from my notes into provided categories Formative 0. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W..0]. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on Grade topics and texts, building on others ideas and expressing their own clearly. [SL..] Speaking and Listening Standards [SL] U W4 U W Write for long or short periods of time, depending on my task Choose a writing structure to fit my task, purpose, and/or audience Write for a variety of reasons Bring the correct information to a discussion Give ideas about that information to the group Follow rules by respecting and listening to others, and taking turns during a discussion Ask and answer questions when I do not understand Add to the discussion by making comments about the information being discussed Explain my own ideas and tell what I ve learned from a discussion Quarter Observation Quarter Observation May 06 6
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. [SL..a] Bring the correct information to a discussion Quarter Observation b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL..b] Follow rules by respecting and listening to others, and taking turns during a discussion Quarter Observation c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. [SL..c] d. Explain their own ideas and understanding in light of the discussion. [SL..d] Ask and answer questions when I do not understand Quarter Observation Explain my own ideas and tell what I ve learned from a discussion Quarter Observation May 06 7
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [SL..] U W, W Identify information from a text being read aloud Identify information that is shared through presentations Compare the main idea with supporting details from different media forms with similar topics Quarter Observation. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. [SL..] Stay focused on the topic Ask questions about a speaker s presentation when I do not understand or need more information Answer questions about a speaker s presentation by using appropriate elaboration and detail Quarter Observation 4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. [SL..4] U W, W4 U W, W, W5 U W Orally share a topic or text, story or experience with facts and appropriate details Report my information by speaking clearly at an understandable speed. Quarter May 06 8
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. [SL..5] U W, W4 U W, W5 U W Read aloud stories or poems and use my voice to make them come to life (e.g., adjust the volume of my voice, make exclamations, change the pace) Use pictures or posters to help the audience understand my reading Share at an understandable reading pace on a recording. (e.g., video, Power point, DVD, Ipod, Ipad, computer, CD, etc.) Quarter 6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade Language standards 7 and 9 for specific expectations.) [SL..6] Recognize a complete sentence (a group of words that expresses a complete thought) Speak using complete sentences when asked to provide details or clarification Quarter Language Standards [L] 7. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L..] U W, W4, W5 U W, W, W4 U W, W U4 W5 U5 W Formative May 06 9
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 7a. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. [L..a] U W U W5 U4 W, W, W4 U5 W, W, W U6 W, W Formative 7b. Form and use regular and irregular plural nouns. [L..b] U W Formative 7c. Use abstract nouns (e.g., childhood). [L..c] W W U6 W Formative 7d. Form and use regular and irregular verbs. [L..d] U W5 Formative May 06 0
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 7e. Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses. [L..e] U W4 Formative 7f. Ensure subject-verb and pronoun-antecedent agreement.* [L..f] U W U4 W Formative 7g. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. [L..g] U4 W4 U5 W, W4 U6 W Formative 7h. Use coordinating and subordinating conjunctions. [L..h] U W5 U5 W5 Formative May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 7i. Produce simple, compound, and complex sentences. [L..i] U W5 Formative 8. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L..] U W, W, W, W4 U W, W4, W5 U W, W U4 W4, W5 U6 W, W4 Formative 8a. Capitalize appropriate words in titles. [L..a] U6 W4 4 Benchmark 8b. Use commas in addresses. [L..b] 4 Benchmark 4 8c. Use commas and quotation marks in dialogue. [L..c] Benchmark May 06
06-07 Grade ELA 4 CCRS (0 COS) Resources Vocabulary I Can Date Tested 8d. Form and use possessives. [L..d] Benchmark 4 8e. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). [L..e] 8f. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words. [L..f] 8g. Write legibly in cursive. May 06
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 8h. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. [L..g] 9. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L..] U W Use words and phrases to make my language more exciting and create interest Explain how spoken language differs from written language Follow standard English rules when writing Formative 9a. Choose words and phrases for effect.* [L..a] U W Formative 9b. Recognize and observe differences between the conventions of spoken and written Standard English. [L..b] May 06 4
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade reading and content, choosing flexibly from a range of strategies. [L..4] U W, W, W, W4, W5 U W, W, W5 U W, W, W4, W5 U4 W, W, W4, W5 U5 W, W, W, W4, W5 U6 W, W Use context clues to determine the meaning of a new word Use reference materials (e.g., dictionaries, glossaries, thesauruses, internet, etc.) to find the meanings of words and phrases Use base/root words to determine the meaning of unknown words Recognize and define common affixes (e.g., un-, dis-, -able, -less) to determine the meaning of unknown words Break down unknown words into parts (affix, root) to determine the meaning Formative Formative 40a. Use sentence-level context as a clue to the meaning of a word or phrase. [L..4a] U W U W, W4 U4 W, W4, W5 U5 W, W, W, W4, W5 U6 W, W Formative 40b. Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). [L..4b] U W5 U W5 U6 W, W4 Formative May 06 5
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 40c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion). [L..4c] U W5 U W U W5 U5 W Formative 40d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. [L..4d] U W, W4 U4 W, W, W4 U6 W Formative 4. Demonstrate understanding of word relationships and nuances in word meanings. [L..5] U W, W4, U W, W U5 W U6 W Explain the difference between literal meaning (it means what it says) and nonliteral meaning (sometimes what you say is not exactly what you mean) of words and phrases and non-literal phrase meanings when reading -life connection (text to self) to words I hear and read Formative 4a. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). [L..5a] meaning, and choose the word that best describes the mood/state of mind May 06 6
06-07 Grade ELA CCRS (0 COS) Resources Vocabulary I Can Date Tested 4b. Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). [L..5b] Formative 4c. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). [L..5c] Formative 4. Acquire and use accurately grade-appropriate conversational, general academic, and domainspecific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them). [L..6] Use words and phrases, telling when and where, that are grade level appropriate Recognize the difference between more precise words (e.g., saunter versus walking) and phrases and subject specific words (pulley, democracy, etc.) and phrases Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). The I Can Statements are adapted from the North Dakota I Can statements. May 06 7
06-07 Grade ELA Assessment Schedule 06-07 st Quarter nd Quarter rd Quarter 4 th Quarter Date Date Date Date List the standards that will be tested each quarter. May 06 8