Phonemic Awareness
- Expand word knowledge – roots, inflections, suffixes, prefixes, homophones, synonyms, antonyms, homonyms
(Suggestions: independent reading of various genres, making words, word wall, dictionary, thesaurus, poetry)
- Independently read aloud unfamiliar Level Q-S books (Fountas & Pinnel, basal level 42) with 95 percent or better accuracy of word recognition (self-correction allowed)
Fluency (E1d)
- Independently read aloud from Level Q-S (see above) books previewed silently on their own, using intonation, pauses, and emphasis that signal the meaning of the text
- Easily read words with irregularly spelled suffixes (for example, -ous,-ion,-ive)
- Use cues of punctuation as a guide in getting meaning and reading aloud fluently from increasingly complex texts
- Read with rhythm, flow, and meter that sound like everyday speech
Self-Monitoring and Self-Correcting (E1d)
- Monitor own reading, noticing when sentences or paragraphs are incomplete or when texts do not make sense
- Use knowledge of syntax to help figure out the meaning
- Analyze and connect different parts of a text
Comprehension
- Capture meaning from figurative language (for example, similes, metaphors, poetic images) (E1b)
- Make and support warranted and responsible assertions about the texts (E1b)
- Draw texts together to compare and contrast themes, characters, and ideas (E1b)
- Read and comprehend at least 4 books (or book equivalents) about one issue or subject, or
- 4 books by a single writer, or 4 books in one genre
- Discuss why an author might have chosen particular words (E1b)
- Raise questions about what the author is saying and use the text to help answer the questions (E1b)
- Use background knowledge to make connections about the text (E1b)
- Explain the relationship among the story elements (character(s), setting, events, problem, attempts to solve the problem, conflict and resolution, solution) (E1b, E5a)
- Explain how a character’s thoughts, words, and actions recall their personality and motives
- Use the structure of informational text to retrieve information: transition words/phrases, table of contents, index, glossary, bold or italicized text, headings, graphic organizers, charts, graphs, illustrations, subheadings (E1c)
- Use information from the text to answer questions related to explicitly stated central ideas or key details
- Restate or summarize information (E1c)
- Analyze the causes, motivations, sequences, and results of events (E1b, E5a)
- Make inferences about causes and effects
- Understand the concepts and relationships described in texts (E1b)
- Use reasoning and information from within and outside the text to determine fact or opinion (E1c)
- Relate new information from a nonfiction text to prior knowledge and organize information through graphic organizers, paraphrasing, or summarizing (E1c)
- Extend ideas (E1c)
- Follow instructions or directions in more complex functional texts (E1c)
(Suggestions: literary response paper, informative report, Literature Circles, group discussion, story web and story map, study guide)
Reading a Lot
- Read at least 25 chapter books or book equivalents per year (from at least 3 different literary forms or from at least 5 different writers), independently or with assistance: documented in reading logs, reading journals, or Accelerated Reader Program reports (E1a)
- Read and hear texts read aloud from a variety of genres: including fiction and nonfiction, magazines, newspapers, textbooks, on-line materials (E1a)
Being Read To
- Listen to quality literature from a variety of genres which models the language and craft of good writing
- Listen to and discuss texts daily
Discussing Books
- Demonstrate comprehension during book discussions (E1b)
- Note and talk about author’s craft during book discussions: word choice, voice, leads, conclusions, plot, character development (E1b)
- Use comparisons and analogies to explain ideas (E1b)
- Refer to knowledge built during discussion (E1b, E1c)
- Use information that is accurate, accessible and relevant (E1c)
Vocabulary
- Use a variety of strategies to determine the meaning of unknown words
- Use strategies to help identify the meaning of unfamiliar vocabulary by using knowledge of word structure, base words, prefixes, suffixes, context clues, dictionary, glossary, prior knowledge
- Talk about what words mean in terms of function (for example, “Water is for drinking.”), features (for example, “Water is wet.”), and category (for example, “Water is a liquid.”)
- Learn new words daily
Literature
- Identify who is telling the story
- Identify recurring themes across works (E5a)
- Analyze the impact of authors’ decisions regarding word choice and content (E5a)
- Consider the differences among genres (E5a)
- Evaluate literary merit (E5a)
- Consider the function of point of view or persona (E5a)
- Examine the reasons for a character’s actions, taking into account the situation and basic motivation of the character (E5a)
- Identify stereotypical characters as opposed to fully developed characters (E5a)
- Critique the degree to which a plot is contrived or realistic (E5a)
- Produce work in at least one literary genre that follows the conventions of that genre (for example, a poem, short play, picture book, story, autobiography) (E5b)
- Make inferences and draw conclusions about contexts, text (events, characters, settings) and author’s purpose or message; form judgments/opinions about central ideas that are relevant (E5a)
(Suggestions: character study, retelling, comparison of literary work in different mediums, formal and informal book talks, role playing)
(Suggested informational texts: reference materials including dictionaries, glossaries, reports, encyclopedias, magazines, content trade books, newspapers, text-books, biographies, Internet websites; practical texts including procedures/instructions, announcements, invitations, book orders, recipes, menus; Literacy texts including poetry, plays, fairytales, fantasy, fables, tall tales, realistic fiction, folk tales, historical fiction)
Standard ELA/RD/1.0: (E1a) The student reads at least 25 books or book equivalents each year. (ES, MS, HS)
- See Reading Standard: Reading Habits
Standard ELA/RD/2.0: (E1b) The student reads and comprehends at least four books about one issue or subject, or four books by a single writer, or four books in one genre. (ES, MS, HS)
- See Reading Standard: Getting the Meaning
- See Reading Standard: Reading Habits
Standard ELA/RD/3.0: (E1c) The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work. (ES, MS, HS)
- See Reading Standard: Reading Habits
- See Reading Standard: Getting the Meaning
Standard ELA/RD/4.0 (E1d) The student reads aloud, accurately (approximately 95%), familiar material in a way that makes meaning clear to listeners. (ES)
- See Reading Standard: Getting the Meaning
- Write daily
- Generate their own topics
- Extend and rework pieces of writing
- Independently rework, revise, edit, and proofread their work
- Write for specific purposes of their own
- Take on specific elements of a favorite author’s craft to refine their own work
- Apply both personal and public criteria to judge the quality of their writing
- Polish at least twelve pieces of work throughout the year
Standard ELA/WR/11.0: (E2a) The student produces a report. (ES, MS, HS)
- Engage the reader by establishing a context, creating a persona, and otherwise developing reader interest
- Develop a controlling idea that conveys a perspective on the subject
- Create an organized structure using transition words or phrases
- Include appropriate facts, details, and concepts using the Big6™ research model (See Educator to Educator)
- Exclude extraneous information
- Use a range of appropriate strategies, such as providing facts and details, describing or analyzing the subject, and narrating a relevant anecdote
- Provide a sense of closure to the writing
Standard ELA/WR/12.0: (E2b) The student produces a response to literature. (ES, MS, HS)
- State and maintain a focus (purpose) when responding to a given question
- Organize ideas using transition words/phrases and writing a conclusion
- Support an interpretation by making specific references to the text, or references to other works, authors, or non-print media
- Demonstrate an understanding of the literary work through connections to personal knowledge
- Advance a judgment that is interpretive, analytic, evaluative, or reflective about content, events, characters, setting, or common themes
- Establish a context, create a persona, and develop reader interest
- Make connections between the text (plot/ideas) and their own ideas and lives
- Provide a sense of closure to the writing
(Suggestions: book review, literary analysis paper, critique, biography, innovation)
- Engage the reader by establishing a context, creating a point of view, and otherwise developing reader interest
- Establish a situation, plot, point of view, setting, and conflict
- Establish significance of events and conclusions for autobiography or biography
- Create an organizing structure
- Include sensory details and concrete language to develop plot and character
- Exclude extraneous details and inconsistencies
- Develop complex characters
- Use a range of appropriate strategies, such as dialogue and tension or suspense
- Use the writing process
- Provide a sense of closure to the writing
(Suggestions: memoir, fictional narrative, tall tale, short story, narrative picture book)
- Engage the reader by establishing a context, creating a persona, and otherwise developing reader interest
- Provide a guide to action that anticipates the reader’s needs and creates expectations through predictable structures (headings, transitions between steps)
- Make use of appropriate strategies and visual cues (for example, white space and graphics)
- Include relevant information
- Exclude extraneous information
- Anticipate and address problems, mistakes, and misunderstandings that may arise for the reader
- Provide a sense of closure to the writing
(Suggestions: rules for organizing a class meeting, chapter book developed around procedure, rewritten game instructions for younger reader, job description, steps in a scientific experiment)
- Participate in one-to-one conferences with a teacher, paraprofessional, or adult volunteer (E3a)
- Initiate new topics in addition to responding to adult-initiated topics (E3a)
- Ask and respond to relevant questions with elaboration (E3a)
- Confirm understanding by paraphrasing an adult’s direction or suggestions (E3a)
- Participate actively in group discussion (E3b)
- Display appropriate turn-taking behavior (E3b)
- Solicit another person’s comment and opinion (E3b)
- Offer own opinion confidently without dominating (E3b)
- Respond appropriately to comments and questions (E3b)
- Volunteer contributions and respond when directly solicited by teacher or discussion leader (E3b)
- Give reasons in support of opinions expressed (E3b)
- Clarify, illustrate, or expand on a response when asked to do so; ask classmates for similar expansions (E3b)
- Shape information to achieve a particular purpose and to appeal to the interests and background knowledge of the audience (E3c)
- Use notes or other memory aids to structure a presentation (E3c)
- Project a sense of individuality and personality in selecting and organizing content and in delivery (E3c)
- Engage the audience with appropriate verbal cues and eye contact (E3c)
(Suggestions: book talks, author’s chair, literature circles, teacher/student conferences)
- Ask relevant questions (E3a)
- Respond to questions with appropriate elaboration (E3a)
- Confirm understanding by paraphrasing the adult’s directions or suggestions (E3a)
- Display appropriate turn-taking behaviors (E3b)
- Actively solicit another person’s comment or opinion (E3b)
- Offer own opinion confidently without dominating (E3b)
- Respond appropriately to comments and questions (E3b)
- Give reasons to support opinions expressed (E3b)
- Prepare and deliver an individual presentation (E3c)
- Present information to achieve a particular purpose and to appeal to the interests and background knowledge of audience members (E3c)
- Select and organize content according to criteria for importance and impact rather than according to availability of information in resource materials (E3c)
- Engage the audience with appropriate verbal cues and eye contact (E3c)
- Project a sense of individuality and personality in selecting, organizing, and delivering content (E3c)
(Suggestions: presentation of a research project, presentation of survey results, portfolio conference or sharing)
- Students Use language cues to indicate different levels of certainty or hypothesizing (E3a)
- Display appropriate turn-taking behaviors (E3b)
- Respond appropriately to comments and questions (E3b)
- Volunteer contributions and respond when directly solicited by discussion leader (E3b)
- Engage the audience with appropriate verbal cues and eye contact (E3c)
- Project a sense of individuality and personality in selecting and organizing content and in delivery (E3c)
(Suggestions: class meeting, group project plan, development and discussion of class rubrics)
- See Primary Speaking/Listening/Viewing Standard: Habits
- See ELA/SLV Primary Standard: Language Use and Conventions
- See Primary Speaking/Listening/Viewing Standard: Habits
- See ELA/SLV Primary Standard: Language Use and Conventions ts will demonstrate the ability to:
- See Primary Speaking/Listening/Viewing Standard: Habits
- Demonstrate an awareness of the presence of media in the daily lives of most people
- Evaluate the role of the media in focusing attention and forming opinions
- Judge the extent to which media provide a source of entertainment as well as a source of information
- Define the role of advertising as part of the media presentation
Style and Syntax
- Create a structure and incorporate features of language appropriate to the purpose, audience, and context of the work
- Enrich their writing with a highly individual, lively voice
- Take on the language of authors to enrich their own writing
- Recognize and write a variety of complete simple and compound sentences, varying sentence patterns and lengths (declarative, exclamatory, interrogative)
- Use proper paragraph form: indenting, main idea, supporting details
Vocabulary and Word Choice
- Use words from their developing vocabulary
Spelling
- Produce writing that contains correctly spelled high frequency writing words (see Educator to Educator)
- Recognize syllables and affix patterns/rules that are characteristic of the English spelling system
Conventions
- Use punctuation, capitalization, and other conventions
- Use capitalization correctly in final draft
- Use end punctuation, commas in a series, apostrophes, and quotation marks correctly in final draft
- Identify basic grammatical errors when given examples
Reference materials
- Use word book, dictionary, word wall, thesaurus, Spell-Check
- Add and delete details and explanations
- Clarify difficult passages
- Rearrange words, sentences, and paragraphs to improve or clarify meaning
- Sharpen the focus
- Reconsider the organizational structure
- See Reading Standard: Reading Habits
- See Standard ELA/WR/12.0
- Produce an expressive, imaginative, and informative piece of writing
- Write a convincing letter or essay: persuasive writing
- Develop a piece of writing using a highly structured format: formulaic writing
- Design a piece of writing that provides instructions to complete a task: functional writing