Common Core State Standards Learning Targets
Reading Standards for Literature
Note on range and content of student reading:
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. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.
|Anchor Standards |3rd Grade |4th Grade |5th Grade |6th Grade | |
| |CCSS |CCSS |CCSS |CCSS |Vocabulary |
| |Learning Target |Learning Target |Learning Target |Learning Target | |
|Key Ideas and Details |
|1. Read closely to determine what |Ask and answer questions to demonstrate understanding of a text,|Refer to details and examples in a text when explaining what the|Quote accurately from a text when explaining what the text says |Cite textual evidence to support analysis of what the text says |3rd: evidence |
|the text says explicitly and to make|referring explicitly to the text as the basis for the answers. |text says explicitly and when drawing inferences from the text. |explicitly and when drawing inferences from the text. |explicitly as well as inferences drawn from the text. |support |
|logical inferences from it; cite | | | | |details |
|specific textual evidence when |I can ask questions that show I understand the story. | |I can quote (word for word support) accurately from a text. (S) |I can define textual evidence. | |
|writing or speaking to support | |I can use details and examples from what I’ve read to explain | | |4th: inference |
|conclusions drawn from the text. |I can answer questions that show I understand the story. |what the text says. |I can define inference and explain how a reader uses direct |I can define inference. | |
| | | |quotes from a text to reach a logical conclusion (based on what | |5th: Quote (repeat word for word) |
| |I can use evidence from the story to support my questions and |I can use details and examples from what I’ve read to explain |I’ve read, it’s most likely true that…)(R)) |I can read closely using what is explicit in a text to make |Inference |
| |answers. |what the author means but does not write word for word. | |inferences. |Explicit |
| | | |I can read closely and find answers explicitly in text (right | | |
| | | |there answers) and answers that require an inference. (S) |I can analyze an author’s words and determine textual evidence |6th: Analysis |
| | | | |needed to support my analysis of what a text explicitly says and|Text evidence |
| | | |I can analyze the author’s words and find quotes needed both |inferences that can be made. |Cite / citation |
| | | |explicit and inferential questions. (S) | | |
| | | | |I can cite textual evidence to support my conclusions. | |
|2. Determine central ideas or themes|Recount stories, including fables, folktales, and myths from |Determine a theme of a story, drama, or poem from details in the|Determine a theme of a story, drama, or poem from details in the|Determine a theme or central idea of a text and how it is |3rd: Fable |
|of a text and analyze their |diverse cultures; determine the central message, lesson, or |text; summarize the text. |text, including how characters in a story or drama respond to |conveyed through particular details; provide a summary of the |Folktale |
|development; summarize the key |moral and explain how it is conveyed through key details in the | |challenges or how the speaker in a poem reflects upon a topic; |text distinct from personal opinions or judgments. |Myth |
|supporting details and ideas. |text. | |summarize the text. | |Moral |
| | |I can use details from a text to identify a theme. | |I can define theme and central idea. |Theme* |
| |I can retell a story in my own words across my fingers or using | |I can use details from a text to determine the theme of that | |Central theme |
| |a tool such as a story mountain or map. |I can summarize a text. |piece of literature. |I can analyze plot to determine the central idea of a story. |Lesson |
| | | | | |Identify |
| |I can identify a theme, message, lesson or moral of a story. | |I can use what I know about the characters in a piece of text to|I can analyze plot to state the theme of a story. |Retell |
| | | |help determine the theme. | | |
| |I can explain the message using details from the story. | | |I can compose a summary stating key points of the text without |4th: theme* |
| | | |I can identify the problem in a story and determine how the |adding my own opinions or feelings. |Summary |
| | | |character’s response to that problem. | | |
| | | | | |5th: theme* |
| | | |I can understand how the speaker recites a poem and suggests the| |Summary* |
| | | |meaning. | | |
| | | | | |6th: theme* |
| | | |I can summarize a text by retelling the events of the story. | |Summary* |
| | | | | | |
| | | | | |* continuously refined the definitions |
| | | | | |of theme and summary. |
|3. Analyze how and why individuals, |Describe characters in a story (e.g., their traits, motivations,|Describe in depth a character, setting, or event in a story or |Compare and contrast two or more characters, settings, or events|Describe how a particular story’s or drama’s plot unfolds in a |Character |
|events, and ideas develop and |or feelings) and explain how their actions contribute to the |drama, drawing on specific details in the text (e.g., a |in a story or drama, drawing on specific details in the text |series of episodes as well as how the characters respond or |Setting |
|interact over the course of a text. |sequence of events. |character’s thoughts, words, or actions). |(e.g., how characters interact). |change as the plot moves toward a resolution. |Event |
| | | | | |Episode |
| |I can describe the characters in a story. | |I can use details and examples from a story or drama to identify|I can define, identify, and sequence the elements of plot | |
| | |I can use a character’s thoughts, feelings, actions and |how characters are alike and how they are different. |structure. |3rd: Internal traits |
| |I can describe the inside (internal) and outside (external) |reactions to understand and describe the character. | | |External traits |
| |traits of main characters in a story. | |I can use details and examples from a story or drama to identify|I can identify the conflict in a story or drama. | |
| | |I can use details to describe the setting of a story. |how the settings may be alike and how they may be different. | |5th: Compare |
| |I can talk about how a character’s actions affect the story’s | | |I can identify the resolution in a story or drama. |Contrast |
| |events. |I can use details about an event, such as where and when it | | | |
| | |occurred, what might have happened before and after, to | |I can describe/explain how dynamic characters react/change to |6th: episode |
| |I can explain how major secondary and minor characters add to |understand and describe the event. | |events in a plot as it moves toward resolution. |resolution |
| |the story. | | | | |
|Craft and Structure |
|4. Interpret words and phrases as |Determine the meaning of words and phrases as they are used in a|Determine the meaning of words and phrases as they are used in a|Determine the meaning of words and phrases as they are used in a|Determine the meaning of words and phrases as they are used in a|3rd: Strategies (root words, word |
|they are used in a text, including |text, distinguishing literal from nonliteral language. |text, including those that allude to significant characters |text, including figurative language such as metaphors and |text, including figurative and connotative meanings; analyze the|parts) |
|determining technical, connotative, | |found in mythology (e.g., Herculean). |similes. |impact of a specific word choice on meaning and tone. |Infer |
|and figurative meanings, and analyze|I can use strategies to determine what words and phrases mean. | | | |Context clues |
|how specific word choices shape | | |I can determine the meaning of unknown words and phrases based |I can define/identify similes, metaphors, personification, and | |
|meaning or tone. |I can tell when the author uses words that mean something |I can figure out the meaning of words and phrases based on how |on how they are used in a text – by understanding the words |onomatopoeia used to describe setting or characters in a story. |5th: Literal language |
| |different than what is written on the page. |they are used in a text and recognizing root words and affixes. |around that unknown word. | |Figurative language |
| | | | |I can distinguish between literal language and figurative | |
| |I can infer the author’s meaning using the clues in the text. |I can recognize words in a text that refer to characters found |I can identify similes in a text and understand what two objects|language. |6th: Denotation |
| | |in Mythology. |are being compared. | |Connotation |
| | | | |I can use context clues to determine meaning of words in a | |
| | | |I can identify metaphors in a text and understand what two |story. | |
| | | |objects are being compared. | | |
| | | | |I can recognize the difference between denotative and | |
| | | | |connotative meanings. | |
| | | | | | |
| | | | |I can analyze why authors choose words or phrases to create an | |
| | | | |overall feel for the reader. | |
|5. Analyze the structure of texts, |Refer to parts of stories, dramas, and poems when writing or |Explain major differences between poems, drama, and prose, and |Explain how a series of chapters, scenes, or stanzas fits |Analyze how a particular sentence, chapter, scene, or stanza |3rd: |
|including how specific sentences, |speaking about a text, using terms such as chapter, scene, and |refer to the structural elements of poems (e.g., verse, rhythm, |together to provide the overall structure of a particular story,|fits into the overall structure of a text and contributes to the|Scene |
|paragraphs, and larger portions of |stanza; describe how each successive part builds on earlier |meter) and drama (e.g., casts of characters, settings, |drama, or poem. |development of the theme, setting, or plot. |Stanza |
|the text (e.g., |sections. |descriptions, dialogue, stage directions) when writing or | | |Drama |
|a section, chapter, scene, or | |speaking about a text. |I can recognize that chapters are found in stories, scenes are |I can locate textual evidence that supports the theme, setting, |Story |
|stanza) relate to each other and the|I can talk about the structure of a text, using words like | |found in dramas, and stanzas are found in poems. (K) |or plot development. |Poem |
|whole. |chapter, scene, or stanza. |I can explain the differences between the structures and | | | |
| | |elements of a poem, drama, and story. |I can explain how a story evolves from the beginning to the end.|I can analyze text and determine the author’s purpose for |4th: Prose |
| |I can describe how parts of a text build on each other and | | |including a particular sentence, chapter, scene, or stanza. | |
| |connect to make a story, poem, or drama meaningful. |I can name the structures of poems, dramas, and stories when |I can explain how each chapter, scene or stanza is important to | |5th: Chapter |
| | |writing or talking about a text. |the overall organization of a story. |I can recognize how a particular sentence, chapter, scene, or |Scene |
| | | | |stanza contributes to the overall text and its meaning. |Stanza |
| | | | | | |
| | | | | |6th: structure of narrative text |
|6. Assess how point of view or |Distinguish their own point of view from that of the narrator or|Compare and contrast the point of view from which different |Describe how a narrator’s or speaker’s point of view influences |Explain how an author develops the point of view of the narrator|3rd: Narrator |
|purpose shapes the content and style|those of the characters. |stories are narrated, including the difference between first- |how events are described. |or speaker in a text. |Difference |
|of a text. | |and third-person narrations. | | | |
| |I can explain what “point of view” means. | |I can identify basic points of view as first person (narrator |I can identify/classify the point of view in a story as first, |4th: Point of View |
| | |I can identify the point of view in the story and tell if it is |tells about her/himself: “I”), second person (narrator talks |second, third, third person limited, third person omniscient. |1st person |
| |I can identify who is telling the story. |first or third person. |directly to reader: “You”), or third person (narrator tells | |3rd person |
| | | |about others: he/she/it”). (K) |I can explain how the author developed the narrator’s point of | |
| |I can tell the difference between the point of view of the |I can compare and contrast the point of view from different | |view by revealing thoughts, feelings, actions, and spoken words.|5th: 2nd person point of view |
| |narrator, the characters, and me. |stories. |I can determine a narrator’s or speaker’s point of view (1st. | | |
| | | |2nd or 3rd person) in a text. (R) | | |
| | |I can explain how the point of view of a story influences the | | | |
| | |meaning and impact of the story. ie: |I can describe how events in a text are influenced by point of | | |
| | |Is the difference in which a story is narrated (POV) significant|view. (S) | | |
| | |to the meaning of the writing? In other words, is first person | | | |
| | |more powerful than 3rd person? | | | |
|Integration of Knowledge and Ideas |
|7. Integrate and evaluate content |Explain how specific aspects of a text’s illustrations |Make connections between the text of a story or drama and a |Analyze how visual and multimedia elements contribute to the |Compare and contrast the experience of reading a story, drama, |3rd: Mood |
|presented in diverse media and |contribute to what is conveyed by the words in a story (e.g., |visual or oral presentation of the text, identifying where each |meaning, tone, or beauty of a text (e.g., graphic novel, |or poem to listening to or viewing an audio, video, or live |Character traits |
|formats, including visually and |create mood, emphasize aspects of a character or setting). |version reflects specific descriptions and directions in the |multimedia presentation of fiction, folktale, myth, poem). |version of the text, including contrasting what they “see” and | |
|quantitatively, as well as in | |text. | |“hear” when reading the text to what they perceive when they |5th: Tone |
|words.* |I can use the illustrations in a text to help me make meaning of| |I can determine how visual elements add meaning, create tone, |listen or watch. |Visual Element |
| |the mood, setting and characters. |I can compare and contrast the text of a story with a |and contribute to the beauty of a text. (R) | |Multimedia |
|* Refer to “Research to Build & | |performance of the same story. | |I can explain the mental images that occur while reading. | |
|Present Knowledge” in Writing and |I can look at the illustrations of a text to figure out the mood| |I can analyze multimedia presentations of a text and determine | | |
|“Comprehension & Collaboration” in |of the story. |I can identify where a text gives specific directions that a |how a media presentation adds to the meaning, tone and beauty of|I can compare mental images created while reading and the images| |
|Speaking and Listening. | |visual or oral presentation uses. |an original text. (R) |presented in a media version of the same text. | |
| |I can look at the illustrations of a text to figure out more | | | | |
| |about the setting than what is written. | | |I can contrast mental images created while reading and the | |
| | | | |images presented in a media version of the same text. | |
| |I can look at the illustrations of a text to figure out more | | | | |
| |about the traits of a character than what is written. | | | | |
|8. Delineate and evaluate the |(Not Applicable in Literary Text) |(Not Applicable in Literary Text) |(Not Applicable in Literary Text) |(Not Applicable in Literary Text) | |
|argument and specific claims in a | | | | | |
|text, including the validity of the | | | | | |
|reasoning as well as the relevance | | | | | |
|and sufficiency of the evidence. | | | | | |
|9. Analyze how two or more texts |Compare and contrast the themes, settings, and plots of stories |Compare and contrast the treatment of similar themes and topics |Compare and contrast stories in the same genre (e.g., mysteries |Compare and contrast texts in different forms or genres (e.g., |3rd: Theme |
|address similar themes or topics in |written by the same author about the same or similar characters |(e.g., opposition of good and evil) and patterns of events |and adventure stories) on their approaches to similar themes and|stories and poems; historical novels and fantasy stories) in |Plot |
|order to build knowledge or to |(e.g., in books from a series). |(e.g., the quest) in stories, myths, and traditional literature |topics. |terms of their approaches to similar themes and topics. |Setting |
|compare the approaches the authors | |from different cultures. | | | |
|take. |I can define the terms theme, setting and plot. | |I can identify similar themes and topics found in stories from |I can explain the characteristics of different forms (genres & |5th: Genre |
| | |I can compare and contrast how stories, myths and traditional |the same genre. (K) |modes) of text. | |
| |I can identify the theme, setting and plot of a story. |literature from different cultures treat the same theme, topic, | | |6th: Mode |
| | |or pattern of events. |I can compare (determine similarities in the same genre can |I can explain the characteristics of different genres. | |
| |I can compare and contrast story themes. | |communicate the same theme or topic. (R) | | |
| | | | |I can compare/contrast how a variety of text forms or genres | |
| |I can compare and contrast settings in stories. | |I can contrast (determine differences) how stories in the same |communicate a similar theme or topic. | |
| | | |genre can communicate the same theme or topic.(R) | | |
| |I can compare and contrast plots in stories. | | | | |
|10. Read and comprehend complex |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literature, |By the end of the year, read and comprehend literature, |3rd grade |
|literary and informational texts |including stories, dramas, and poetry, at the high end of the |including stories, dramas, and poetry, in the grades 4–5 text |including stories, dramas, and poetry, at the high end of the |including stories, dramas, and poems, in the grades 6–8 text |Internal dialogue |
|independently and proficiently. |grades 2–3 text complexity band independently and proficiently. |complexity band proficiently, with scaffolding as needed at the |grades 4–5 text complexity band independently and proficiently. |complexity band proficiently, with scaffolding as needed at the |External dialogue |
| | |high end of the range. | |high end of the range. |Time shifts |
| |I can read and understand benchmark text on my own. | |I can recognize when the text I am reading is too easy or | | |
| | | |difficult for me. (K) |I can recognize when the text I am reading is too easy or |5th grade: |
| |I can use reading strategies to help me understand difficult |I can read and understand grade level text on my own. | |difficult for me. |Evoke |
| |text. | |I can determine reading strategies (ex: ask questions, make | |Alternative |
| | |I can tell what a text says, what it means and use the ideas in |connections, take notes, make inferences, visualize, re-read) |I can determine reading strategies that will help me comprehend |Interpretation |
| |I can read texts with well-developed characters and episodes. |a new way by myself. |that will help me understand difficult text. (S) |text. |Relevance |
| | | | | |Symbolism |
| |I can read and understand text with internal and external |I can read and understand text that requires content knowledge |I can read and understand text that requires an understanding of|I can read and understand text with unusual text organization | |
| |dialogue. |to understand the setting (history/ geography) |other cultures (race, language, culture. |such as flash forward and flashback. |6th grade: |
| | | | | |Archaic |
| |I can read and understand text with unassigned dialogue and tell|I can read and understand text that has complex ideas on many |I can read and understand texts with themes that evoke |I can read and understand text that has significant social | |
| |who is ‘speaking.’ |different topics require real or vicarious (through reading) |alternative interpretations. |meaning and relevance. | |
| | |experiences. | | | |
| |I can connect episodes with the time shifts in a text. | |I can read and understand texts that present multiple themes |I can read and understand text with complex plots. | |
| | |I can read text with long stretches of descriptive language that|that may be understood in many layers. | | |
| | |is important to understanding the setting and the characters. | |I can read and understand text archaic language. | |
| | | |I can read and understand text that has significant social | | |
| | |I can read and understand texts that are highly literary. |meaning and relevance. |I can read and understand text with complex and varied sentence | |
| | | | |structures. | |
| | |I can read text with words that are seldom used in oral language|I can read and understand text with complex plots. | | |
| | |and difficult to decode. | | | |
| | | |I can read and understand text with obvious symbolism. | | |
| | | | | | |
| | | |I can read and understand text with complex and varied sentence | | |
| | | |structures. | | |
Reading Standards for Informational Text
|Anchor Standards |3rd Grade |4th Grade |5th Grade |6th Grade | |
| |CCSS |CCSS |CCSS |CCSS |Vocabulary |
| |Learning Target |Learning Target |Learning Target |Learning Target | |
|1. Read closely to determine what |Ask and answer questions to demonstrate understanding of a text,|Refer to details and examples in a text when explaining what the|Quote accurately from a text when explaining what the text says |Cite textual evidence to support analysis of what the text says |3rd grade |
|the text says explicitly and to make|referring explicitly to the text as the basis for the answers. |text says explicitly and when drawing inferences from the text. |explicitly and when drawing inferences from the text. |explicitly as well as inferences drawn from the text. |Evidence |
|logical inferences from it; cite | | | | |Support |
|specific textual evidence when |I can ask questions that show I understand the text. |I can use details and examples from what I’ve read to explain |I can use the exact words in a text to support my explanation of|I can cite evidence from a text to support conclusions about and|Details |
|writing or speaking to support | |what the text says. |that text. |inferences drawn from informational text. |Text |
|conclusions drawn from the text. |I can answer questions that show I understand the text. | | | | |
| | |I can use details and examples from what I’ve read to analyze |I can use the details and examples from a piece of literature to| |4th grade: |
| |I can use evidence from the text to support my questions and |and explain what the author means but does not say word for |support the predictions and/or deeper meanings of the text that | |Infer / imply |
| |answers. |word. |I make. | | |
| | | | | |5th grade: |
| | | | | |Quote / quotation |
| | | | | | |
| | | | | |6th grade: |
| | | | | |Cite/ citation |
|2. Determine central ideas or themes|Determine the main idea of a text; recount the key details and |Determine the main idea of a text and explain how it is |Determine two or more main ideas of a text and explain how they |Determine a central idea of a text and how it is conveyed |3rd grade: |
|of a text and analyze their |explain how they support the main idea. |supported by key details; summarize the text. |are supported by key details; summarize the text. |through particular details; provide a summary of the text |Retell |
|development; summarize the key | | | |distinct from personal opinions or judgments. |Recount |
|supporting details and ideas. |I can define main idea. |I can identify the main idea of a text and the details that |I can use key details from the text to explain two or more main | |Main idea |
| | |support it. |ideas of that text. |I can determine the central idea of informational text. |Key details |
| |I can identify the main idea of a text. | | | |Support |
| | |I can summarize what I’ve read. |I can summarize a text by retelling the events of the text. |I can use details in a text to demonstrate how the central idea | |
| |I can retell the key details of a text in my own words. | | |is developed. |4th grade: |
| | |I can explain how key details support the main idea of a text. | | |Summary/ summarize |
| |I can explain how the key details support the main idea of the | | |I can write an objective summary of informational text. | |
| |text. | | | |6th grade: |
| | | | | |Central idea |
| | | | | |objective |
|3. Analyze how and why individuals, |Describe the relationship between a series of historical events,|Explain events, procedures, ideas, or concepts in a historical, |Explain the relationships or interactions between two or more |Analyze in detail how a key individual, event, idea is |3rd grade |
|events, and ideas develop and |scientific ideas or concepts, or steps in technical procedures |scientific, or technical text, including what happened and why, |individuals, events, ideas, or concepts in a historical, |introduced, illustrated, and elaborated in a text (e.g., through|Event (small or large moment) |
|interact over the course of a text. |in a text, using language that pertains to time, sequence, and |based on specific information in the text. |scientific, or technical text based on specific information in |examples or anecdotes). |Procedure |
| |cause/effect. | |the text. | |Idea |
| | | | |I can analyze the details and structure of a text to explain how|Sequence |
| |I can define event, procedure, idea, sequence and cause/effect. |I can use specific information from a text to explain events or |I can identify individuals, events, and ideas and/or concepts in|a key individual, event, or idea is introduced and developed in |Cause/effect |
| | |ideas. |different types of texts. |a text. |(cause/effect |
| |I can explain how events or ideas are connected by time. | | | |time words – before, now, later) |
| | |I can explain the different kinds of information that can be |I can use specific information in a text to explain how the | |(sequence words – first, next, last) |
| |I can explain how events or ideas are connected by sequence. |found in different kinds of text. eg.: procedures have |ideas and/or concepts, events, and people in a text are | |(cause/effect words – because, then, |
| | |step-by-step processes, historical texts will have names, dates |connected and relate to one another. | |if) |
| |I can explain how events or ideas are connected by cause/effect.|and events, etc. | | | |
| | | | | | |
| | |I can use that information to explain what happened and why. | | | |
|4. Interpret words and phrases as |Determine the meaning of general academic and domain-specific |Determine the meaning of general academic and domain-specific |Determine the meaning of general academic and domain-specific |Determine the meaning of words and phrases as they are used in a|3rd grade |
|they are used in a text, including |words and phrases in a text relevant to a grade 3 topic or |words or phrases in a text relevant to a grade 4 topic or |words and phrases in a text relevant to a grade 5 topic or |text, including figurative, connotative, and technical meanings.|Context clues |
|determining technical, connotative, |subject area. |subject area. |subject area. | |Dictionary |
|and figurative meanings, and analyze| | | |I can use context clues to determine the meaning of words and |Glossary |
|how specific word choices shape |I can recognize and understand new vocabulary when I am reading.|I can recognize and understand new vocabulary when I am reading.|I can understand grade-level science/social studies/content |phrases in informational text. |Rereading |
|meaning or tone. | | |vocabulary. | | |
| |I can learn the meaning of new words using words and | | |I can identify similes, metaphors, personification, and |6th grade: |
| |explanations in the text. |I can use various strategies to figure out the meaning of new |I can use various strategies to determine the meaning of content|onomatopoeia in informational text. |Similes |
| | |vocabulary. |specific words and phrases in a text. | |Metaphors |
| |I can learn the meaning of new words using text features the | | |I can determine the difference between denotative and |Personification |
| |author provides, such as headings, the glossary, charts, graphs |I can use new vocabulary appropriately when speaking and |I can find and use resources to help in determining the meaning |connotative meanings of words in informational text. |Onomatopoeia |
| |and labels. |writing. |of unknown content words. | |Denotative |
| | | | |I can determine the technical meanings of words in informational|Connotative |
| |I can learn the meaning of new words when the author explains | | |text. |Technical |
| |them across more than one page. | | | | |
| | | | | | |
| |I can use new vocabulary appropriately when speaking and | | | | |
| |writing. | | | | |
|5. Analyze the structure of texts, |Use text features and search tools (e.g., key words, sidebars, |Describe the overall structure (e.g., chronology, comparison, |Compare and contrast the overall structure (e.g., chronology, |Analyze how a particular sentence, paragraph, chapter, or |3rd grade |
|including how specific sentences, |hyperlinks) to locate information relevant to a given topic |cause/effect, problem/solution) of events, ideas, concepts, or |comparison, cause/effect, |section fits into the overall structure of a text and |Text features: title, heading, table of|
|paragraphs, and larger portions of |efficiently. |information in a text or part of a text. |problem/solution) of events, ideas, concepts, or information in |contributes to the development of the ideas. |contents, index, glossary, types of |
|the text (e.g., a section, chapter, | | |two or more texts. | |print, photos, diagrams, maps, |
|scene, or stanza) relate to each |I can use key words, sidebars and hyperlinks to find important |I can describe the structure of an informational text using | |I can explain how a particular sentence, paragraph, chapter or |captions, charts/graphs, labels |
|other and the whole. |information on a topic. |appropriate labels, such as chronological, comparison, etc. ) |I can use the organization of a text to determine the text |section fits into the overall structure of informational text. | |
| | | |structure. | | |
| |I can use an index, headings and subheadings to locate important|I can use the structure of the text to help me understand the | |I can explain how a particular sentence, paragraph, chapter or | |
| |information on a topic. |author’s purpose. |I can compare and contrast text structures found in numerous |section contributes to the development of ideas in informational| |
| | | |pieces of text. |text. | |
| | | | | | |
|6. Assess how point of view or |Distinguish their own point of view from that of the author of a|Compare and contrast a firsthand and secondhand account of the |Analyze multiple accounts of the same event or topic, noting |Determine an author’s point of view or purpose in a text and |3rd: |
|purpose shapes the content and style|text. |same event or topic; describe the differences in focus and the |important similarities and differences in the point of view they|explain how it is conveyed in the text. |Headings |
|of a text. | |information provided. |represent | |Table of Contents |
| |I can define Point of View. |. | |I can identify the author’s purpose and opinion in informational|Glossary |
| | |I can tell the difference between a primary and secondary |I can read or hear an account of the same event or topic in |text. |Electronic menu |
| |I can name the point of view of the author. |source. |multiple ways, and identify similar and different points of | |Icon |
| | | |view. |I can use details, vocabulary and organization to explain how | |
| |I can hold on to ideas across a text and synthesize them into |I can compare and contrast primary and secondary sources by | |the author conveys his purpose and opinion in informational |4th: Primary source |
| |big ideas. |describing the differences in perspective and information. |I can analyze how different authors develop the same event or |text. |Secondary source |
| | | |topic and determine how each author’s point of view affects the | |Perspective |
| |I can tell the difference between the point of view of the | |text. | | |
| |author and my own point of view. | | | | |
|7. Integrate and evaluate content |Use information gained from illustrations (e.g., maps, |Interpret information presented visually, orally, or |Draw on information from multiple print or digital sources, |Integrate information presented in different media or formats |3rd grade |
|presented in diverse media and |photographs) and the words in a text to demonstrate |quantitatively (e.g., in charts, graphs, diagrams, time lines, |demonstrating the ability to locate an answer to a question |(e.g., visually, quantitatively) as well as in words to develop |Illustrations: photos, diagrams, maps, |
|formats, including visually and |understanding of the text (e.g., where, when, why, and how key |animations, or interactive elements on Web pages) and explain |quickly or to solve a problem efficiently. |a coherent understanding of a topic or issue. |charts, graphs, comparisons |
|quantitatively, as well as in |events occur). |how the information contributes to an understanding of the text | | | |
|words.* | |in which it appears. |I can obtain information from different sources, including |I can read, watch, or listen to information to develop my | |
| |I can use illustrations and words from a text to help me make | |digital. |understanding and opinion about a topic or issue. | |
| |meaning. |I can gather information from graphic features of the text | | | |
| | |(charts, diagrams, animations etc.). |I can answer questions quickly and accurately using different |I can recognize that authors use various formats when presenting| |
| |I can explain how the information in illustrations and graphics | |kinds of resources. |information on a topic/issue. | |
| |adds to the information in the text. |I can explain how the graphic features of a text help me | | | |
| | |understand the text better. | |I can identify visual displays of information (graphs, diagrams,| |
| | | | |charts, media clips.) | |
|8. Delineate and evaluate the |Describe the logical connection between particular sentences and|Explain how an author uses reasons and evidence to support |Explain how an author uses reasons and evidence to support |Trace and evaluate the argument and specific claims in a text, |3rd grade |
|argument and specific claims in a |paragraphs in a text (e.g., comparison, cause/effect, |particular points in a text. |particular points in a text, identifying which reasons and |distinguishing claims that are supported by reasons and evidence|Sentence |
|text, including the validity of the |first/second/third in a sequence). | |evidence support which point(s). |from claims that are not. |Paragraph |
|reasoning as well as the relevance | |I can explain how reasons and evidence support the particular | | |Cause/Effect |
|and sufficiency of the evidence. |I can identify words authors use to help me make connections |points in a text. |I can identify which reasons and evidence support particular |I can identify the side of an argument an author presents in a |Sequence |
| |between sentences and paragraphs (similar, different, because, | |points. |text. |Topic sentence |
| |if, first, last). | | | |Comparison |
| | | |I can explain how the author uses details to support the main |I can determine the credibility of the author and his/ her | |
| |I can describe connections between sentences and paragraphs. | |point(s). |purpose (who wrote it, when it was written, and why it was |4th grade: |
| | | | |written) |Reasons |
| |I can identify a topic sentence in a paragraph. | |I can explain how the reasons and evidence support the | |Evidence |
| | | |particular points in a text. |I can identify claims that are supported by fact(s) and those | |
| | | | |that are opinion(s). |6th grade: |
| | | | | |Argument |
| | | | |I can evaluate an argument using the evidence an author |Credibility |
| | | | |provides. |Claim |
| | | | | |Fact vs. opinion |
| | | | | |Evaluate |
|9. Analyze how two or more texts |Compare and contrast the most important points and key details |Integrate information from two texts on the same topic in order |Integrate information from several texts on the same topic in |Compare and contrast one author’s presentation of events with |3rd grade |
|address similar themes or topics in |presented in two texts on the same topic. |to write or speak about the subject knowledgeably. |order to write or speak about the subject knowledgeably. |that of another (e.g., a memoir written by and a biography on |Compare |
|order to build knowledge or to | | | |the same person). |Contrast |
|compare the approaches the authors |I can identify and select the most important points and key |I can use information from multiple texts to write or speak like|I can locate information from several texts on the same topic. | |Key details |
|take. |details found in two texts on the same topic. |an expert. | |I can read, watch, or listen to different authors present | |
| | | |I can determine which pieces of information best support my |information based on their point of view. |5th: Proficiency |
| |I can compare and contrast the most important points and key | |topic. | | |
| |details on two texts on the same topic. | | |I can explain the differences between memoirs, biographies, | |
| | | |I can combine information found in several pieces of text to |articles, essays, expository nonfiction, and narrative | |
| |I can compare and contrast the big ideas synthesized from more | |write or speak with proficiency. |nonfiction. | |
| |than one text. | | | | |
| | | | |I can compare and contrast different texts about the same topic.| |
|10. Read and comprehend complex |By the end of the year, read and comprehend informational texts,|By the end of year, read and comprehend informational texts, |By the end of the year, read and comprehend informational texts,|By the end of the year, read and comprehend literary nonfiction |Features |
|literary and informational texts |including history/social studies, science, and technical texts, |including history/social studies, science, and technical texts, |including history/social studies, science, and technical texts, |in the grades 6–8 text complexity band proficiently, with |Caption |
|independently and proficiently. |at the high end of the grades 2–3 text complexity band |in the grades 4–5 text complexity band proficiently, with |at the high end of the grades 4–5 text complexity band |scaffolding as needed at the high end of the range. |Diagram |
| |independently and proficiently. |scaffolding as needed at the high end of the range. |independently and proficiently. | |Heading |
| | | | |I can recognize when the text I am reading is too easy or too |Photograph |
| |I can read and understand benchmark text on my own and ask for |I can read and understand grade level informational texts on my |I can read and understand grade-level appropriate informational |difficult for me. |Labels |
| |help when needed. |own. |text on my own. | |Timeline |
| | | | |I can determine reading strategies (e.g. ask questions, make | |
| |I can use reading strategies that will help me understand |I can read and understand a full range of graphics including |I can determine reading strategies that will help me comprehend |connections, take notes, make inferences, visualize, reread, use| |
| |difficult text. |scales and legends. |difficult texts. |text structure) that will help me help comprehend difficult | |
| | | | |texts. | |
| |I can read and understand texts that include graphics that add |I can read and understand graphics that are not fully explained |I can understand new information through reading a text | | |
| |to the information to the sentences and paragraphs on the page. |in the text. |independently and proficiently. |I can read and understand text with a complex combination of | |
| | | | |text structure. | |
| | | |I can read and understand informational text that has multiple | | |
| | | |text structures. |I can read and understand text with dense content. | |
| | | | | | |
Reading Standards: Foundational Skills (K–3)
These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.
Note: In kindergarten, children are expected to demonstrate increasing awareness and competence in the areas that follow.
|3rd Grade |4th Grade |5th Grade | |
|CCSS |CCSS |CCSS |Vocabulary |
|Learning Target |Learning Target |Learning Target | |
|(Not applicable) |(Not applicable) |(Not applicable) |(Not applicable) |
|(Not applicable) |(Not applicable) |(Not applicable) |(Not applicable) |
|3. Know and apply grade-level phonics and word analysis skills in decoding words. |3. Know and apply grade-level phonics and word analysis skills in decoding words. |3. Know and apply grade-level phonics and word analysis skills in decoding words. |3rd grade |
|a. Identify and know the meaning of the most common prefixes and derivational suffixes. |a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and |a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and |Prefix |
|b. Decode words with common Latin suffixes. |morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context |morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context |Suffix |
|c. Decode multi-syllable words. |and out of context. |and out of context. |Syllable |
|d. Read grade-appropriate irregularly spelled words. | | |Root word |
| |(see CCSS Appendix A pp. 17 -22). |(see CCSS Appendix A pp. 17 -22). |Sight word |
|(see CCSS Appendix A pp. 17 -22). | | |Sound rules |
| | | | |
| |I can use knowledge of all letter correspondences sound in decoding words. |I can use my knowledge of consonant blends, long vowel patterns and short vowel patterns to decode |4th: |
| | |words. (S) |Morphology |
|I can define prefix and suffix. |I can use syllabication patterns in decoding words. | | |
| | |I can analyze the structure of words by finding compound words, roots, prefixes, suffixes and | |
|I can identify common prefixes and suffixes (un, re, pre, er, est, ful). |I can use morphology (e.g. roots and affixes) to decode words. |syllables. (R) | |
| | | | |
|I can explain the meaning of the common prefixes and suffixes and how they change the meaning of the|I can read multisyllabic words in and out of context. |I can use my analysis of word structure to help me decode unfamiliar multi-syllabic words. (S). | |
|root word. | | | |
| | | | |
|I can use common prefixes and suffixes to understand new words. | | | |
| | | | |
|I can break apart words to use syllables to decode new words. | | | |
| | | | |
|I can read grade-level sight words and words that don’t follow sound rules. | | | |
|4. Read with sufficient accuracy and fluency to support comprehension. |4. Read with sufficient accuracy and fluency to support comprehension. |4. Read with sufficient accuracy and fluency to support comprehension. |3rd grade |
|a. Read on-level text with purpose and understanding. |a. Read on-level text with purpose and understanding. |a. Read on-level text with purpose and understanding. |Fluency/fluently |
|b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on |b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on |b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on |Context clues |
|successive readings |successive readings. |successive readings. | |
|c. Use context to confirm or self-correct word recognition and understanding, rereading as |c. Use context to confirm or self-correct word recognition and understanding, rereading as |c. Use context to confirm or self-correct word recognition and understanding, rereading as | |
|necessary. |necessary. |necessary. | |
| | | | |
|I can read grade-level text with expression that shows I understand the text. |I can read with accuracy and fluency to support my comprehension with grade level text. |I can read grade-level text both accurately and fluently and understand what I have read. | |
| | | | |
|I can read poetry fluently and with rhythm. |I can read orally with accuracy, pace and expression on repeated readings. |I can accurately read poetry aloud with expression and at an appropriate rate. | |
| | | | |
|I can tell if a sentence makes sense and correct my reading, using context clues, and punctuation |I can monitor my understanding, rereading and self-correcting when necessary. |I can recognize when a word I have read does not make sense within the text. (K) | |
|when needed. | | | |
| |I can read grade level prose with accuracy, appropriate rate, and expression. |I can self-correct misread or misunderstood words using context clues, and reread as necessary. | |
|I use my knowledge of punctuation to self-monitor my reading. | | | |
| |I can read grade level poetry with accuracy, appropriate rate, and expression. | | |
Writing
|Anchor Standards |3rd Grade |4th Grade |5th Grade |6th Grade | |
| |CCSS |CCSS |CCSS |CCSS |Vocabulary |
| |Learning Target |Learning Target |Learning Target |Learning Target | |
|1. Write arguments to support claims|Write opinion pieces on topics or texts, supporting a point of |Write opinion pieces on topics or texts, supporting a point of |Write opinion pieces on topics or texts, supporting a point of |Write arguments to support claims with clear reasons and |3rd grade |
|in an analysis of substantive topics|view with reasons. |view with reasons and information. |view with reasons and information. |relevant evidence. |Opinion |
|or texts, using valid reasoning and |a. Introduce the topic or text they are writing about, state an |a. Introduce a topic or text clearly, state an opinion, and |a. Introduce a topic or text clearly, state an opinion, and |a. Introduce claim(s) and organize the reasons and evidence |Point of view |
|relevant and sufficient evidence. |opinion, and create an organizational structure that lists |create an organizational structure in which related ideas are |create an organizational structure in which ideas are logically |clearly. |Reason |
| |reasons. |grouped to support the writer’s purpose. |grouped to support the writer’s purpose. |b. Support claim(s) with clear reasons and relevant evidence, |Link |
| |b. Provide reasons that support the opinion. |b. Provide reasons that are supported by facts and details. |b. Provide logically ordered reasons that are supported by facts|using credible sources and demonstrating an understanding of the|Lead |
| |c. Use linking words and phrases (e.g., because, therefore, |c. Link opinion and reasons using words and phrases (e.g., for |and details. |topic or text. |Conclusion |
| |since, for example) to connect opinion and reasons. |instance, in order to, in addition). |c. Link opinion and reasons using words, phrases, and clauses |c. Use words, phrases, and clauses to clarify the relationships |Satisfied |
| |d. Provide a concluding statement or section. |d. Provide a concluding statement or section related to the |(e.g., consequently, specifically). |among claim(s) and reasons. | |
| | |opinion presented. |d. Provide a concluding statement or section related to the |d. Establish and maintain a formal style. |6th |
| |I can describe my opinion or point of view on a topic. | |opinion presented. |e. Provide a concluding statement or section that follows from |Argument |
| | |I can clearly state an opinion. | |the argument presented. |Claim |
| |I can support my opinion or point of view with reasons. | |I can determine and state my opinion/point of view on a | | |
| | |I can support my opinion with reasons and factual evidence. |particular topic or text. |I can explain the difference between an opinion and an argument.| |
| |I can use linking words (because, therefore, since) to organize | | | | |
| |my writing and connect opinions and reasons. |I can write an introduction that includes my opinion. |I can support my opinion with logical reasons using facts and | | |
| | | |details as evidence. |I can explain the difference between an argument, an | |
| |I can write a lead that hooks my reader. |I can write paragraphs that support my opinion. | |informational text and a narrative text. | |
| | | |I can organize my reasons and evidence (chronology, | | |
| |I can write a conclusion that leaves the reader satisfied. |I can organize my writing with an introduction, opinion and |compare/contrast, cause/effect, problem/solution) |I can write a claim that is clear and defendable. | |
| | |supporting evidence. | | | |
| | | |I can write an introduction that clearly states my opinion and |I can support my claim with clear reasons and relevant evidence.| |
| | |I can give reasons that are supported by facts and details. |includes supporting evidence. | | |
| | | | |I can use transitions and signal words to show relationships | |
| | |I can write paragraphs that use transition words and phrases to |I can use transition words, phrases and clauses to connect my |between my claim and reasons and evidence. | |
| | |link information, facts, and details. |ideas. | | |
| | | | |I can write in a formal style. | |
| | |I can write a conclusion that relates to my opinion. |I can write a conclusion that restates my opinion. | | |
| | | | |I can summarize or restate my argument in a conclusion. | |
| | | |I can write an opinion piece with an introduction, supporting | | |
| | | |facts, and conclusion. | | |
|2. Write informative / explanatory |Write informative/explanatory texts to examine a topic and |Write informative/explanatory texts to examine a topic and |Write informative/explanatory texts to examine a topic and |Write informative/explanatory texts to examine a topic and |Topic |
|texts to examine and convey complex |convey ideas and information clearly. |convey ideas and information clearly. |convey ideas and information clearly. |convey ideas, concepts, and information through the selection, |Information |
|ideas and information clearly and |a. Introduce a topic and group related information together; |a. Introduce a topic clearly and group related information in |a. Introduce a topic clearly, provide a general observation and |organization, and analysis of relevant content. | |
|accurately through the effective |include illustrations when useful to aiding comprehension. |paragraphs and sections; include formatting (e.g., headings), |focus, and group related information logically; include |a. Introduce a topic; organize ideas, concepts, and information,|Topic |
|selection, organization, and |b. Develop the topic with facts, definitions, and details. |illustrations, and multimedia when useful to aiding |formatting (e.g., headings), illustrations, and multimedia when |using strategies such as definition, classification, |Facts |
|analysis of content. |c. Use linking words and phrases (e.g., also, another, and, |comprehension. |useful to aiding comprehension. |comparison/contrast, and cause/effect; include formatting (e.g.,|Organize |
| |more, but) to connect ideas within categories of information. |b. Develop the topic with facts, definitions, concrete details, |b. Develop the topic with facts, definitions, concrete details, |headings), graphics (e.g., charts, tables), and multimedia when |Informative |
| |d. Provide a concluding statement or section. |quotations, or other information and examples related to the |quotations, or other information and examples related to the |useful to aiding comprehension. |Categories |
| | |topic. |topic. |b. Develop the topic with relevant facts, definitions, concrete | |
| |I can choose a topic and find information (facts, definitions, |c. Link ideas within categories of information using words and |c. Link ideas within and across categories of information using |details, quotations, or other information and examples. |Informative |
| |details) on that topic. |phrases (e.g., another, for example, also, because). |words, phrases, and clauses (e.g., in contrast, especially). |c. Use appropriate transitions to clarify the relationships |Explanatory |
| | |d. Use precise language and domain-specific vocabulary to inform|d. Use precise language and domain-specific vocabulary to inform|among ideas and concepts. |Definitions |
| |I can include facts, definitions and details to support my |about or explain the topic. |about or explain the topic. |d. Use precise language and domain-specific vocabulary to inform|Conclusion |
| |writing. |e. Provide a concluding statement or section related to the |e. Provide a concluding statement or section related to the |about or explain the topic. |Main idea/details |
| | |information or explanation presented. |information or explanation presented. |e. Establish and maintain a formal style. | |
| |I can use illustrations and other text features to support my | | |f. Provide a concluding statement or section that follows from |Lead |
| |writing. |I can understand the difference between informational and |I can select a topic and develop questions to explore to learn |the information or explanation presented. |Conclusion |
| | |fiction texts. |more about the topic. | |Satisfied |
| |I can use linking words (also, another, and, more, but) to | | |I can write an informative/ explanatory piece using a variety of|Illustrations: photos, diagrams, maps, |
| |organize my writing and connect ideas. |I can write a text to clearly inform or explain a specific |I can gather and logically group information on my topic. |text structures, including definition, classification, |charts, graphs, comparisons |
| | |topic. | |comparison/contrast, and cause/effect. |Linking words |
| |I can write a lead that hooks my reader. | |I can write a clear introduction to introduce my topic. | | |
| | |I can understand different common text structures of | |I can use text features to enhance an informational piece | |
| |I can write a conclusion that leaves the reader satisfied. |informational texts. |I can clearly explain my topic using supporting details, facts, |(headings, graphics, etc.) | |
| | | |quotes, and definitions. | | |
| | |I can write an interesting introduction that grabs the reader. | |I can an interesting introduction for my topic. | |
| | | |I can use transition words, phrases, and clauses to connect my | | |
| | |I can choose and use informational text structure to fit the |ideas within and between paragraphs. |I can use facts, definitions, examples, explanations and quotes | |
| | |type of information and purpose of my writing. | |develop my topic. | |
| | | |I can use topic-related vocabulary to explain my topic. | | |
| | |I can use illustrations with captions and/or multimedia that | |I can use transitions to demonstrate relationships and elaborate| |
| | |support my topic. |I can write a conclusion that is related to the topic. |on the details and ideas used to explain my topic. | |
| | | | | | |
| | |I can group related information and organize my writing. |I can use headings, illustrations, and multimedia when needed to|I can select and use a graphic organizer to help me organize my | |
| | | |clearly communicate ideas to the reader. |information based on the task, assignment and audience. | |
| | |I can include useful graphic features. | | | |
| | | |I can write a complete informative piece that communicates ideas|I can write an interesting conclusion to my informational / | |
| | |I can explain the topic in depth using supporting details, |and information clearly. |explanatory piece. | |
| | |facts, quotes, etc. | | | |
| | | | | | |
| | |I can use transition words to connect my ideas within a section.| | | |
| | | | | | |
| | |I can use topic-related vocabulary to explain my topic. | | | |
| | | | | | |
| | |I can write a conclusion that relates to the topic. | | | |
|3. Write narratives to develop real |Write narratives to develop real or imagined experiences or |Write narratives to develop real or imagined experiences or |Write narratives to develop real or imagined experiences or |Write narratives to develop real or imagined experiences or | |
|or imagined experiences or events |events using effective technique, descriptive details, and clear|events using effective technique, descriptive details, and clear|events using effective technique, descriptive details, and clear|events using effective technique, relevant descriptive details, |3rd grade |
|using effective technique, |event sequences. |event sequences. |event sequences. |and well-structured event sequences. |Narrative |
|well-chosen details, and |a. Establish a situation and introduce a narrator and/or |a. Orient the reader by establishing a situation and introducing|a. Orient the reader by establishing a situation and introducing|a. Engage and orient the reader by establishing a context and |Character |
|well-structured event sequences. |characters; organize an event sequence that unfolds naturally. |a narrator and/or characters; organize an event sequence that |a narrator and/or characters; organize an event sequence that |introducing a narrator and/or characters; organize an event |Plot |
| |b. Use dialogue and descriptions of actions, thoughts, and |unfolds naturally. |unfolds naturally. |sequence that unfolds naturally and logically. |Setting |
| |feelings to develop experiences and events or show the response |b. Use dialogue and description to develop experiences and |b. Use narrative techniques, such as dialogue, description, and |b. Use narrative techniques, such as dialogue, pacing, and |Events |
| |of characters to situations. |events or show the responses of characters to situations. |pacing, to develop experiences and events or show the responses |description, to develop experiences, events, and/or characters. |Show (not tell) |
| |c. Use temporal words and phrases to signal event order. |c. Use a variety of transitional words and phrases to manage the|of characters to situations. |c. Use a variety of transition words, phrases, and clauses to |Elaborate |
| |d. Provide a sense of closure. |sequence of events. |c. Use a variety of transitional words, phrases, and clauses to |convey sequence and signal shifts from one time frame or setting|Dialogue |
| | |d. Use concrete words and phrases and sensory details to convey |manage the sequence of events. |to another. |Lead |
| |I can write a story or personal event with characters, a plot |experiences and events precisely. |d. Use concrete words and phrases and sensory details to convey |d. Use precise words and phrases, relevant descriptive details, |Satisfied |
| |sequence and setting. |e. Provide a conclusion that follows from the narrated |experiences and events precisely. |and sensory language to convey experiences and events. | |
| | |experiences or events. |e. Provide a conclusion that follows from the narrated |e. Provide a conclusion that follows from the narrated |4th grade: |
| |I can put the events in my story in order so that one event | |experiences or events. |experiences or events. |Internal dialogue |
| |leads to the next. |I can generate ideas for narrative pieces based on real or | | | |
| | |imagined experiences. |I can use a logical sequence to plot a story. |I can write an engaging lead to a story that establishes a | |
| |I can elaborate on the experience by using detailed action, | | |context by introducing a narrator, character or setting. | |
| |internal and external thoughts, feelings, and dialogue. |I can develop small moment stories using sensory details. |I can set the scene for the reader by introducing the narrator, | | |
| | | |characters, and setting of my story. |I can order the events or scenes of a story in a logical | |
| |I can show changes in time by using words like before, during, |I can by describe the characters and setting through my story. | |sequence and include conflict and resolution. | |
| |after. | |I can use dialogue, and detailed descriptions to develop events | | |
| | |I can organize the events in my writing in a meaningful |and show how characters respond to situations. |I can use dialogue, pacing and description to develop the | |
| |I can write an ending that leaves my reader satisfied. |sequence. | |characters, their experiences and events in my story. | |
| | | |I can use transition words to create a meaningful sequence of | | |
| | |I can write a balance of setting, action, and dialogue in my |events in my story. |I can use a variety of transitions and signal shifts to move | |
| | |story. | |from one event to another in a story. | |
| | | |I can use descriptive words and phrases that describe my five | | |
| | |I can use dialogue and thoughts to show characters’ feelings in |senses to “show” not “tell” the details of my story. |I can create sensory images to make my story come to life for | |
| | |my story. | |the reader. | |
| | | |I can write a conclusion that wraps up the events of my story. | | |
| | |I can use transition words to signal changes in time and place | |I can create a reasonable and believable resolution for a story.| |
| | |in my story. | | | |
| | | | |I can write a well-crafted on-demand piece in one class period | |
| | |I can use exact words and show, not tell details that paint a | |that includes essential narrative features. | |
| | |picture with words. | | | |
| | | | | | |
| | |I can write an ending that connects to the events of my story | | | |
| | |and provides a sense of closure. | | | |
|4. Produce clear and coherent |With guidance and support from adults, produce writing in which |Produce clear and coherent writing in which the development and |Produce clear and coherent writing in which the development and |Produce clear and coherent writing in which the development, |Writing mode – what is the product? |
|writing in which the development, |the development and organization are appropriate to task and |organization are appropriate to task, purpose, and audience. |organization are appropriate to task, purpose, and audience. |organization, and style are appropriate to task, purpose, and |(letter, story, essay, response) |
|organization, and style are |purpose. (Grade-specific expectations for writing types are |(Grade-specific expectations for writing types are defined in |(Grade-specific expectations for writing types are defined in |audience. (Grade-specific expectations for writing types are |Text Type |
|appropriate to task, purpose, and |defined in standards 1–3 above.) |standards 1–3 above.) |standards 1–3 above.) |defined in standards 1–3 above.) |Writing style |
|audience. | | | | | |
| |I can choose the writing mode that will fit my assignment. |I can determine the type of writing required in an on-demand |I can determine the type of writing appropriate for a given |I can determine the type of writing appropriate for a given | |
| |(task, purpose, audience) |task. |task, purpose, and audience. |task, purpose, and audience. | |
| | | | | | |
| |I can create a piece of writing that shows I understand the |I can write a first draft that is clear, organized, and makes |I can write to meet the requirements of a given task or |I can write to meet the requirements of a given task or | |
| |style of a certain writing mode. |sense for a specific purpose or audience. |assignment. |assignment. | |
| | | | | | |
| |I can use a graphic organizer or planning tool to organize my | | | | |
| |ideas. | | | | |
|5. Develop and strengthen writing as|With guidance and support from peers and adults, develop and |With guidance and support from peers and adults, develop and |With guidance and support from peers and adults, develop and |With some guidance and support from peers and adults, develop | |
|needed by planning, revising, |strengthen writing as needed by planning, revising, and editing.|strengthen writing as needed by planning, revising, and editing.|strengthen writing as needed by planning, revising, editing, |and strengthen writing as needed by planning, revising, editing,|3rd grade |
|editing, rewriting, or trying a new |(Editing for conventions should demonstrate command of Language |(Editing for conventions should demonstrate command of Language |rewriting, or trying a new approach. (Editing for conventions |rewriting, or trying a new approach. (Editing for conventions |Plan (prewriting strategies) |
|approach. |standards 1–3 up to and including grade 3 on pages 28 and 29.) |standards 1–3 up to and including grade 4 on pages 28 and 29.) |should demonstrate command of Language standards 1–3 up to and |should demonstrate command of Language standards 1–3 up to and |Revise |
| | | |including grade 5 on pages 28 and 29.) |including grade 6 on page 52.) |Edit |
| |I can ask and answer questions (What am I really trying to say? | | | |Draft |
| |What is this really about? Etc.) about my writing and the |I can use mentor texts to identify craft moves a writer can make|I can use mentor texts to identify craft moves a writer can make|I can use mentor texts to identify craft moves a writer can make| |
| |writing of my peers. |and try them in my own writing. |and try them in my own writing. |and try them in my own writing. | |
| | | | | | |
| |I can explain what I am trying to do as a writer on a piece that|I can ask and answer questions about my writing and the writing |I can ask and answer questions about my writing and the writing |I can ask and answer questions about my writing and the writing | |
| |I am working on. |of my peers. |of my peers. |of my peers. | |
| | | | | | |
| |I can use my own thinking and feedback from others to add and to|I can explain what I am trying to do as a writer on a piece I am|I can explain what I am trying to do as a writer on a piece I am|I can explain what I am trying to do as a writer on a piece I am| |
| |delete from my writing to make it more clear and interesting. |working on. |working on. |working on. | |
| | | | | | |
| |I can edit my writing to show I understand the conventions of |I can identify and ask questions about what I need to work on to|I can identify and ask questions about what I need to work on to|I can identify and ask questions about what I need to work on to| |
| |writing for 3rd grade. (the target should be revised to include |improve or strengthen a piece I am working on. |improve or strengthen a piece I am working on. |improve or strengthen a piece I am working on. | |
| |those taught – see the Language Targets below) | | | | |
| | |I can use my own thinking and the feedback from others to add |I can use my own thinking and the feedback from others to add |I can use my own thinking and the feedback from others to add | |
| | |and delete from my writing to make it more clear and |and delete from my writing to make it more clear and |and delete from my writing to make it more clear and | |
| | |interesting. |interesting. |interesting. | |
| | | | | | |
| | |I can recognize that a well-developed piece of writing requires |I can follow the writing process (generate, nurture, draft, |I can follow the writing process (generate, nurture, draft, | |
| | |more than one draft. |revise, and edit) to create multiple drafts with support from my|revise, and edit) to create multiple drafts with support from my| |
| | | |teacher and peers. |teacher and peers. | |
| | |I can edit my writing to show I understand the conventions of | | | |
| | |writing for 4th grade. (the target should be revised to include |I can recognize that a well-developed piece of writing requires | | |
| | |those taught – see the Language Targets below) |more than one draft. |I can recognize that a well-developed piece of writing requires | |
| | | | |more than one draft. | |
| | | |I can edit my writing to show I understand the conventions of | | |
| | | |writing for 5th grade. (the target should be revised to include |I can recognize when revising, editing, and rewriting are not | |
| | | |those taught – see the Language Targets below) |enough, and I need to try a need approach. | |
| | | | | | |
| | | | |I can edit my writing to show I understand the conventions of | |
| | | | |writing for 6th grade. (the target should be revised to include | |
| | | | |those taught – see the Language Targets below) | |
|6. Use technology, including the |With guidance and support from adults, use technology to produce|With some guidance and support from adults, use technology, |With some guidance and support from adults, use technology, |Use technology, including the Internet, to produce and publish | |
|Internet, to produce and publish |and publish writing (using keyboarding skills) as well as to |including the Internet, to produce and publish writing as well |including the Internet, to produce and publish writing as well |writing as well as to interact and collaborate with others; |3rd grade |
|writing and to interact and |interact and collaborate with others. Handwrite 1 full page of |as to interact and collaborate with others; demonstrate |as to interact and collaborate with others; demonstrate |demonstrate sufficient command of keyboarding skills to type a |Keyboarding skills |
|collaborate with others. |text/ 10 minutes of writing. |sufficient command of keyboarding skills to type a minimum of |sufficient command of keyboarding skills to type a minimum of |minimum of three pages in a single sitting. |Technology |
| | |one page in a single sitting. |two pages in a single sitting. | |Publish |
| |I can use technology and keyboarding skills to produce and | | |I can identify technology that will help me compose, revise, |Shared drive |
| |publish my writing with help from others. |I can make informed decisions to choose the technology that fits|I can make informed decisions to choose the technology that fits|edit, and publish, my writing. | |
| | |my writing needs. |my writing needs. | | |
| |I can safely save my writing to a shared drive. | | |I can use technology resources to share my writing and | |
| | |I can use technology to produce and publish my writing. |I can publish my writing using technology and proper keyboarding|collaborate with others. Ex. Google Docs | |
| |I can productively write one full page of text for every 10 | |skills to produce a minimum of two pages in one sitting. | | |
| |minutes provided in class. |I can use technology to work together with others. | |I can use my keyboarding skills to type a complete original | |
| | | |I can use technology to work together with others. |text. | |
| | |I can productively type at least one page in one sitting. | | | |
| | | |I can productively type at least two pages of text in a single |I can productively type at least three pages of text in a single| |
| | | |sitting. |sitting. | |
|7. Conduct short as well as more |Conduct short research projects that build knowledge about a |Conduct short research projects that build knowledge through |Conduct short research projects that use several sources to |Conduct short research projects to answer a question, drawing on| |
|sustained research projects based on|topic. |investigation of different aspects of a topic. |build knowledge through investigation of different aspects of a |several sources and refocusing the inquiry when appropriate. |3rd grade |
|focused questions, demonstrating | | |topic. | |Research |
|understanding of the subject under |I can define research. |I can identify a focus question to investigate. | |I can identify a relevant focus question to investigate. |Topic |
|investigation. | | |I can identify a focus question to investigate. | | |
| |I can research a topic to answer questions and/or gain |I can gather a variety of information about my research topic. | |I can use multiple sources (print, electronic and personal | |
| |information. | |I can use multiple sources to produce a short research project |experience) to gather information on a topic or evidence to | |
| | |I can organize information into main ideas and supporting |on a specific topic. |support both sides of a position or claim. | |
| |I can report my research findings so that others will understand|details. | | | |
| |what I learned. | |I can recall from personal experience or gather information that|I can develop new questions to extend my thinking or refocus my | |
| | | |is important for a specific topic. |research. | |
| | | | | | |
| | | |I can summarize and/or paraphrase information in notes and | | |
| | | |finished work. | | |
| | | | | | |
| | | |I can create a bibliography with my sources. | | |
|8. Gather relevant information from |Recall information from experiences or gather information from |Recall relevant information from experiences or gather relevant |Recall relevant information from experiences or gather relevant |Gather relevant information from multiple print and digital | |
|multiple print and digital sources, |print and digital sources; take brief notes on sources and sort |information from print and digital sources; take notes and |information from print and digital sources; summarize or |sources; assess the credibility of each source; and quote or |3rd grade |
|assess the credibility and accuracy |evidence into provided categories. |categorize information, and provide a list of sources. |paraphrase information in notes and finished work, and provide a|paraphrase the data and conclusions of others while avoiding |Experiences |
|of each source, and integrate the | | |list of sources. |plagiarism and providing basic bibliographic information for |Internet |
|information while avoiding |I can gather information from texts, the Internet, and my |I can recall information from my experiences for a specific | |sources. |Texts |
|plagiarism. |experiences. |topic. |I can recall from personal experience or gather information that| |Notes |
| | | |is important for a specific topic. |I can use print and digital sources for research. |Categories |
| |I can take notes about a topic. |I can use critical thinking skills to choose credible sources | | | |
| | |for my research. |I can summarize and/or paraphrase information in notes and |I can evaluate the credibility of sources. | |
| |I can sort information from my notes into categories. | |finished work. | | |
| | |I can gather information from different sources. | |I can paraphrase information from resources. | |
| | | |I can create a bibliography with my sources. | | |
| | |I can take notes in my own words and put my information into | |I can site resources for research. | |
| | |categories. | | | |
| | | | | | |
| | |I can provide a source list. | | | |
|9. Draw evidence from literary or |(Begins in grade 4) |Draw evidence from literary or informational texts to support |Draw evidence from literary or informational texts to support |Draw evidence from literary or informational texts to support | |
|informational texts to support | |analysis, reflection, and research. |analysis, reflection, and research. |analysis, reflection, and research. | |
|analysis, reflection, and research. | |a. Apply grade 4 Reading standards to literature (e.g., |a. Apply grade 5 Reading standards to literature (e.g., “Compare|a. Apply grade 6 Reading standards to literature (e.g., “Compare| |
| | |“Describe in depth a character, setting, or event in a story or |and contrast two or more characters, settings, or events in a |and contrast texts in different forms or genres [e.g., stories | |
| | |drama, drawing on specific details in the text [e.g., a |story or a drama, drawing on specific details in the text [e.g.,|and poems; historical novels and fantasy stories] in terms of | |
| | |character’s thoughts, words, or actions].”). |how characters interact]”). |their approaches to similar themes and topics”). | |
| | |b. Apply grade 4 Reading standards to informational texts (e.g.,|b. Apply grade 5 Reading standards to informational texts (e.g.,|b. Apply grade 6 Reading standards to literary nonfiction (e.g.,| |
| | |“Explain how an author uses reasons and evidence to support |“Explain how an author uses reasons and evidence to support |“Trace and evaluate the argument and specific claims in a text, | |
| | |particular points in a text”). |particular points in a text, identifying which reasons and |distinguishing claims that are supported by reasons and evidence| |
| | | |evidence support which point[s]”). |from claims that are not”). | |
| | |I can analyze literary or informational text by responding to | | | |
| | |what the text says or implies. |I can use information from texts I’ve read to support my |I can use information from texts I’ve read to support my | |
| | | |analysis, reflection or research. |analysis, reflection or research. | |
| | |I can identify evidence from a text that supports my analysis. | | | |
| | | |I can apply what I know about literature to support my analysis,|I can apply what I know about multiple literary genres to | |
| | |I can use what I know about how literary text is written to |reflection and research when I compare and contrast. |support my analysis, reflection or research on common themes or | |
| | |support my analysis of the characters, setting and events in a | |topics. | |
| | |story. |I can apply what I know about informational texts to support my | | |
| | | |analysis, reflection or research of more than one idea, concept |I can apply what I know about informational texts and arguments | |
| | |I can use what I know about how informational texts are written |or point. |to support my analysis, reflection and research on lines of | |
| | |to support my analysis of the author’s ideas and intent. | |thinking and claims that are supported and those that are not. | |
| | | | | | |
| | | | |I can use and cite text evidence to support my analysis and | |
| | | | |reflection. | |
| | | | | | |
| | | | |I can site resources used in my research. | |
|10. Write routinely over extended |Write routinely over extended time frames (time for research, |Write routinely over extended time frames (time for research, |Write routinely over extended time frames (time for research, |Write routinely over extended time frames (time for research, |Stamina |
|time frames (time for research, |reflection, and revision) and shorter time frames (a single |reflection, and revision) and shorter time frames (a single |reflection, and revision) and shorter time frames (a single |reflection, and revision) and shorter time frames (a single |Assignment |
|reflection, and revision) and |sitting or a day or two) for a range of discipline-specific |sitting or a day or two) for a range of discipline-specific |sitting or a day or two) for a range of discipline-specific |sitting or a day or two) for a range of discipline-specific | |
|shorter time frames (a single |tasks, purposes, and audiences. |tasks, purposes, and audiences. |tasks, purposes, and audiences. |tasks, purposes, and audiences. | |
|sitting or a day or two) for a range| | | | | |
|of tasks, purposes, and audiences. |I can write for long or short periods of time, depending on my |I can write fluently in an on-demand setting or over several |I can write for short or long periods of time to complete |I can write for short or long periods of time to complete | |
| |assignment. (stamina) |class periods for different tasks, purposes, and audiences. |different writing tasks. |different writing tasks. | |
| | | | | | |
| |I can write and revise for various tasks, purposes and |I can write purposefully and with increasing stamina in a class |I can write purposefully and with increasing stamina in a class |I can write purposefully and with increasing stamina in a class | |
| |audiences. |period. |period. |period. | |
Speaking and Listening
|Anchor Standards |3rd Grade |4th Grade |5th Grade |6th Grade | |
| |CCSS |CCSS |CCSS |CCSS |Vocabulary |
| |Learning Target |Learning Target |Learning Target |Learning Target | |
|1. Prepare for and participate |Engage effectively in a range of collaborative discussions |Engage effectively in a range of collaborative discussions |Engage effectively in a range of collaborative discussions |Engage effectively in a range of collaborative discussions | |
|effectively in a range of |(one-on-one, in groups, and teacher led) with diverse partners |(one-on-one, in groups, and teacher led) with diverse partners |(one-on-one, in groups, and teacher led) with diverse partners |(one-on-one, in groups, and teacher led) with diverse partners |3rd grade |
|conversations and collaborations |on grade 3 topics and texts, building on others’ ideas and |on grade 4 topics and texts, building on others’ ideas and |on grade 5 topics and texts, building on others’ ideas and |on grade 6 topics, texts, and issues, building on others’ ideas |Discussion |
|with diverse partners, building on |expressing their own clearly. |expressing their own clearly. |expressing their own clearly. |and expressing their own clearly. |Discussion rules |
|others’ ideas and expressing their |a. Come to discussions prepared, having read or studied required|a. Come to discussions prepared, having read or studied required|a. Come to discussions prepared, having read or studied required|a. Come to discussions prepared, having read or studied required|Topic |
|own clearly and persuasively. |material; explicitly draw on that preparation and other |material; explicitly draw on that preparation and other |material; explicitly draw on that preparation and other |material; explicitly draw on that preparation by referring to |Connection |
| |information known about the topic to explore ideas under |information known about the topic to explore ideas under |information known about the topic to explore ideas under |evidence on the topic, text, or issue to probe and reflect on | |
| |discussion. |discussion. |discussion. |ideas under discussion. | |
| |b. Follow agreed-upon rules for discussions (e.g., gaining the |b. Follow agreed-upon rules for discussions and carry out |b. Follow agreed-upon rules for discussions and carry out |b. Follow rules for collegial discussions, set specific goals | |
| |floor in respectful ways, listening to others with care, |assigned roles. |assigned roles. |and deadlines, and define individual roles as needed. | |
| |speaking one at a time about the topics and texts under |c. Pose and respond to specific questions to clarify or follow |c. Pose and respond to specific questions by making comments |c. Pose and respond to specific questions with elaboration and | |
| |discussion). |up on information, and make comments that contribute to the |that contribute to the discussion and elaborate on the remarks |detail by making comments that contribute to the topic, text, or| |
| |c. Ask questions to check understanding of information |discussion and link to the remarks of others. |of others. |issue under discussion. | |
| |presented, stay on topic, and link their comments to the remarks|d. Review the key ideas expressed and explain their own ideas |d. Review the key ideas expressed and draw conclusions in light |d. Review the key ideas expressed and demonstrate understanding | |
| |of others. |and understanding in light of the discussion. |of information and knowledge gained from the discussions. |of multiple perspectives through reflection and paraphrasing. | |
| |d. Explain their own ideas and understanding in light of the | | | | |
| |discussion. |I can makes notes on my reading and use them in a group, |I can bring information and ideas from a text and use them in a |I can collaborate in a positive manner with peers. | |
| | |partner, and teacher-led discussions. |discussion. (S) | | |
| |I can learn from my reading and share information in a group | | |I can read and prepare material for discussion based on group | |
| |discussion. |I can build on other’s ideas and express my ideas clearly. |I can bring my prior or learned knowledge about the topic to a |goals and deadlines. | |
| | | |discussion. (K) | | |
| |I can listen to others and use their ideas to help me understand|I can bring my prior or learned knowledge about the topic to a | |I can define the rules and individual roles necessary for | |
| |the topic. |discussion. |I can help develop group discussion rules and responsibilities. |collaborative discussion. | |
| | | |(R) | | |
| |I can follow group discussion rules. |I can help develop group discussion rules and responsibilities. | |I can create questions and find key points to contribute to | |
| | | |I can follow group rules in a discussion. (S) |discussion. | |
| |I can ask questions when I do not understand. |I can follow group rules in a discussion. | | | |
| | | |I can perform my assigned role in the group. (S) |I can participate in a discussion by asking and answering | |
| |I can stay on topic during discussions. |I can perform my assigned role in the group. | |questions. | |
| | | |I can actively participate in a discussion by asking and | | |
| |I can make comments that connect to the discussion. |I can actively participate in a discussion by asking and |answering follow-up and clarifying questions. (S) |I can elaborate/expand on my own ideas and/ or the ideas of | |
| | |answering follow-up and clarifying questions. | |others. | |
| |I can explain new ideas I have during and after a discussion. | |I can actively participate in a discussion by responding to | | |
| | |I can actively participate in a discussion by responding to |other’s comments. (S) |I can paraphrase the key elements of the discussion to show | |
| | |other’s comments. | |understanding of the different perspectives/point of view | |
| | | |I can make connections between the comments of others. (S) | | |
| | |I can review the ideas shared in a discussion group. | | | |
| | | |I can review the ideas shared in a discussion group. (S) | | |
| | |I can explain how I adjust or confirm my thinking based on a | | | |
| | |discussion. |I can explain my own ideas and tell what I’ve learned from a | | |
| | | |discussion. (S) | | |
|2. Integrate and evaluate |Determine the main ideas and supporting details of a text read |Paraphrase portions of a text read aloud or information |Summarize a written text read aloud or information presented in |Interpret information presented in diverse media and formats | |
|information presented in diverse |aloud or information presented in diverse media and formats, |presented in diverse media and formats, including visually, |diverse media and formats, including visually, quantitatively, |(e.g., visually, quantitatively, orally) and explain how it |3rd grade |
|media and formats, including |including visually, quantitatively, and orally. |quantitatively, and orally. |and orally. |contributes to a topic, text, or issue under study. |Identify |
|visually, quantitatively, and | | | | |Main idea |
|orally. |I can identify information from a text read aloud. |I can paraphrase chunks of any text format. |I can identify key ideas and information in a text being read |I can identify the key ideas presented in a variety of media and|Supporting details |
| | | |aloud. (K) |formats (charts, graphs, tables, web sites) |Formats |
| |I can identify information that is presented in different ways | | | | |
| |(ex: charts, graphs, speeches, websites). | |I can identify key information presented in different formats |I can develop a meaningful interpretation of information | |
| | | |(e.g. media, charts, graphs, websites, and speeches). (K) |presented in a variety of formats. | |
| |I can use the information I hear to tell the main idea and | | | | |
| |supporting details. | |I can summarize information presented to me to determine the |I can explain how information presented in different formats | |
| | | |main idea and supporting details. (S) |contributes to my understanding of the topic by integrating the | |
| | | | |information with what I have already learned. | |
| | | | | | |
| | | | |I can explain how the media and formats adds meaning to the | |
| | | | |topic. | |
|3. Evaluate a speaker’s point of |Ask and answer questions about information from a speaker, |Identify the reasons and evidence a speaker provides to support |Summarize the points a speaker makes and explain how each claim |Delineate a speaker’s argument and specific claims, | |
|view, reasoning, and use of evidence|offering appropriate elaboration and detail. |particular points. |is supported by reasons and evidence. |distinguishing claims that are supported by reasons and evidence|3rd grade |
|and rhetoric. | | | |from claims that are not. |Presentation |
| |I can ask questions about a speaker’s presentation when I do not|I can paraphrase a speaker’s reasons and evidence for the ideas |I can identify a speaker’s claims that are supported by reasons | |Detail |
| |understand. |he or she presents. |and evidence. (K) |I can identify the speaker’s argument and claim(s). | |
| | | | | | |
| |I can answer questions about a speaker’s presentation by using | |I can summarize how each of a speaker’s claims is supported by |I can determine the credibility of a speaker and his/her | |
| |information and details I have heard. | |reasons and evidence. (R) |purpose. | |
| | | | | | |
| | | | |I can identify claims that are facts from those that are | |
| | | | |opinions. | |
| | | | | | |
| | | | |I can explain the development of a speaker’s argument and | |
| | | | |evaluate its value by using evidence that he/she uses to support| |
| | | | |his/her claim. | |
|4. Present information, findings, |Report on a topic or text, tell a story, or recount an |Report on a topic or text, tell a story, or recount an |Report on a topic or text or present an opinion, sequencing |Present claims and findings, sequencing ideas logically and | 3rd grade |
|and supporting evidence such that |experience with appropriate facts and relevant, descriptive |experience in an organized manner, using appropriate facts and |ideas logically and using appropriate facts and relevant, |using pertinent descriptions, facts, and details to accentuate |Formats |
|listeners can follow the line of |details, speaking clearly at an understandable pace. |relevant, descriptive details to support main ideas or themes; |descriptive details to support main ideas or themes; speak |main ideas or themes; use appropriate eye contact, adequate |Pace |
|reasoning and the organization, | |speak clearly at an understandable pace. |clearly at an understandable pace. |volume, and clear pronunciation. |Relevant |
|development, and style are |I can present what I have learned or experienced in various | | | | |
|appropriate to task, purpose, and |formats, using appropriate facts and details. |I can speak clearly about what I have learned or experienced in |I can determine appropriate facts and relevant descriptive |I can present my claims in a sequence that makes sense. | |
|audience. | |an organized manner using facts and details in an appropriate |details to support the main idea or theme. (R) | | |
| |I can report my information by speaking clearly at an |format. (ie: reporting, story-telling, etc.) | |I can support my claims with pertinent/important details that | |
| |understandable pace and volume. | |I can determine a logical sequence for presenting my ideas and |support the main idea. | |
| | | |facts. (R) | | |
| | | | |I can present my information using appropriate eye contact. | |
| | | |I can present my ideas and/or opinion with facts and relevant | | |
| | | |details that support the main idea or theme in a logical |I can speak with appropriate volume and clear pronunciation. | |
| | | |sequence. (S) | | |
| | | | | | |
| | | |I can report my information by speaking clearly at an | | |
| | | |appropriate pace. (S) | | |
|5. Make strategic use of digital |Create engaging audio recordings of stories or poems that |Add audio recordings and visual displays to presentations when |Include multimedia components (e.g., graphics, sound) and visual|Include multimedia components (e.g., graphics, images, music, | |
|media and visual displays of data to|demonstrate fluid reading at an understandable pace; add visual |appropriate to enhance the development of main ideas or themes. |displays in presentations when appropriate to enhance the |sound) and visual displays in presentations to clarify |3rd grade |
|express information and enhance |displays when appropriate to emphasize or enhance certain facts | |development of main ideas or themes. |information. |Pace |
|understanding |or details. |I can use technology to help develop my main idea or themes with| | | |
|of presentations. | |more impact in my presentations. |I can identify main ideas or themes in my presentation that |I can identify parts of my presentation that could use | |
| |I can read aloud stories or poems and use my voice to make them | |could be enhanced. (K) |clarification. | |
| |come to life. | | | | |
| | | |I can determine when it’s appropriate to add graphics, sound, |I can determine an appropriate media component or visual | |
| |I can speak clearly and at an understandable pace when I am | |and visual displays in my presentation to enhance my main ideas |(graphics, images, music, sound) to clarify information. | |
| |recorded reading stories or poems. | |or themes. (R) | | |
| | | | | | |
| |I can add illustrations, graphs or photos to highlight facts and| |I can use appropriate graphics, sounds, and visual displays to | | |
| |details. | |enhance my main ideas or themes in my presentation. | | |
|6. Adapt speech to a variety of |Speak in complete sentences when appropriate to task and |Differentiate between contexts that call for formal English |Adapt speech to a variety of contexts and tasks, using formal |Adapt speech to a variety of contexts and tasks, demonstrating |Formal register |
|contexts and communicative tasks, |situation in order to provide requested detail or clarification.|(e.g., presenting ideas) and situations where informal discourse|English when appropriate to task and situation. (See grade 5 |command of formal English when indicated or appropriate. (See |Informal register |
|demonstrating command of formal |(See grade 3 Language standards 1 and 3 on pages 28 and 29 for |is appropriate (e.g., small-group discussion); use formal |Language standards 1 and 3 on pages 28 and 29 for specific |grade 6 Language standards 1 and 3 on page 52 for specific | |
|English when indicated or |specific expectations.) |English when appropriate to task and situation. (See grade 4 |expectations.) |expectations.) | |
|appropriate. | |Language standards 1 and 3 on pages 28 and 29 for specific | | | |
| |I can recognize a complete sentence that contains phrases to |expectations.) |I can determine appropriate speech (formal / informal) use for |I can determine when it is appropriate to speak in a formal or | |
| |elaborate. | |the situation, task, and audience. (R) |informal manner. | |
| | |I can choose between formal English or informal language when | | | |
| |I can speak using complete sentences. |speaking in different settings and with different audiences. |I can adapt a speech for various tasks or situations. (S) |I can compose a formal speech that shows an understanding of 6th| |
| | | | |grade Language standards. | |
| | | |I can compose a formal speech that shows an understanding of | | |
| | | |grade 5 Language standards. (P) | | |
Language
|Anchor Standards |3rd Grade |4th Grade |5th Grade |6th Grade | |
| |CCSS |CCSS |CCSS |CCSS |Vocabulary |
| |Learning Target |Learning Target |Learning Target |Learning Target | |
|1. Demonstrate command of the |Demonstrate command of the conventions of standard English |Demonstrate command of the conventions of standard English grammar and usage when |Demonstrate command of the conventions of standard English |Demonstrate command of the conventions of standard English |Kindergarten |
|conventions of standard English |grammar and usage when writing or speaking. |writing or speaking. |grammar and usage when writing or speaking. |grammar and usage when writing or speaking. |Uppercase letters |
|grammar and usage when writing or |a. Explain the function of nouns, pronouns, verbs, |a. Use relative pronouns (who, whose, whom, which, that) and relative adverbs |a. Explain the function of conjunctions, prepositions, and |a. Ensure that pronouns are in the proper case (subjective, |Lowercase letters |
|speaking. |adjectives, and adverbs in general and their functions in |(where, when, why). |interjections in general and their function in particular |objective, possessive). | |
| |particular sentences. |b. Form and use the progressive (e.g., I was walking; I am walking; I will be |sentences. |b. Use intensive pronouns (e.g., myself, ourselves). |3rd grade |
| |b. Form and use regular and irregular plural nouns. |walking) verb tenses. |b. Form and use the perfect (e.g., I had walked; I have |c. Recognize and correct inappropriate shifts in pronoun |Define Noun |
| |c. Use abstract nouns (e.g., childhood). |c. Use modal auxiliaries (e.g., can, may, must) to convey various conditions. |walked; I will have walked) verb tenses. |number and person.* |Pronoun Verb |
| |d. Form and use regular and irregular verbs. |d. Order adjectives within sentences according to conventional patterns (e.g., a |c. Use verb tense to convey various times, sequences, |d. Recognize and correct vague pronouns (i.e., ones with |Adjective Adverb |
| |e. Form and use the simple (e.g., I walked; I walk; I will |small red bag rather than a red small bag). |states, and conditions. |unclear or ambiguous antecedents).* |Singular Plural |
| |walk) verb tenses. |e. Form and use prepositional phrases. |d. Recognize and correct inappropriate shifts in verb |e. Recognize variations from standard English in their own |Regular verb Irregular |
| |f. Ensure subject-verb and pronoun-antecedent agreement.* |f. Produce complete sentences, recognizing and correcting inappropriate fragments |tense.* |and others’ writing and speaking, and identify and use |verb |
| |g. Form and use comparative and superlative adjectives and |and run-ons.* |e. Use correlative conjunctions (e.g., either/or, |strategies to improve expression in conventional language.* |Abstract noun |
| |adverbs, and choose between them depending on what is to be |g. Correctly use frequently confused words (e.g., to, too, two; there, their).* |neither/nor). | |Past tense Present |
| |modified. | | |I can define pronoun (a word that takes a the place of one |tense |
| |h. Use coordinating and subordinating conjunctions. |I can use who, whose, whom, which, that, where, when and why appropriately. |I can show my understanding of the English language when |or more nouns) |Future tense |
| |i. Produce simple, compound, and complex sentences. | |writing and speaking. | |Coordinating conjunction |
| | |I can use verb tense to show past, present and future. | |I can identify a pronoun and its antecedent (the word or |Subordinating conjunction |
| |I can define noun, pronoun, verb, adjective and adverb. | |I can explain the purpose of conjunctions. |group of words a pronoun replaces). |Simple sentence |
| | |I can use can, may, must, would, should, must, will appropriately. | | |Compound sentence |
| |I can explain how nouns, pronouns, verbs, adjectives and | |I can explain the purpose of prepositions. |I can determine when a pronoun and its antecedent do not |Complex sentence Antecedent |
| |adverbs function in a sentence. |I can write adjectives in standard English patterns. | |match (the pronoun must match the word it replaces in number| |
| |I can define plural. | |I can explain the purpose of interjections. |and person, e.g., student/ his or her, students/ their). |4th grade |
| | | | | |Verb tense (past, present, |
| |I can make a singular noun into a regular plural noun |I can use prepositional phrases to improve my writing. |b. I can accurately form and use verbs in the perfect tense|I can identify intensive pronouns (a pronoun that ends in |future) |
| |(boy/boys) or an irregular plural noun (mouse/mice). | |when speaking and writing. |–self or –selves that emphasizes its antecedent) and use |Prepositional phrase |
| | |I can recognize and repair sentence fragments and run-ons. * | |them correctly in my writing and speaking. | |
| |I can define abstract nouns (nouns that represent an idea, | |I can accurately form, use, and recognize the correct verb | |5th grade |
| |emotion or feeling) and use them correctly. |I can use to, too, two, there and their correctly. |tense when speaking and writing. |I can identify and correct an (unclear/ ambiguous) |Conjunction |
| | | | |antecedent (The book was in the car, but now it’s gone. |Interjection |
| |I can explain the difference between regular (walk/walked) | |I can correctly use conjunctions that show relationships |What’s gone; the book or the car?). (S) |Perfect tense |
| |and irregular (run/ran) verbs and use them correctly. | |such as either, or, neither, nor. | | |
| | | | |I can identify and correct misuses of pronouns in my own and|6th grade: |
| |I can define antecedent (the word or group of words a | | |others’ work. (S) |Ambiguous |
| |pronoun replaces) and make sure a pronoun agrees with its | | | | |
| |antecedent (the girl/her; the group/them) | | | | |
| | | | | | |
| |I can choose the correct form of an adjective, its –er form | | | | |
| |and its -est form when writing or speaking. | | | | |
| | | | | | |
| |I can identify coordinating conjunctions (for, and, nor, | | | | |
| |but, or, yet, so) and subordinating conjunctions (after, | | | | |
| |because, if, since, while) and use them correctly. | | | | |
| | | | | | |
| |I can identify and create simple sentences (Emma walks to | | | | |
| |school.), | | | | |
| |compound sentences (Emma walks to school, and her dog | | | | |
| |follows her.), | | | | |
| |and complex sentences (Because Emma took the dog back home, | | | | |
| |she was late for school.). | | | | |
|2. Demonstrate command of the |Demonstrate command of the conventions of standard English |Demonstrate command of the conventions of standard English capitalization, |Demonstrate command of the conventions of standard English |Demonstrate command of the conventions of standard English | |
|conventions of standard English |capitalization, punctuation, and spelling when writing. |punctuation, and spelling when writing. |capitalization, punctuation, and spelling when writing. |capitalization, punctuation, and spelling when writing. |3rd grade |
|capitalization, punctuation, and |a. Capitalize appropriate words in titles. |a. Use correct capitalization. |a. Use punctuation to separate items in a series.* |a. Use punctuation (commas, parentheses, dashes) to set off |Comma |
|spelling when writing. |b. Use commas in addresses. |b. Use commas and quotation marks to mark direct speech and quotations from a |b. Use a comma to separate an introductory element from the|nonrestrictive/parenthetical elements.* |Quotation Marks |
| |c. Use commas and quotation marks in dialogue. |text. |rest of the sentence. |b. Spell correctly. |Dialogue |
| |d. Form and use possessives. |c. Use a comma before a coordinating conjunction in a compound sentence. |c. Use a comma to set off the words yes and no (e.g., Yes, | |Apostrophe |
| |e. Use conventional spelling for high-frequency and other |d. Spell grade-appropriate words correctly, consulting references as needed. |thank you), to set off a tag question from the rest of the |I can correctly use basic capitalization and punctuation |Suffix |
| |studied words and for adding suffixes to base words (e.g., | |sentence (e.g., It’s true, isn’t it?), and to indicate |when I write. |Prefix |
| |sitting, smiled, cries, happiness). |I use capital letters at the beginning of sentences, for proper nouns, and titles.|direct address (e.g., Is that you, Steve?). | |Singular possessive |
| |f. Use spelling patterns and generalizations (e.g., word | |d. Use underlining, quotation marks, or italics to indicate|I can use what I know about words and word structures to |Plural possessive |
| |families, position-based spellings, syllable patterns, | |titles of works. |correctly spell and identify misspelled words that I am | |
| |ending rules, meaningful word parts) in writing words. |I can use commas and quotation marks correctly to show dialogue. |e. Spell grade-appropriate words correctly, consulting |unsure of how to spell. |5th grade |
| |g. Consult reference materials, including beginning | |references as needed. | |Commas |
| |dictionaries, as needed to check and correct spellings. |I can use quotation marks correctly to quote from a text. | |I can and resources to help me correct the spelling of words|Semicolons |
| | | |I can accurately use capitalization and punctuation when |I am unsure of. |Introductory element |
| |I can identify words in a title that should be capitalized. |I can use commas with coordinating conjunctions to correctly write compound |writing. | |Direct address |
| | |sentences. | |I can define nonrestrictive elements (unnecessary extra |Italics |
| |I can identify words in a title that should not be | |I can use commas and semi-colons to separate items in a |information) and restrictive elements (necessary extra | |
| |capitalized. |I can correctly spell grade level words. |series. |information). (K) |6th grade: |
| | | | | |Nonrestrictive elements |
| |I can use a comma to separate the city and state in an | |I can use commas to separate an introductory element from |I can define parenthetical elements (interrupters, e.g., at |Restrictive elements |
| |address. | |the rest of the sentence. |any rate, in my opinion, never the less). (K) |Parenthetical elements |
| | | | | | |
| |I can use commas and quotations marks correctly in dialogue.| |I can use commas to set off the words yes and no. |I can use commas to separate restrictive and parenthetical | |
| | | | |elements from the rest of a sentence when I write. (R) | |
| |I can identify possessives (nouns that own something) and | |I can use commas to set off a tag question from the rest of| | |
| |form singular possessives (‘s) and plural possessives (s’). | |the sentence. |I can recognize that nonrestrictive elements and | |
| | | | |parenthetical elements are to be set apart from the sentence| |
| |I can spell sight words and spelling words correctly, and I | |I can use commas to indicate direct address. |using parentheses and dashes (parentheses reduce the | |
| |know the spelling rules to use when I add suffixes. | | |importance; dashes increase the importance) (K) | |
| | | |I can indicate titles of works in my writing using | | |
| |I can write words correctly using common spelling patterns. | |underlining, quotation marks, or italics. |I can use sentences in my writing that contain | |
| | | | |nonrestrictive and parenthetical elements and are punctuated| |
| |I can identify misspelled words and use resources to help me| |I can accurately spell grade-level words when writing. |correctly. | |
| |in spelling correctly. | | | | |
| | | | |Key to help understanding: | |
| | | | |Comma= very important | |
| | | | |Dash(-)= less important | |
| | | | |( ) = very little importance | |
|3. Apply knowledge of language to |Use knowledge of language and its conventions when writing, |Use knowledge of language and its conventions when writing, speaking, reading, or |Use knowledge of language and its conventions when writing,|Use knowledge of language and its conventions when writing, | |
|understand how language functions |speaking, reading, or listening. |listening. |speaking, reading, or listening. |speaking, reading, or listening. |3rd grade |
|in different contexts, to make |a. Choose words and phrases for effect.* |a. Choose words and phrases to convey ideas precisely.* |a. Expand, combine, and reduce sentences for meaning, |a. Vary sentence patterns for meaning, reader/ listener |Written language |
|effective choices for meaning or |b. Recognize and observe differences between the conventions|b. Choose punctuation for effect.* |reader/listener interest, and style. |interest, and style.* |Spoken language |
|style, and to comprehend more |of spoken and written standard English. |c. Differentiate between contexts that call for formal English (e.g., presenting |b. Compare and contrast the varieties of English (e.g., |b. Maintain consistency in style and tone.* |Standard English rules |
|fully when reading or listening. | |ideas) and situations where informal discourse is appropriate (e.g., small-group |dialects, registers) used in stories, dramas, or poems. | |Formal language |
| |I can identify words or phrases in a story that bring it to |discussion). | |I can distinguish between simple sentence structures (one |Informal language |
| |life. | |I can identify simple, compound, and complex sentences |independent clause), compound sentence structures (two or | |
| | |I can choose words and phrases that make my message clear. |structures. |more independent clauses), and complex sentences (one | |
| |I can choose words and phrases when writing or speaking to | | |independent clause and one or more subordinate clauses). | |
| |bring my story to life. |I can revise punctuation to create a different effect. |I can use a variety of sentence types to convey meaning and| | |
| | | |create interest. |I can determine an author’s purpose for using varied | |
| |I can explain the difference between the conventions of |I can choose between formal English or informal language when speaking in | |sentence structures to create an individual style and | |
| |written and spoken language . |different settings and with different audiences. |I can compare and contrast variations of the English used |specific tone. | |
| | | |in stories, dramas, or poems. | | |
| |I can explain when it is appropriate to use formal or | | |I can create a written or spoken piece that mimics the style| |
| |informal language conventions. | | |of a specific author/ speaker. | |
| | | | | | |
| |I can follow standard English rules when writing. | | |I can vary sentence patterns in my own writing and speaking | |
| | | | |to create an individual style and specific tone that | |
| | | | |maintains consistency. | |
|4. Determine or clarify the |Determine or clarify the meaning of unknown and |Determine or clarify the meaning of unknown and multiple-meaning words and phrases|Determine or clarify the meaning of unknown and |Determine or clarify the meaning of unknown and | |
|meaning of unknown and |multiple-meaning word and phrases based on grade 3 reading |based on grade 4 reading and content, choosing flexibly from a range of |multiple-meaning words and phrases based on grade 5 reading|multiple-meaning words and phrases based on grade 6 reading |3rd grade |
|multiple-meaning words and phrases|and content, choosing flexibly from a range of strategies. |strategies. |and content, choosing flexibly from a range of strategies. |and content, choosing flexibly from a range of strategies. |Affixes |
|by using context clues, analyzing |a. Use sentence-level context as a clue to the meaning of a |a. Use context (e.g., definitions, examples, or restatements in text) as a clue to|a. Use context (e.g., cause/effect relationships and |a. Use context (e.g., the overall meaning of a sentence or |Root word |
|meaningful word parts, and |word or phrase. |the meaning of a word or phrase. |comparisons in text) as a clue to the meaning of a word or |paragraph; a word’s position or function in a sentence) as a|Base word |
|consulting general and specialized|b. Determine the meaning of the new word formed when a known|b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the|phrase. |clue to the meaning of a word or phrase. |Reference materials |
|reference materials, as |affix is added to a known word (e.g., |meaning of a word (e.g., telegraph, photograph, autograph). |b. Use common, grade-appropriate Greek and Latin affixes |b. Use common, grade-appropriate Greek or Latin affixes and | |
|appropriate. |agreeable/disagreeable, comfortable/uncomfortable, |c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both|and roots as clues to the meaning of a word (e.g., |roots as clues to the meaning of a word (e.g., audience, | |
| |care/careless, heat/preheat). |print and digital, to find the pronunciation and determine or clarify the precise |photograph, photosynthesis). |auditory, audible). | |
| |c. Use a known root word as a clue to the meaning of an |meaning of key words and phrases. |c. Consult reference materials (e.g., dictionaries, |c. Consult reference materials (e.g., dictionaries, | |
| |unknown word with the same root (e.g., company, companion). | |glossaries, thesauruses), both print and digital, to find |glossaries, thesauruses), both print and digital, to find | |
| |d. Use glossaries or beginning dictionaries, both print and |I can figure out the meaning of words and phrases based on how they are used in a |the pronunciation and determine or clarify the precise |the pronunciation of a word or determine or clarify its | |
| |digital, to determine or clarify the precise meaning of key |text. |meaning of key words and phrases. |precise meaning or its part of speech. | |
| |words and phrases. | | |d. Verify the preliminary determination of the meaning of a | |
| | |I can explain how a word might have one meaning in one context and a different |I can use strategies to determine the meaning of fifth |word or phrase (e.g., by checking the inferred meaning in | |
| |I can use context clues to help me understand the meaning of|meaning in a different context. |grade words and phrases. |context or in a dictionary). | |
| |an unknown word in a sentence. | | | | |
| | |I can use word parts, including prefixes, suffixes and roots, to understand |I can figure out the meaning of words and phrases using |I can break down unknown words into units of meaning to | |
| |I can use common affixes (un, dis, able, less) added to a |unfamiliar words in texts. |context clues. |infer the definition of the word. | |
| |word I know to understand the new word. | | | | |
| | |I can use reference materials to pronounce new words. |I can recognize and define common Greek and Latin affixes |I can verify my inferred meaning of an unknown word by | |
| |I can break down unknown words into units of meaning (affix,| |and roots (units of meaning). |consulting reference materials. | |
| |root) to understand a word. |I can use reference materials to understand the meaning of new words and phrases. | | | |
| | | |I can use reference materials to pronounce and understand |I can recognize and define common Greek and Latin affixes | |
| |I can find the meaning of a word using references materials | |the meaning of new words and phrases. |and roots (units of meaning). | |
| |& tools. (dictionaries, glossaries, QuickWord, etc.) | | | | |
| | | | |I can infer the meaning of unknown words using context | |
| | | | |clues. | |
|5. Demonstrate understanding of |Demonstrate understanding of word relationships and nuances |Demonstrate understanding of figurative language, word relationships, and nuances |Demonstrate understanding of figurative language, word |Demonstrate understanding of figurative language, word | |
|figurative language, word |in word meanings. |in word meanings. |relationships, and nuances in word meanings. |relationships, and nuances in word meanings. |3rd grade |
|relationships, and nuances in word|a. Distinguish the literal and nonliteral meanings of words |a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a |a. Interpret figurative language, including similes and |a. Interpret figures of speech (e.g., personification) in |Literal meaning |
|meanings. |and phrases in context (e.g., take steps). |picture) in context. |metaphors, in context. |context. |Nonliteral meaning |
| |b. Identify real-life connections between words and their |b. Recognize and explain the meaning of common idioms, adages, and proverbs. |b. Recognize and explain the meaning of common idioms, |b. Use the relationship between particular words (e.g., |Figurative language |
| |use (e.g., describe people who are friendly or helpful). |c. Demonstrate understanding of words by relating them to their opposites |adages, and proverbs. |cause/effect, part/whole, item/category) to better |Connection |
| |c. Distinguish shades of meaning among related words that |(antonyms) and to words with similar but not identical meanings (synonyms). |c. Use the relationship between particular words (e.g., |understand each of the words. |Mood |
| |describe states of mind or degrees of certainty (e.g., knew,| |synonyms, antonyms, homographs) to better understand each |c. Distinguish among the connotations (associations) of | |
| |believed, suspected, heard, wondered). |I can identify and explain figurative language used in a text. |of the words. |words with similar denotations (definitions) (e.g., stingy, |4th grade: |
| | | | |scrimping, economical, unwasteful, thrifty). |Similes |
| |I can explain the difference between literal meaning (means |I can explain the meaning of simple similes and metaphors. |I can recognize and understand figurative language in the | |Metaphors |
| |exactly what it says) and nonliteral meaning (what it says | |texts I read. |I can define and identify various forms of figurative |Idioms |
| |is not exactly what it means) of words and phrases. |I can notice idioms, adages, and proverbs as ‘sayings’ and explain what they mean.| |language (e.g., simile, metaphor, hyperbole, |Proverbs |
| | | |I can define and identify various forms of figurative |personification, alliteration, onomatopoeia). |Synonyms |
| |I can tell when a word or phrase means something other than | |language (eg. simile, metaphor, hyperbole, personification,| |Antonyms |
| |what it says. |I can use synonyms and antonyms to explain the meaning of a word. |alliteration, onomatopoeia). |I can distinguish between literal language (it means exactly| |
| | | | |what it says) and figurative language (sometimes what you |5th grade: |
| |I can make real-life connections to words I hear and read. |I can explain how synonyms are related, but not identical. |I can determine the difference between literal and |say is not exactly what you mean). |Hyperbole |
| | | |figurative language (idiom, adage/ proverbs), and recognize| |Alliteration |
| |I can recognize words that have similar meaning and choose | |the author’s use to create meaning. |I can analyze figures of speech and explain an author’s | |
| |the word that fits best. | | |intended meaning. |6th grade: |
| | | |I can use word relationships (synonyms, antonyms, and | |Figures of speech |
| | | |homophones) to understand the meaning of a word. |I can recognize the relationship between two different words|Denotative |
| | | | |(e.g., lizard/ amphibian) and use that relationship to |Connotative |
| | | | |better understand each word. | |
| | | | | | |
| | | | |I can recognize the difference between denotative meanings | |
| | | | |(dictionary definitions) and connotative meanings (some | |
| | | | |words carry feeling). | |
| | | | | | |
| | | | |I can analyze how certain words and phrases that have | |
| | | | |similar denotations (definitions) can have very different | |
| | | | |connotations (intended meanings). | |
|6. Acquire and use accurately a |Acquire and use accurately grade-appropriate conversational,|Acquire and use accurately grade-appropriate general academic and domain-specific |Acquire and use accurately grade-appropriate general |Acquire and use accurately grade-appropriate general | |
|range of general academic and |general academic, and domain specific words and phrases, |words and phrases, including those that signal precise actions, emotions, or |academic and domain-specific words and phrases, including |academic and domain-specific words and phrases; gather |3rd grade |
|domain-specific words and phrases |including those that signal spatial and temporal |states of being (e.g., quizzed, whined, stammered) and that are basic to a |those that signal contrast, addition, and other logical |vocabulary knowledge when considering a word or phrase |Domain Specific |
|sufficient for reading, writing, |relationships (e.g., After dinner that night we went looking|particular topic (e.g., wildlife, conservation, and endangered when discussing |relationships (e.g., however, although, nevertheless, |important to comprehension or expression. |Spatial |
|speaking, and listening at the |for them). |animal preservation). |similarly, moreover, in addition). | |Temporal |
|college and career readiness | | | |I can recognize the difference between general academic | |
|level; demonstrate independence in|I can learn new vocabulary by reading and working in class |I can learn and use new vocabulary when I am reading and working in class. |I can accurately use appropriate grade level content words |words and phrases (Tier Two words) and domain-specific words| |
|gathering vocabulary knowledge |in class and use new words correctly. | |and higher level language words to represent more commonly |and phrases (Tier Three words). | |
|when encountering an unknown term | |I can recognize words and phrases that signal precise actions, emotions, states of|used words (e.g., saunter/ walk.) | | |
|important to comprehension or |I can recognize words in phrases that signal space and time |being. | |I can acquire and use grade-appropriate academic and | |
|expression. |(after, before, when, etc.) | |I can accurately use transition words to signal contrast, |domain-specific words/ phrases to increase comprehension and| |
| | |I can recognize words that have a precise meaning connected to a specific topic. |addition, and other logical relationships (e.g., however, |expression. | |
| | | |although, nevertheless, similarly, moreover, in addition). | | |
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