Grade 3 - Project Learning Tree
Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 | |
|Phonemic Awareness | | | | | |
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|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Phonics |Phonics | | | | |
|Use a variety of phonetic skills to read |Use a variety of phonetic skills to read | | | | |
|unfamiliar words |unfamiliar words | | | | |
|Apply phonics skills |Apply phonics skills | | | | |
|Assessment Limits: |Assessment Limits: | | | | |
|Hard and soft consonants |Initial and final consonant blends (3 letters)| | | | |
|Initial consonant blends (2 letters) |Vowel patterns | | | | |
|Vowel patterns |Long and short vowels | | | | |
|Short vowels |Irregular/silent consonant sounds | | | | |
|R-controlled vowels |R-controlled vowels | | | | |
|Digraphs |Digraphs | | | | |
|Final consonants |Diphthongs | | | | |
|Diphthongs | | | | | |
| |4. Sounds Around; Part D | | | | |
| |13. We All Needs Trees; Part B | | | | |
|Decode words in grade-level texts |18. Tale of the Sun | | | | |
|Sound out common word parts | | | | | |
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|Break words into familiar parts | | | | | |
|Assessment Limits: | | | | | |
|Compound or other multi-syllabic words | | | | | |
|Contractions | | | | | |
|Possessives | | | | | |
|Inflectional endings | | | | | |
|Word roots/base words | | | | | |
|Prefixes | | | | | |
|Suffixes | | | | | |
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|Use word meanings and order in sentences to | | | | | |
|confirm decoding efforts | | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Fluency* |Fluency* |Fluency* |Fluency* |Fluency* |Fluency* |
|Read orally from familiar text at an |Read orally at an appropriate rate |Read orally at an appropriate rate |Read orally at an appropriate rate |Read orally at an appropriate rate |Read orally at an appropriate rate |
|appropriate rate | | | | | |
|Listen to models of fluent reading | | | | | |
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|Read familiar text at a rate that is |Read familiar text at a rate that is |Read familiar text at a rate that is |Read familiar text at a rate that is |Read familiar text at a rate that is |Read familiar and independent level text at a |
|conversational and consistent |conversational and consistent |conversational and consistent |conversational and consistent |conversational and consistent |rate that is conversational and consistent |
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| | | | | |Read instructional level text that is |
| | | | | |challenging yet manageable |
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| | | | | |Read grade-level text with both high accuracy |
| | | | | |and appropriate pacing, intonation, and |
|Read grade-level text accurately |Read grade-level text with both high accuracy |Read grade-level text with both high accuracy |Read grade-level text with both high accuracy |Read grade-level text with both high accuracy |expression |
| |and appropriate pacing, intonation, and |and appropriate pacing, intonation, and |and appropriate pacing, intonation, and |and appropriate pacing, intonation, and |Apply knowledge of word structures and |
| |expression |expression |expression |expression |patterns to read with automaticity |
|Reread and self-correct while reading |Apply knowledge of word structures and |Apply knowledge of word structures and |Apply knowledge of word structures and |Apply knowledge of word structures and | |
| |patterns to read with automaticity |patterns to read with automaticity |patterns to read with automaticity |patterns to read with automaticity |Demonstrate appropriate use of phrasing |
| | | | | |Attend to sentence patterns and structures |
|Decode words automatically |Demonstrate appropriate use of phrasing |Demonstrate appropriate use of phrasing |Demonstrate appropriate use of phrasing |Demonstrate appropriate use of phrasing |that signal meaning in text |
| |Attend to sentence patterns and structures |Attend to sentence patterns and structures |Attend to sentence patterns and structures |Attend to sentence patterns and structures |Use punctuation cues to guide meaning and |
| |that signal meaning in text |that signal meaning in text |that signal meaning in text |that signal meaning in text |expression |
| |Use punctuation cues to guide meaning and |Use punctuation cues to guide meaning and |Use punctuation cues to guide meaning and |Use punctuation cues to guide meaning and | |
| |expression |expression |expression |expression | |
| | | | | |Use pacing and intonation to convey meaning |
| | | | | |and expression |
| |Use pacing and intonation to convey meaning |Use pacing and intonation to convey meaning |Use pacing and intonation to convey meaning |Use pacing and intonation to convey meaning |Adjust intonation and pitch appropriately |
| |and expression |and expression |and expression |and expression | |
| |Adjust intonation and pitch appropriately |Adjust intonation and pitch appropriately |Adjust intonation and pitch ppropriately |Adjust intonation and pitch appropriately |Increase sight words read fluently |
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| |Increase sight words read fluently |Increase sight words read fluently |Increase sight words read fluently |Increase sight words read fluently | |
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|Use word context clues, sentence structure, | | | | | |
|and visual clues to guide self-correction | | | | | |
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|Increase sight words read fluently | | | | | |
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|Read grade level text with expression | | | | | |
|Demonstrate appropriate use of phrasing | | | | | |
|Attend to sentence patterns and structures | | | | | |
|that signal meaning in text | | | | | |
|Use punctuation cues to guide meaning and | | | | | |
|expression | | | | | |
|Use pacing and intonation to convey meaning | | | | | |
|and expression | | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Adjust intonation and pitch appropriately to | | | | | |
|convey meaning and expression | | | | | |
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|Vocabulary | | | | | |
|Develop and apply vocabulary through exposure | | | | | |
|to a variety of texts | | | | | |
|Acquire new vocabulary through listening to, | | | | | |
|independently reading, and discussing a |Vocabulary |Vocabulary |Vocabulary |Vocabulary |Vocabulary |
|variety of literary and informational texts |Develop and apply vocabulary through exposure |Develop and apply vocabulary through exposure |Develop and apply vocabulary through exposure |Develop and apply vocabulary through exposure |Develop and apply vocabulary through exposure |
| |to a variety of texts |to a variety of texts |to a variety of texts |to a variety of texts |to a variety of texts |
|Discuss words and word meanings daily as they |Acquire new vocabulary through listening to, |Acquire new vocabulary through listening to, |Acquire new vocabulary through listening to, |Acquire new vocabulary through listening to, |Acquire new vocabulary through listening to, |
|are encountered in texts, instruction, and |independently reading, and discussing a |independently reading, and discussing a |independently reading, and discussing a |independently reading, and discussing a |independently reading, and discussing a |
|conversation |variety of literary and informational texts |variety of literary and informational texts |variety of literary and informational texts |variety of literary and informational texts |variety of literary and informational texts |
| |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |
|Collect 12-20 new words for deeper study each |13. We All Needs Trees; Part B |13. We All Need Trees; Part B |13. We All Need Trees; Part B |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |
|week |18. Tale of the Sun |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |26. Dynamic Duos |26. Dynamic Duos |
| |Discuss words and word meanings daily as they |18. Tale of the Sun |18. Tale of the Sun |33. Forest Consequences |33. Forest Consequences |
| |are encountered in texts, instruction, and |26. Dynamic Duos |26. Dynamic Duos |35. Loving it Too Much |35. Loving it Too Much |
| |conversation |93. Paper Civilizations |33. Forest Consequences |59. Power of Print; Parts A and B, Enrichment|59. Power of Print; Parts A and B, Enrichment|
| | |Discuss words and word meanings daily as they |35. Loving it Too Much |93. Paper Civilizations |93. Paper Civilizations |
| |Collect 12-20 new words for deeper study each |are encountered in texts, instruction, and |59. Power of Print; Parts A and B, Enrichment|Discuss words and word meanings daily as they | |
|Develop a conceptual understanding of new |week |conversation |93. Paper Civilizations |are encountered in texts, instruction, and |Discuss words and word meanings daily as they |
|words | | | |conversation |are encountered in texts, instruction, and |
|Identify and sort common words into conceptual| | |Discuss words and word meanings daily as they | |conversation |
|categories such as general to specific, lesser| | |are encountered in texts, instruction, and |59. Power of Print; Parts A and B, Enrichment| |
|to greater | | |conversation | |59. Power of Print; Parts A and B, Enrichment|
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|Identify and explain word relationships to |Develop a conceptual understanding of new | |59. Power of Print; Parts A and B, Enrichment| | |
|determine the meanings of words |words | | | | |
|Assessment Limits: |Classify and categorize increasingly complex | | | | |
|Antonyms, synonyms, homophones, and homographs|words into sets and groups | | | | |
| |91. In the Good Old Days |Develop and apply a conceptual understanding | | | |
|Identify and use correctly new words acquired | |of new words | | | |
|through study of their relationships to other |Identify and explain word relationships to |Classify and categorize increasingly complex | |Apply a conceptual understanding of new words | |
|words |determine the meanings of words |words into sets and groups | |Classify and categorize increasingly complex |Apply and refine a conceptual understanding of|
| |Assessment Limits: |91. In the Good Old Days | |words into sets and groups |new words |
| |Antonyms, synonyms, homophones, and homographs| |Apply a conceptual understanding of new words|91. In the Good Old Days |Classify and categorize increasingly complex |
|Understand, acquire, and use new vocabulary | | |Classify and categorize increasingly complex | |words |
|Use context to determine the meanings of words|Identify and use correctly new words acquired |Identify and explain relationships between and|words into sets and groups |Explain relationships between and among words |91. In the Good Old Days |
|Assessment Limits: |through study of their relationships to other |among words |91. In the Good Old Days |Assessment Limits: | |
|Above grade-level words used in context |words |Assessment Limits: | |Antonyms and synonyms | |
|Words with multiple meanings |90. Native Ways |Antonyms and synonyms | |Multiple meaning words | |
|Connotations versus denotations | |Multiple meaning words |Explain relationships between and among words | |Explain relationships between and among words |
|Grade-appropriate |Understand, acquire, and use new vocabulary | |Assessment Limits: |71. Watch on Wetlands |Assessment Limits: |
|idioms and |Use context to determine the meanings of words| |Antonyms and synonyms |90. Native Ways |Antonyms and synonyms |
|figurative expressions |Assessment Limits: |90. Native Ways |Multiple meaning words | |Multiple meaning words |
| |Above grade-level words used in context | |90. Native Ways | | |
| |Words with multiple meanings | | | |71. Watch on Wetlands |
|Use word structure to determine the meanings |Connotations versus denotations | | | |90. Native Ways |
|of words |Grade-appropriate | | | | |
|Assessment Limits: |idioms and | | | | |
|Grade-appropriate prefixes and suffixes |figurative expressions | | | | |
|Grade-appropriate roots and base words |4. Sounds Around; Part D | | |Understand, acquire, and use new vocabulary | |
|Grade-appropriate compound words |13. We All Need Trees; Part B |Understand, acquire, and use new vocabulary | |Use context to determine the meanings of words| |
|Grade-appropriate inflectional endings |18. Tale of the Sun |Use context to determine the meanings of words| |Assessment Limits: | |
| |90. Native Ways |Assessment Limits: | |Above grade-level words used in context | |
| |91. In the Good Old Days |Above grade-level words used in context |Understand, acquire, and use new vocabulary |Words with multiple meanings | |
|Use resources to determine the meanings of | |Words with multiple meanings |Use context to determine the meanings of words|Connotations versus denotations |Understand, acquire, and use new vocabulary |
|words |Use word structure to determine the meanings |Connotations versus denotations |Assessment Limits: |Grade-appropriate |Use context to determine the meanings of words|
| |of words |Grade-appropriate |Above grade-level words used in context |idioms, |Assessment Limits: |
| |Assessment Limits: |idioms and |Words with multiple meanings |colloquialisms, and figurative expressions |Above grade-level words used in context |
|Use new vocabulary in speaking and writing to |Grade-appropriate prefixes and suffixes |figurative expressions |Connotations versus denotations |4. Sounds Around; Part D |Words with multiple meanings |
|gain and extend content knowledge and clarify |Grade-appropriate roots and base words | |Grade-appropriate |17. People of the Forest; Parts A and B |Connotations versus denotations |
|expression |Grade-appropriate compound words |4. Sounds Around; Part D |idioms, |59. Power of Print; Part A |Grade-appropriate |
| |Grade-appropriate inflectional endings |13. We All Need Trees; Part B |colloquialisms, and figurative expressions |90. Native Ways |Idioms, |
| |13. We All Need Trees; Part B |17. People of the Forest; Parts A and B |4. Sounds Around; Part D |91. In the Good Old Days |colloquialisms, and figurative expressions |
| |18. Tale of the Sun |18. Tale of the Sun |13. We All Need Trees; Part B | |4. Sounds Around; Part D |
| | |90. Native Ways |17. People of the Forest; Parts A and B |Use word structure to determine the meanings |17. People of the Forest; Parts A and B |
| |Use resources to determine the meanings of |91. In the Good Old Days |18. Tale of the Sun |of words |59. Power of Print; Part A |
| |words | |59. Power of Print; Part A |Assessment Limits: |90. Native Ways |
| | | |90. Native Ways |Grade-appropriate prefixes and suffixes |91. In the Good Old Days |
| | |Use word structure to determine the meanings |91. In the Good Old Days |Grade-appropriate roots and base words |Use word structure to determine the meanings |
| |Use new vocabulary in speaking and writing to |of words | | |of words |
| |gain and extend content knowledge and clarify |Assessment Limits: | |17. People of the Forest; Parts A and B |Assessment Limits: |
| |expression |Grade-appropriate prefixes and suffixes |Use word structure to determine the meanings | |Grade-appropriate prefixes and suffixes |
| | |Grade-appropriate roots and base words |of words | |Grade-appropriate roots and base words |
| |4. Sounds Around; Part D |Grade-appropriate compound words |Assessment Limits: | |17. People of the Forest; Parts A and B |
| |18. Tale of the Sun |Grade-appropriate inflectional endings |Grade-appropriate prefixes and suffixes | | |
| | |13. We All Need Trees; Part B |Grade-appropriate roots and base words | | |
| | |17. People of the Forest; Parts A and B |Grade-appropriate compound words |Use resources to confirm definitions and | |
| | |18. Tale of the Sun |Grade-appropriate inflectional endings |gather further information about words | |
| | | |13. We All Need Trees; Part B | | |
| | | |17. People of the Forest; Parts A and B |Use new vocabulary in speaking and writing to | |
| | |Use resources to confirm definitions and |18. Tale of the Sun |gain and extend content knowledge and clarify |Use resources to confirm definitions and |
| | |gather further information about words | |expression |gather further information about words |
| | | |Use resources to confirm definitions and | | |
| | |Use new vocabulary in speaking and writing to |gather further information about words | |Use new vocabulary in speaking and writing to |
| | |gain and extend content knowledge and clarify | |4. Sounds Around; Part D |gain and extend content knowledge and clarify |
| | |expression |Use new vocabulary in speaking and writing to |17. People of the Forest; Parts A and B |expression |
| | |4. Sounds Around; Part D |gain and extend content knowledge and clarify |59. Power of Print; Part B | |
| | |17. People of the Forest; Parts A and B |expression |71. Watch on Wetlands |4. Sounds Around; Part D |
| | |18. Tale of the Sun |4. Sounds Around; Part D | |17. People of the Forest; Parts A and B |
| | | |17. People of the Forest; Parts A and B | |59. Power of Print; Part B |
| | | |18. Tale of the Sun | |71. Watch on Wetlands |
| | | |59. Power of Print; Part B | | |
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|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|General Reading Comprehension |General Reading Comprehension |General Reading Comprehension |General Reading Comprehension |E. General Reading Comprehension |General Reading Comprehension |
|Develop comprehension skills through exposure |Develop comprehension skills through exposure |Develop and apply comprehension skills through|Develop and apply comprehension skills through|Apply comprehension skills through exposure to|Apply and refine comprehension skills through |
|to a variety of print and non-print texts, |to a variety of print and non-print texts, |exposure to a variety of print and non-print |exposure to a variety of print and non-print |a variety of print and non-print texts, |exposure to a variety of print and non-print |
|including traditional print and electronic |including traditional print and electronic |texts, including traditional print and |texts, including traditional print and |including traditional print and electronic |texts, including traditional print and |
|texts |texts |electronic texts |electronic texts |texts |electronic texts |
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| | |Listen to critically, read, and discuss texts |Listen to critically, read, and discuss texts | |Listen to critically, read, and discuss texts |
|Listen to critically, read, and discuss texts |a. Listen to critically, read, and discuss |representing diversity in content, culture, |representing diversity in content, culture, |Listen to critically, read, and discuss texts |representing diversity in content, culture, |
|representing diversity in content, culture, |texts representing diversity in content, |authorship, and perspective, including areas |authorship, and perspective, including areas |representing diversity in content, culture, |authorship, and perspective, including areas |
|authorship, and perspective, including areas |culture, authorship, and perspective, |such as race, gender, disability, religion, |such as race, gender, disability, religion, |authorship, and perspective, including areas |such as race, gender, disability, religion, |
|such as race, gender, disability, religion, |including areas such as race, gender, |and socio-economic background |and socio-economic background |such as race, gender, disability, religion, |and socio-economic background |
|and socio-economic background |disability, religion, and socio-economic |4. Sounds Around; Part D |4. Sounds Around; Part D |and socio-economic background |4. Sounds Around; Part D |
| |background |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |4. Sounds Around; Part D |90. Native Ways |
| |4. Sounds Around; Part D |18. Tale of the Sun |18. Tale of the Sun |17. People of the Forest; Parts A and B | |
|*Read a minimum of 25 self-selected and/or |18. Tale of the Sun |90. Native Ways |90. Native Ways |90. Native Ways | |
|assigned books or book equivalents |90. Native Ways | | | |*Read a minimum of 25 self-selected and/or |
|representing various genres | | | | |assigned books or book equivalents |
| |*Read a minimum of 25 self-selected and/or |*Read a minimum of 25 self-selected and/or | | |representing various genres |
|Discuss reactions to and ideas/information |assigned books or book equivalents |assigned books or book equivalents |*Read a minimum of 25 self-selected and/or |*Read a minimum of 25 self-selected and/or | |
|gained from reading experiences with adults |representing various genres |representing various genres |assigned books or book equivalents |assigned books or book equivalents |Discuss reactions to and ideas/information |
|and peers in both formal and informal | | |representing various genres |representing various genres |gained from reading experiences with adults |
|situations |Discuss reactions to and ideas/information |Discuss reactions to and ideas/information | | |and peers in both formal and informal |
| |gained from reading experiences with adults |gained from reading experiences with adults |Discuss reactions to and ideas/information |Discuss reactions to and ideas/information |situations |
| |and peers in both formal and informal |and peers in both formal and informal |gained from reading experiences with adults |gained from reading experiences with adults | |
| |situations |situations |and peers in both formal and informal |and peers in both formal and informal |71. Watch on Wetlands |
| | | |situations |situations | |
| | | | |71. Watch on Wetlands | |
|Use strategies to prepare for reading (before | | | | | |
|reading) | | | | | |
|Survey and preview the text by examining | | | | |Use strategies to prepare for reading (before |
|features such as the title, pictures, |Use strategies to prepare for reading (before | | | |reading) |
|illustrations, photographs, charts, and graphs|reading) |Use strategies to prepare for reading (before |Use strategies to prepare for reading (before | |Select and apply appropriate strategies to |
| |Survey and preview the text by examining |reading) |reading) |Use strategies to prepare for reading (before |prepare for reading the text |
| |features such as the title, illustrations, |Survey and preview the text by examining |Survey and preview the text |reading) | |
|Set a purpose for reading the text |photographs, charts, and graphs |features such as the title, illustrations, | |Select and apply appropriate strategies to | |
| | |photographs, charts, and graphs |33. Forest Consequences |prepare for reading the text |4. Sounds Around; Part D |
|Make predictions and ask questions about the |90. Native Ways |90. Native Ways |35. Loving it Too Much | |33. Forest Consequences |
|text |Set a purpose for reading the text | |72. Air We breathe; Part B |4. Sounds Around; Part D |35. Loving it Too Much |
| |13. We All Need Trees; Part B | |90. Native Ways |33. Forest Consequences |71. Watch on Wetlands |
|Make connections to the text from prior |18. Tale of the Sun |Set a purpose for reading the text | |35. Loving it Too Much |72. Air We breathe; Part B |
|knowledge and experiences |49. Tropical Treehouse; Part B |4. Sounds Around; Part D |Set a purpose for reading the text |71. Watch on Wetlands |90. Native Ways |
| |Make predictions and ask questions about the |13. We All Need Trees; Part B |13. We All Need Trees; Part B |72. Air We breathe; Part B | |
| |text |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |90. Native Ways | |
| | |18. Tale of the Sun |18. Tale of the Sun | | |
| |Make connections to the text from prior |49. Tropical Treehouse; Part B |33. Forest Consequences | | |
| |knowledge and experiences |93. Paper Civilizations |35. Loving it Too Much | | |
| | | |72. Air We breathe; Part B | | |
| | |Make predictions and ask questions about the |93. Paper Civilizations | | |
| |4. Sounds Around; Part D |text | | | |
| |13. We All Need Trees; Part B | |Make predictions and ask questions about the | | |
| |18. Tale of the Sun |Make connections to the text from prior |text | | |
| |49. Tropical Treehouse; Part B |knowledge and experiences | | | |
| | | |Make connections to the text from prior | | |
| | | |knowledge and experiences | | |
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| | | |4. Sounds Around; Part D | | |
| | | |13. We All Need Trees; Part B | | |
| | | |17. People of the Forest; Parts A and B | | |
| | | |18. Tale of the Sun | | |
| | | |49. Tropical Treehouse; Part B | | |
|Use strategies to make meaning from text | | |93. Paper Civilizations | | |
|(during reading) | | |33. Forest Consequences | | |
|Reread the difficult parts slowly and | | |35. Loving it Too Much | | |
|carefully | | |72. Air We breathe; Part B | | |
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|Use own words to restate the difficult part | | | | | |
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|Read on and revisit the difficult part | | | | | |
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|Look back through the text to search for |Use strategies to make meaning from text | | | | |
|connections between and among ideas |(during reading) | | | | |
| |Reread the difficult parts slowly and |Use strategies to make meaning from text | | |Use strategies to make meaning from text |
|Make, confirm, or adjust predictions |carefully |(during reading) | | |(during reading) |
| |13. We All Need Trees; Part B |Reread the difficult parts slowly and | |Use strategies to make meaning from text |Select and apply appropriate strategies to |
|Periodically summarize while reading |18. Tale of the Sun |carefully | |(during reading) |make meaning from text during reading |
| |49. Tropical Treehouse; Part B |13. We All Need Trees; Part B | |Select and apply appropriate strategies to | |
|Periodically paraphrase important ideas or |90. Native Ways |17. People of the Forest; Parts A and B | |make meaning from text during reading | |
|information |Use own words to restate the difficult part |18. Tale of the Sun | |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |13. We All Need Trees; Part B |49. Tropical Treehouse; Part B | |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |
|Visualize what was read for deeper |18. Tale of the Sun |90. Native Ways | |33. Forest Consequences |33. Forest Consequences |
|understanding |49. Tropical Treehouse; Part B | | |35. Loving it Too Much |35. Loving it Too Much |
| |90. Native Ways |Use own words to restate the difficult part | |49. Tropical Treehouse; Part B |49. Tropical Treehouse; Part B |
|Explain personal connections to the ideas or | |13. We All Need Trees; Part B |Use strategies to make meaning from text |71. Watch on Wetlands |71. Watch on Wetlands |
|information in the text |Read on and revisit the difficult part |17. People of the Forest; Parts A and B |(during reading) |72. Air We Breathe; Part B |72. Air We Breathe; Part B |
| |13. We All Need Trees; Part B |18. Tale of the Sun |Reread the difficult parts slowly and |90. Native Ways |90. Native Ways |
| |18. Tale of the Sun |49. Tropical Treehouse; Part B |carefully | | |
| |49. Tropical Treehouse; Part B |90. Native Ways |13. We All Need Trees; Part B | | |
| |90. Native Ways | |17. People of the Forest; Parts A and B | | |
| | |Read on and revisit the difficult part |18. Tale of the Sun | | |
| |Skim the text to search for connections |13. We All Need Trees; Part B |33. Forest Consequences | | |
|Use strategies to demonstrate understanding of|between and among ideas |17. People of the Forest; Parts A and B |35. Loving it Too Much | | |
|the text (after reading) | |18. Tale of the Sun |72. Air We Breathe; Part B | | |
|Identify and explain the main idea |13. We All Need Trees; Part B |49. Tropical Treehouse; Part B |90. Native Ways | | |
|Assessment Limits: |18. Tale of the Sun |90. Native Ways | | | |
|Of the text or a portion of the text |49. Tropical Treehouse; Part B | |Use own words to restate the difficult part | | |
| |90. Native Ways |Skim the text to search for connections |13. We All Need Trees; Part B | | |
|Identify and explain what is directly stated | |between and among ideas |17. People of the Forest; Parts A and B | | |
|in the text |Make, confirm, or adjust predictions |13. We All Need Trees; Part B |18. Tale of the Sun | | |
|Assessment Limits: |13. We All Need Trees; Part B |17. People of the Forest; Parts A and B |33. Forest Consequences | | |
|In the text or a portion of the text |18. Tale of the Sun |18. Tale of the Sun |35. Loving it Too Much | | |
| |49. Tropical Treehouse; Part B |49. Tropical Treehouse; Part B |72. Air We Breathe; Part B | | |
| |90. Native Ways |90. Native Ways |90. Native Ways | | |
| | | | | | |
| |Periodically summarize while reading | |Read on and revisit the difficult part | | |
|Identify and explain what is not directly |13. We All Need Trees; Part B |Make, confirm, or adjust predictions |13. We All Need Trees; Part B | | |
|stated in the text by drawing inferences |18. Tale of the Sun |13. We All Need Trees; Part B |17. People of the Forest; Parts A and B | | |
|Assessment Limits: |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B |18. Tale of the Sun | | |
|From the text or a portion of the text |90. Native Ways |18. Tale of the Sun |33. Forest Consequences | | |
| | |49. Tropical Treehouse; Part B |35. Loving it Too Much | | |
| |Periodically paraphrase important ideas or |90. Native Ways |72. Air We Breathe; Part B | | |
| |information | |90. Native Ways | | |
|Draw conclusions based on the text and prior | |Periodically summarize while reading | | | |
|knowledge |13. We All Need Trees; Part B |13. We All Need Trees; Part B |Skim the text to search for connections | | |
|Assessment Limits: |18. Tale of the Sun |17. People of the Forest; Parts A and B |between and among ideas | | |
|From the text or a portion of the text |49. Tropical Treehouse; Part B |18. Tale of the Sun |13. We All Need Trees; Part B | | |
| |90. Native Ways |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B | |Use strategies to demonstrate understanding of|
| | |90. Native Ways |18. Tale of the Sun |Use strategies to demonstrate understanding of|the text (after reading) |
| |Visualize what was read for deeper | |33. Forest Consequences |the text (after reading) |Identify and explain the main idea or argument|
| |understanding |Periodically paraphrase important ideas or |35. Loving it Too Much |Identify and explain the main idea |Assessment Limits: |
|Confirm, refute, or make predictions and form |13. We All Need Trees; Part B |information |72. Air We Breathe; Part B |Assessment Limits: |Of the text or a portion of the text |
|new ideas |18. Tale of the Sun |13. We All Need Trees; Part B |90. Native Ways |Of the text or a portion of the text |33. Forest Consequences |
|Assessment Limits: |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B | |33. Forest Consequences |35. Loving it Too Much |
|The development, topics, or ideas that might |90. Native Ways |18. Tale of the Sun | |35. Loving it Too Much |49. Tropical Treehouse; Part B |
|logically be included if the text were | |49. Tropical Treehouse; Part B |Make, confirm, or adjust predictions |49. Tropical Treehouse; Part B |72. Air We Breathe; Part B |
|extended |Use a graphic organizer or another note-taking|90. Native Ways |13. We All Need Trees; Part B |72. Air We Breathe; Part B |90. Native Ways |
| |technique to record important ideas or | |17. People of the Forest; Parts A and B |90. Native Ways | |
| |information |Visualize what was read for deeper |18. Tale of the Sun | |Identify and explain information directly |
|Paraphrase the main idea |13. We All Need Trees; Part B |understanding |33. Forest Consequences |Identify and explain information directly |stated in the text |
|Assessment Limits: |18. Tale of the Sun |13. We All Need Trees; Part B |35. Loving it Too Much |stated in the text |Assessment Limits: |
|Of the text or a portion of the text |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B |72. Air We Breathe; Part B |Assessment Limits: |In the text or a portion of the text |
| |90. Native Ways |18. Tale of the Sun |90. Native Ways |In the text or a portion of the text | |
|Summarize | |49. Tropical Treehouse; Part B | | |4. Sounds Around; Part D |
|Assessment Limits: |Explain personal connections to the ideas or |90. Native Ways |Periodically summarize while reading |4. Sounds Around; Part D |17. People of the Forest; Parts A and B |
|The text or a portion of the text |information in the text | |13. We All Need Trees; Part B |17. People of the Forest; Parts A and B |33. Forest Consequences |
| |4. Sounds Around; Part D |Use a graphic organizer or another note-taking|17. People of the Forest; Parts A and B |33. Forest Consequences |35. Loving it Too Much |
| |13. We All Need Trees; Part B |technique to record important ideas or |18. Tale of the Sun |35. Loving it Too Much |49. Tropical Treehouse; Part B |
|Connect the text to prior knowledge or |18. Tale of the Sun |information |33. Forest Consequences |49. Tropical Treehouse; Part B |72. Air We Breathe; Part B |
|personal experience |49. Tropical Treehouse; Part B |13. We All Need Trees; Part B |35. Loving it Too Much |72. Air We Breathe; Part B |90. Native Ways |
|Assessment Limits: |90. Native Ways |17. People of the Forest; Parts A and B |72. Air We Breathe; Part B |90. Native Ways | |
|Prior knowledge that clarifies, extends, or | |18. Tale of the Sun |90. Native Ways | | |
|challenges the ideas in the text or a portion |Use strategies to demonstrate understanding of|49. Tropical Treehouse; Part B | | | |
|of the text |the text (after reading) |90. Native Ways |Periodically paraphrase important ideas or |Draw inferences and/or conclusions and make |Draw inferences and/or conclusions and make |
| |Identify and explain the main idea | |information |generalizations |generalizations |
| |Assessment Limits: |Explain personal connections to the ideas or |13. We All Need Trees; Part B |Assessment Limits: |Assessment Limits: |
| |Of the text or a portion of the text |information in the text |17. People of the Forest; Parts A and B |From the text or a portion of the text |From the text or a portion of the text |
| |13. We All Need Trees; Part B |4. Sounds Around; Part D |18. Tale of the Sun | | |
| |18. Tale of the Sun |13. We All Need Trees; Part B |33. Forest Consequences | | |
| |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B |35. Loving it Too Much |17. People of the Forest; Parts A and B | |
| |90. Native Ways |18. Tale of the Sun |72. Air We Breathe; Part B |33. Forest Consequences |17. People of the Forest; Parts A and B |
| | |49. Tropical Treehouse; Part B |90. Native Ways |35. Loving it Too Much |33. Forest Consequences |
| |Identify and explain what is directly stated |90. Native Ways | |49. Tropical Treehouse; Part B |35. Loving it Too Much |
| |in the text | |Visualize what was read for deeper |71. Watch on Wetlands |49. Tropical Treehouse; Part B |
| |Assessment Limits: |Use strategies to demonstrate understanding of|understanding |72. Air We Breathe; Part B |71. Watch on Wetlands |
| |In the text or a portion of the text |the text (after reading) |13. We All Need Trees; Part B |90. Native Ways |72. Air We Breathe; Part B |
| | |Identify and explain the main idea |17. People of the Forest; Parts A and B | |90. Native Ways |
| |4. Sounds Around; Part D |Assessment Limits: |18. Tale of the Sun | | |
| |13. We All Need Trees; Part B |Of the text or a portion of the text |33. Forest Consequences | | |
| |18. Tale of the Sun |13. We All Need Trees; Part B |35. Loving it Too Much | | |
| |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B |72. Air We Breathe; Part B | | |
| |90. Native Ways |18. Tale of the Sun |90. Native Ways | | |
| | |49. Tropical Treehouse; Part B | | | |
| | |90. Native Ways |Use a graphic organizer or another note-taking| | |
| | | |technique to record important ideas or | | |
| |Identify and explain what is not directly |Identify and explain what is directly stated |information | | |
| |stated in the text by drawing inferences |in the text |13. We All Need Trees; Part B | | |
| |Assessment Limits: |Assessment Limits: |17. People of the Forest; Parts A and B | | |
| |From the text or a portion of the text |In the text or a portion of the text |18. Tale of the Sun |Confirm, refute, or make predictions | |
| | | |33. Forest Consequences |Assessment Limits: |Confirm, refute, or make predictions |
| |13. We All Need Trees; Part B |4. Sounds Around; Part D |35. Loving it Too Much |The development, topics, or ideas that might |Assessment Limits: |
| |18. Tale of the Sun |13. We All Need Trees; Part B |72. Air We Breathe; Part B |logically be included if the text were |The development, topics, or ideas that might |
| |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B |90. Native Ways |extended |logically be included if the text were |
| |90. Native Ways |18. Tale of the Sun | | |extended |
| | |49. Tropical Treehouse; Part B |Explain personal connections to the ideas or | |35. Loving it Too Much |
| |Draw conclusions or make generalizations about|90. Native Ways |information in the text |35. Loving it Too Much | |
| |the text | |4. Sounds Around; Part D | | |
| |Assessment Limits: | |13. We All Need Trees; Part B | | |
| |From the text or a portion of the text | |17. People of the Forest; Parts A and B |Summarize or paraphrase |Summarize or paraphrase |
| | | |18. Tale of the Sun |Assessment Limits: |Assessment Limits: |
| |13. We All Need Trees; Part B |Identify and explain what is not directly |33. Forest Consequences |The text or a portion of the text |The text or a portion of the text |
| |18. Tale of the Sun |stated in the text by drawing inferences |35. Loving it Too Much |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |49. Tropical Treehouse; Part B |Assessment Limits: |72. Air We Breathe; Part B |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |
| |90. Native Ways |From the text or a portion of the text |90. Native Ways |33. Forest Consequences |33. Forest Consequences |
| | | | |35. Loving it Too Much |35. Loving it Too Much |
| | |4. Sounds Around; Part D |Use strategies to demonstrate understanding of|49. Tropical Treehouse; Part B |49. Tropical Treehouse; Part B |
| |Confirm, refute, or make predictions and form |13. We All Need Trees; Part B |the text (after reading) |72. Air We Breathe; Part B |72. Air We Breathe; Part B |
| |new ideas |17. People of the Forest; Parts A and B |Identify and explain the main idea | | |
| |Assessment Limits: |18. Tale of the Sun |Assessment Limits: |Connect the text to prior knowledge or |Connect the text to prior knowledge or |
| |The development, topics, or ideas that might |49. Tropical Treehouse; Part B |Of the text or a portion of the text |personal experience |personal experience |
| |logically be included if the text were |90. Native Ways |13. We All Need Trees; Part B |Assessment Limits: |Assessment Limits: |
| |extended | |17. People of the Forest; Parts A and B |Prior knowledge or experience that clarifies, |Prior knowledge or experience that clarifies, |
| |13. We All need Trees; Part B | |33. Forest Consequences |extends, or challenges the ideas and/or |extends, or challenges the ideas and/or |
| | | |35. Loving it Too Much |information in the text or a portion of the |information in the text or a portion of the |
| |Paraphrase the main idea |Draw conclusions or make generalizations about|72. Air We Breathe; Part B |text |text |
| |Assessment Limits: |the text |90. Native Ways | | |
| |Of the text or a portion of the text |Assessment Limits: | |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |4. Sounds Around; Part D |From the text or a portion of the text |Identify and explain what is directly stated |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |
| |13. We All Need Trees; Part B | |in the text |33. Forest Consequences |33. Forest Consequences |
| |17. People of the Forest; Parts A and B |4. Sounds Around; Part D |Assessment Limits: |35. Loving it Too Much |35. Loving it Too Much |
| |18. Tale of the Sun |13. We All Need Trees; Part B |In the text or a portion of the text |49. Tropical Treehouse; Part B |49. Tropical Treehouse; Part B |
| |49. Tropical Treehouse; Part B |17. People of the Forest; Parts A and B | |72. Air We Breathe; Part B |72. Air We Breathe; Part B |
| | |18. Tale of the Sun |4. Sounds Around; Part D | | |
| |Summarize |49. Tropical Treehouse; Part B |13. We All Need Trees; Part B | | |
| |Assessment Limits: |90. Native Ways |17. People of the Forest; Parts A and B | | |
| |The text or a portion of the text | |33. Forest Consequences | | |
| |4. Sounds Around; Part D | |35. Loving it Too Much | | |
| |13. We All Need Trees; Part B | |72. Air We Breathe; Part B | | |
| |17. People of the Forest; Parts A and B | |90. Native Ways | | |
| |18. Tale of the Sun |Confirm, refute, or make predictions and form | | | |
| |49. Tropical Treehouse; Part B |new ideas | | | |
| | |Assessment Limits: | | | |
| | |The development, topics, or ideas that might | | | |
| |Connect the text to prior knowledge or |logically be included if the text were |Identify and explain what is not directly | | |
| |personal experience |extended |stated in the text by drawing inferences | | |
| |Assessment Limits: | |Assessment Limits: | | |
| |Prior knowledge that clarifies, extends, or |13. We All Need Trees; Part B |From the text or a portion of the text | | |
| |challenges the ideas in the text or a portion | | | | |
| |of the text |Paraphrase the main idea |13. We All Need Trees; Part B | | |
| | |Assessment Limits: |17. People of the Forest; Parts A and B | | |
| |4. Sounds Around; Part D |Of the text or a portion of the text |35. Loving it Too Much | | |
| |13. We All Need Trees; Part B |4. Sounds Around; Part D |72. Air We Breathe; Part B | | |
| |17. People of the Forest; Parts A and B |13. We All Need Trees; Part B |90. Native Ways | | |
| |18. Tale of the Sun |17. People of the Forest; Parts A and B | | | |
| |49. Tropical Treehouse; Part B |18. Tale of the Sun | | | |
| | |49. Tropical Treehouse; Part B | | | |
| | | |Draw conclusions or make generalizations about| | |
| | |Summarize |the text | | |
| | |Assessment Limits: |Assessment Limits: | | |
| | |The text or a portion of the text |From the text or a portion of the text | | |
| | |4. Sounds Around; Part D | | | |
| | |13. We All Need Trees; Part B |13. We All need Trees; Part B | | |
| | |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B | | |
| | |18. Tale of the Sun |33. Forest Consequences | | |
| | |49. Tropical Treehouse; Part B |35. Loving it Too Much | | |
| | | |72. Air We Breathe; Part B | | |
| | | |90. Native Ways | | |
| | |Connect the text to prior knowledge or | | | |
| | |personal experience | | | |
| | |Assessment Limits: | | | |
| | |Prior knowledge that clarifies, extends, or | | | |
| | |challenges the ideas in the text or a portion |Confirm, refute, or make predictions and form | | |
| | |of the text |new ideas | | |
| | |4. Sounds Around; Part D |Assessment Limits: | | |
| | |13. We All Need Trees; Part B |The development, topics, or ideas that might | | |
| | |17. People of the Forest; Parts A and B |logically be included if the text were | | |
| | |18. Tale of the Sun |extended | | |
| | |49. Tropical Treehouse; Part B |13. We All Need Trees; Part B | | |
| | | |35. Loving it Too Much | | |
| | | | | | |
| | | |Paraphrase the main idea | | |
| | | |Assessment Limits: | | |
| | | |Of the text or a portion of the text | | |
| | | |4. Sounds Around; Part D | | |
| | | |13. We All Need Trees; Part B | | |
| | | |17. People of the Forest; Parts A and B | | |
| | | |18. Tale of the Sun | | |
| | | |33. Forest Consequences | | |
| | | |35. Loving it Too Much | | |
| | | |49. Tropical Treehouse; Part B | | |
| | | |72. Air We Breathe; Part B | | |
| | | | | | |
| | | |Summarize | | |
| | | |Assessment Limits: | | |
| | | |The text or a portion of the text | | |
| | | |4. Sounds Around; Part D | | |
| | | |13. We All Need Trees; Part B | | |
| | | |17. People of the Forest; Parts A and B | | |
| | | |18. Tale of the Sun | | |
| | | |33. Forest Consequences | | |
| | | |35. Loving it Too Much | | |
| | | |49. Tropical Treehouse; Part B | | |
| | | |72. Air We Breathe; Part B | | |
| | | | | | |
| | | | | | |
| | | |Connect the text to prior knowledge or | | |
| | | |personal experience | | |
| | | |Assessment Limits: | | |
| | | |Prior knowledge or experience that clarifies, | | |
| | | |extends, or challenges the ideas and/or | | |
| | | |information in the text or a portion of the | | |
| | | |text | | |
| | | | | | |
| | | | | | |
| | | |4. Sounds Around; Part D | | |
| | | |13. We All Need Trees; Part B | | |
| | | |17. People of the Forest; Parts A and B | | |
| | | |18. Tale of the Sun | | |
| | | |33. Forest Consequences | | |
| | | |35. Loving it Too Much | | |
| | | |49. Tropical Treehouse; Part B | | |
| | | |72. Air We Breathe; Part B | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Comprehension of Informational Text |Comprehension of Informational Text |Comprehension of Informational Text |Comprehension of Informational Text |Comprehension of Informational Text |Comprehension of Informational Text |
|Develop comprehension skills by reading a |Develop comprehension skills by reading a |Develop and apply comprehension skills by |Develop and apply comprehension skills by |Apply comprehension skills by selecting, |Apply and refine comprehension skills by |
|variety of self-selected and assigned print |variety of self-selected and assigned print |reading a variety of self-selected and |reading a variety of self-selected and |reading, and interpreting a variety of print |selecting, reading, and analyzing a variety of|
|and non-print informational texts, including |and non-print informational texts, including |assigned print and non-print informational |assigned print and non-print informational |and non-print informational texts, including |print and non-print informational texts, |
|electronic media |electronic media |texts, including electronic media |texts, including electronic media |electronic media |including electronic media |
|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|
|nonfiction materials such as textbooks, |nonfiction materials such as textbooks, |nonfiction materials such as textbooks, |nonfiction materials such as textbooks, |primary and secondary sources of academic |primary and secondary sources of academic |
|appropriate reference materials, personal |appropriate reference materials, personal |appropriate reference materials, research and |appropriate reference materials, research and |information such as textbooks, trade books, |information such as textbooks, trade books, |
|narratives, diaries, journals, biographies, |narratives, diaries, journals, biographies, |historical documents, personal narratives, |historical documents, personal narratives, |reference and research materials, periodicals,|reference and research materials, periodicals,|
|newspapers, letters, articles, web sites and |newspapers, letters, articles, web sites and |diaries, journals, biographies, newspapers, |diaries, journals, biographies, newspapers, |editorials, speeches, interviews, articles, |editorials, speeches, interviews, articles, |
|other online materials, other appropriate |other online materials, other appropriate |letters, articles, web sites and other online |letters, articles, web sites and other online |non-print materials, and online materials, |non-print materials, and online materials, |
|conten-specific texts to gain information and |content-specific texts to gain information and|materials, other appropriate content-specific |materials, other appropriate content-specific |other appropriate content-specific texts |other appropriate content-specific texts |
|content knowledge |content knowledge |texts to gain information and content |texts to gain information and content |Assessment Limits: |Assessment Limits: |
|Assessment Limits: |Assessment Limits: |knowledge |knowledge |Grade-appropriate primary and secondary texts |Grade-appropriate primary and secondary texts |
|Grade-appropriate informational texts |Grade-appropriate informational texts |Assessment Limits: |Assessment Limits: | |17. People of the Forest; Parts A and B |
| | |Grade-appropriate informational texts |Grade-appropriate informational texts |17. People of the Forest; Parts A and B |35. Loving it Too Much |
| |13. We All Need Trees; Part B |13. We All Need Trees; Part B |13. We All Need Trees; Part B |35. Loving it Too Much |49. Tropical Treehouse; Part B |
| |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B |49. Tropical Treehouse; Part B |58. There Ought To Be a Law |
| |49. Tropical Treehouse; Part B |49. Tropical Treehouse; Part B |35. Loving it Too Much |58. There Ought To Be a Law |59. Power of Print; Part B, Enrichment |
|Read, use, and identify the characteristics of|58. There Ought To Be a Law |58. There Ought To Be a Law |49. Tropical Treehouse; Part B |59. Power of Print; Part B, Enrichment |71. Watch on Wetlands |
|functional documents such as sets of |90. Native Ways |90. Native Ways |58. There Ought To Be a Law |71. Watch on Wetlands |90. Native Ways |
|directions, science investigations, atlases, | |93. Paper Civilizations |59. Power of Print; Part B, Enrichment |90. Native Ways |93. Paper Civilizations |
|posters, flyers, forms, instructional manuals,| | |90. Native Ways |93. Paper Civilizations | |
|menus, pamphlets, rules, invitations, recipes,| |Read, use, and identify the characteristics of|93. Paper Civilizations | | |
|advertisements, other functional documents |Read, use, and identify the characteristics of|functional documents such as sets of | | |Read, use, and identify the characteristics of|
|Assessment Limits: |functional documents such as sets of |directions, science investigations, atlases, | | |workplace and other real-world documents such |
|Grade-appropriate functional documents |directions, science investigations, atlases, |posters, flyers, forms, instructional manuals,|Read, use, and identify the characteristics of|Read, use, and identify the characteristics of|as sets of directions, science investigations,|
| |posters, flyers, forms, instructional manuals,|menus, pamphlets, rules, invitations, recipes,|functional documents such as sets of |workplace and other real-world documents such |atlases, posters, flyers, forms, instructional|
| |menus, pamphlets, rules, invitations, recipes,|advertisements, other functional documents |directions, science investigations, atlases, |as sets of directions, science investigations,|manuals, menus, pamphlets, rules, invitations,|
|Select and read to gain information from |advertisements, other functional documents |Assessment Limits: |posters, flyers, forms, instructional manuals,|atlases, posters, flyers, forms, instructional|recipes, advertisements, other functional |
|personal interest materials such as brochures,|Assessment Limits: |Grade-appropriate functional documents |menus, pamphlets, rules, invitations, recipes,|manuals, menus, pamphlets, rules, invitations,|documents |
|books, magazines, cookbooks, and web sites |Grade-appropriate functional documents |90. Native Ways |advertisements, other functional documents |recipes, advertisements, other functional |Assessment Limits: |
| |90. Native Ways | |Assessment Limits: |documents |Grade-appropriate workplace and real-world |
| | | |Grade-appropriate functional documents |Assessment Limits: |documents |
| | |Select and read to gain information from |90. Native Ways |Grade-appropriate workplace and real-world |90. Native Ways |
| | |personal interest materials such as brochures,| |documents | |
|Identify and use text features to facilitate |Select and read to gain information from |books, magazines, cookbooks, catalogs, and web| |90. Native Ways |Select and read to gain information from |
|understanding of informational texts |personal interest materials such as brochures,|sites |Select and read to gain information from | |personal interest materials such as books, |
|Use print features such as large bold print, |books, magazines, cookbooks, catalogs, and web| |personal interest materials such as brochures,|Select and read to gain information from |pamphlets, how-to manuals, magazines, web |
|font size/type, italics, colored print, |sites | |books, magazines, cookbooks, catalogs, and web|personal interest materials such as books, |sites, and other online materials |
|quotation marks, and underlining | | |sites |magazines, cookbooks, catalogs, web sites, and| |
|Assessment Limits: | | | |other online materials | |
|In the text or a portion of the text | |Identify and use text features to facilitate | | | |
| | |understanding of informational texts | | |Analyze text features to facilitate and extend|
| |Identify and use text features to facilitate |Use print features such as large bold print, | | |understanding of informational texts |
| |understanding of informational texts |font size/type, italics, colored print, |Identify and use text features to facilitate |Analyze text features to facilitate |Analyze print features that contribute to |
| |Use print features such as large bold print, |quotation marks, underlining, and other |understanding of informational texts |understanding of informational texts |meaning |
|Use graphic aids such as illustrations and |font size/type, italics, colored print, |appropriate content-specific texts |Use print features such as large bold print, |Analyze print features that contribute to |Assessment Limits: |
|pictures, photographs, drawings, sketches, |quotation marks, underlining, and other print |Assessment Limits: |font size/type, italics, colored print, |meaning |In the text or a portion of the text |
|cartoons, maps (key, scale, legend), graphs, |features encountered in informational texts |In the text or a portion of the text |quotation marks, underlining, and other |Assessment Limits: | |
|charts/tables, and diagrams |Assessment Limits: | |appropriate content-specific texts |In the text or a portion of the text | |
|Assessment Limits: |In the text or a portion of the text | |Assessment Limits: | | |
|In the text or a portion of the text | |Use graphic aids such as illustrations and |In the text or a portion of the text | | |
| |Use graphic aids such as illustrations and |pictures, photographs, drawings, sketches, | | | |
| |pictures, photographs, drawings, sketches, |cartoons, maps (key, scale, legend), graphs, | | | |
| |cartoons, maps (key, scale, legend), graphs, |charts/tables, and diagrams, other graphic |Use graphic aids such as illustrations and | |Analyze graphic aids that contribute to |
|Use informational aids such as introductions |charts/tables, and diagrams, other graphic |aids encountered in informational texts |pictures, photographs, drawings, sketches, | |meaning |
|and overviews, materials lists, timelines, |aids encountered in informational texts |Assessment Limits: |cartoons, maps (key, scale, legend), graphs, | |Assessment Limits: |
|captions, glossed words, labels, numbered |Assessment Limits: |In the text or a portion of the text |charts/tables, and diagrams, other graphic |Analyze graphic aids that contribute to |In the text or a portion of the text |
|steps, pronunciation key, transition words, |In the text or a portion of the text | |aids encountered in informational texts |meaning | |
|boxed text | |Use informational aids such as introductions |Assessment Limits: |Assessment Limits: | |
|Assessment Limits: |Use informational aids such as introductions |and overviews, materials lists, timelines, |In the text or a portion of the text |In the text or a portion of the text | |
|In the text or a portion of the text |and overviews, materials lists, timelines, |captions, glossed words, labels, numbered | | | |
| |captions, glossed words, labels, numbered |steps, bulleted lists, footnoted words, |Use informational aids such as introductions | | |
| |steps, bulleted lists, footnoted words, |pronunciation key, and transition words, other|and overviews, materials lists, timelines, | | |
| |pronunciation key, transition words, boxed |informational aids encountered in |captions, glossed words, labels, numbered | | |
| |text |informational texts |steps, bulleted lists, footnoted words, | | |
| |Assessment Limits: |Assessment Limits: |pronunciation key, transition words, end | |Analyze informational aids that contribute to |
|Use organizational aids such as titles, |In the text or a portion of the text |In the text or a portion of the text |notes, and works cited, other informational | |meaning |
|chapter titles, headings, subheadings, tables | | |aids encountered in informational texts | |Assessment Limits: |
|of contents, numbered steps, glossaries, | | |Assessment Limits: |Analyze informational aids that contribute to |In the text or a portion of the text |
|indices, transition words | |Use organizational aids such as titles, |In the text or a portion of the text |meaning | |
|Assessment Limits: | |chapter titles, headings, subheadings, tables | |Assessment Limits: | |
|In the text or a portion of the text |Use organizational aids such as titles, |of contents, numbered steps, glossaries, |Use organizational aids such as titles, |In the text or a portion of the text | |
| |chapter titles, headings, subheadings, tables |indices, transition words, other |chapter titles, headings, subheadings, tables | | |
| |of contents, numbered steps, glossaries, |organizational aids encountered in |of contents, numbered steps, glossaries, | | |
| |indices, transition words |organizational texts |indices, transition words, other | | |
| |Assessment Limits: |Assessment Limits: |organizational aids encountered in | | |
| |In the text or a portion of the text |In the text or a portion of the text |organizational texts | | |
| | | |Assessment Limits: | | |
|Use online features such as URLs, hypertext | | |In the text or a portion of the text | | |
|links, sidebars, drop down menus, home pages | | | | | |
|Assessment Limits: | |Use online features such as URLs, hypertext | | |Analyze organizational aids that contribute to|
|In the text or a portion of the text | |links, sidebars, drop down menus, home pages, | | |meaning |
| | |site maps, other features characteristic of |Use online features such as URLs, hypertext | |Assessment Limits: |
| |Use online features such as URLs, hypertext |online texts |links, sidebars, drop down menus, home pages, |Analyze organizational aids that contribute to|In the text or a portion of the text |
| |links, sidebars, drop down menus, home pages, |Assessment Limits: |site maps, other features characteristic of |meaning | |
| |site maps |In the text or a portion of the text |online texts |Assessment Limits: | |
|Identify and explain the contributions of text|Assessment Limits: |58. There Ought to be a Law |Assessment Limits: |In the text or a portion of the text | |
|features to meaning |In the text or a portion of the text | |In the text or a portion of the text | | |
|Assessment Limits: | |Identify and explain the contributions of text|58. There Ought to be a Law | | |
|In the text or a portion of the text |58. There Ought to be a Law |features to meaning |59. Power of Print; Part B; Enrichment | | |
| | |Assessment Limits: |Identify and explain the contributions of text| | |
| |Identify and explain the contributions of text|In the text or a portion of the text |features to support the main idea of the text | | |
| |features to meaning | |Assessment Limits: | | |
| |Assessment Limits: | |In the text or a portion of the text | | |
|Develop knowledge of organizational structure |In the text or a portion of the text | | | |Analyze online features that contribute to |
|of informational text to understand what is | | | | |meaning |
|read | |3. Develop and apply knowledge of | | |Assessment Limits: |
|Identify and analyze the | |organizational structure of informational text|Develop and apply knowledge of organizational |Analyze online features that contribute to |In the text or a portion of the text |
|organization of texts such as sequential | |to understand what is read |structure of informational text to facilitate |meaning | |
|and/or chronological order, main idea and |Develop knowledge of organizational structure |Identify and analyze the organizational |understanding |Assessment Limits: |59. Power of Print; Part B; Enrichment |
|supporting details, cause/effect, and problem |of informational text to understand what is |patterns of texts such as sequential and/or |Identify and analyze the organizational |In the text or a portion of the text | |
|solution, |read |chronological order, cause/effect, |patterns of texts such as sequential and/or | | |
|Assessment Limits: |Identify and analyze the organizational |problem/solution, similarities/differences, |chronological order, cause/effect, |59. Power of Print; Part B; Enrichment | |
|In the text or a portion of the text |patterns of texts such as sequential and/or |description, main idea and supporting details |problem/solution, similarities/differences, | | |
| |chronological order, similarities/differences,|Assessment Limits: |description, main idea and supporting details,| |Analyze the relationship between the text |
| |main idea and supporting details, |In the text or a portion of the text |and transition or signal words and phrases | |features and the content of the text as a |
| |cause/effect, and problem/solution, | |that indicate the organizational pattern | |whole |
| |Assessment Limits: | |Assessment Limits: |Analyze the relationship between the text |Assessment Limits: |
| |In the text or a portion of the text | |In the text or a portion of the text |features and the content of the text as a |In the text or a portion of the text |
| | | | |whole | |
| | | |Explain how the organizational pattern |Assessment Limits: | |
|Identify and use words and phrases associated | | |clarifies and reinforces meaning and supports |In the text or a portion of the text |T |
|with common organizational patterns such as | |Identify and use words and phrases associated |the author’s/text’s purpose | |Apply knowledge of organizational patterns of |
|words that show chronology (first, second, | |with common organizational patterns such as |Assessment Limits: | |informational text to facilitate understanding|
|third), description (above, beneath, next to, | |words that show chronology (first, second, |In the text or a portion of the text | |and analysis |
|beside); cause and effect (because, as a |Identify and use words and phrases associated |third), description (above, beneath, next to, | |Apply knowledge of organizational patterns of |Analyze the organizational patterns of texts |
|result); and sequence (next, then, finally) |with common organizational patterns such as |beside); cause and effect (because, as a | |informational text to facilitate understanding|such as common organizational patterns, and |
|Assessment Limits: |words that show chronology (first, second, |result); and sequence (next, then, finally) | |Analyze the organizational patterns of texts |transition or signal words and phrases that |
|In the text or a portion of the text |third), description (above, beneath, next to, |Assessment Limits: | |such as sequential and/or chronological order,|indicate the organizational pattern |
| |beside); cause and effect (because, as a |In the text or a portion of the text | |cause/effect, problem/solution, |Assessment Limits: |
| |result); and sequence (next, then, finally) | | |similarities/differences, description, main |In the text or a portion of the text |
| |Assessment Limits: | | |idea and supporting details, order of | |
| |In the text or a portion of the text | | |importance, and transition or signal words and| |
| | | | |phrases that indicate the organizational | |
| | | | |pattern | |
| | | | |Assessment Limits: | |
| | | | |In the text or a portion of the text | |
| | | | | |Analyze the contribution of the organizational|
| | | | | |pattern to clarify or reinforce meaning and |
| | | | |Analyze the contribution of the organizational|support the author’s purpose and/or argument |
| | | | |pattern to clarify or reinforce meaning and |Assessment Limits: |
| | | | |support the author’s purpose and/or argument |In the text or a portion of the text |
| | | | |Assessment Limits: | |
|4. Determine important ideas and messages | | | |In the text or a portion of the text | |
|in informational texts | |Determine and analyze important ideas and | | | |
|Identify and explain the author’s/text’s | |messages in informational texts |Determine and analyze important ideas and | | |
|purpose | |Identify and explain the author’s/text’s |messages in informational texts | | |
|Assessment Limits: |Determine important ideas and messages in |purpose and intended audience |Identify and explain the author’s/text’s | | |
|Purpose of the author or the text or a portion|informational texts |Assessment Limits: |purpose and intended audience | | |
|of the text |Identify and explain the author’s/text’s |Purpose of the author or the text or a portion|Assessment Limits: | |Analyze shifts in organizational patterns |
| |purpose |of the text |Purpose of the author or the text or a portion| |Assessment Limits: |
| |Assessment Limits: |Connections between the text and the intended |of the text |Use organizational structure to locate |Portions of text that illustrate a shift in |
| |Purpose of the author or the text or a portion|audience |Connections between the text and the intended |specific information |organizational pattern |
| |of the text | |audience | | |
| | |Identify and explain the author’s opinion | | |Use organizational structure to locate |
| | |Assessment Limits: |Identify and explain the author’s opinion | |specific information |
| | |In the text or a portion of the text |Assessment Limits: | | |
|Identify and explain the author’s opinion | | |In the text or a portion of the text | | |
|Assessment Limits: | | | | |Analyze important ideas and messages in |
|In the text or a portion of the text | | | | |informational texts |
| | |State and support main ideas and messages | | |Analyze the author’s/text’s purpose and |
| |Identify and explain the author’s opinion |Assessment Limits: |State and support main ideas and messages | |intended audience |
| |Assessment Limits: |In the text or a portion of the text |Assessment Limits: | |Assessment Limits: |
|State and support main ideas and messages |In the text or a portion of the text | |In the text or a portion of the text |Analyze important ideas and messages in |Purpose of the author or the text or a portion|
|Assessment Limits: | |Summarize or paraphrase | |informational texts |of the text |
|In the text or a portion of the text | |Assessment Limits: |Summarize or paraphrase |Identify and explain the author’s/text’s |Connections between the text and the intended |
| | |The text or a portion of the text |Assessment Limits: |purpose and intended audience |audience |
|Summarize or paraphrase |State and support main ideas and messages | |The text or a portion of the text |Assessment Limits: | |
|Assessment Limits: |Assessment Limits: |Identify and explain information not related | |Purpose of the author or the text or a portion| |
|The text or a portion of the text |In the text or a portion of the text |to the main idea |Identify and explain information not related |of the text |Analyze the author’s argument, viewpoint, or |
| | |Assessment Limits: |to the main idea |Connections between the text and the intended |perspective |
|Identify and explain information not related |Summarize or paraphrase |In the text or a portion of the text |Assessment Limits: |audience |Assessment Limits: |
|to the main idea |Assessment Limits: | |In the text or a portion of the text | |In the text or a portion of the text |
|Assessment Limits: |The text or a portion of the text | | | | |
|In the text or a portion of the text | |Identify and explain relationships between and| |Identify and explain the author’s argument, | |
| |Identify and explain information not related |among ideas such as comparison/contrast, |Explain relationships between and among ideas |viewpoint, or perspective |State and support main ideas and messages |
| |to the main idea |cause/effect, sequence/chronology |such as comparison/contrast, cause/effect, |Assessment Limits: |Assessment Limits: |
|Identify and explain relationships between and|Assessment Limits: |Assessment Limits: |sequence/chronology |In the text or a portion of the text |In the text or a portion of the text |
|among ideas such as comparison/contrast, |In the text or a portion of the text |In the text or a portion of the text |Assessment Limits: | | |
|cause/effect, sequence/chronology | |Relationships between and among ideas in one |In the text or a portion of the text | |Summarize or paraphrase |
|Assessment Limits: | |or more texts |Relationships between and among ideas in one |State and support main ideas and messages |Assessment Limits: |
|In the text or a portion of the text |Identify and explain relationships between and| |or more texts |Assessment Limits: |The text or a portion of the text |
| |among ideas such as comparison/contrast, |Draw conclusions and inferences and make | |In the text or a portion of the text | |
| |cause/effect, sequence/chronology |generalizations and predictions from text |Synthesize ideas from text | |Analyze information or ideas peripheral to the|
| |Assessment Limits: |Assessment Limits: |Assessment Limits: |Summarize or paraphrase |main idea or message |
| |In the text or a portion of the text |From one text or a portion of the text or |From one text or a portion of the text or |Assessment Limits: |Assessment Limits: |
| |Relationships between and among ideas in one |across multiple texts |across multiple texts |The text or a portion of the text |In the text or a portion of the text |
|Draw conclusions and inferences and make |or more texts | | | | |
|generalizations and predictions from text | |Distinguish between a fact and an opinion | |Identify and explain information or ideas | |
|Assessment Limits: |Draw conclusions and inferences and make |Assessment Limits: | |peripheral to the main idea or message |Analyze relationships between and among ideas |
|From the text or a portion of the text |generalizations and predictions from text |In one or more texts or a portion of a text |Distinguish between a fact and an opinion |Assessment Limits: |Assessment Limits: |
| |Assessment Limits: | |Assessment Limits: |In the text or a portion of the text |In the text or a portion of the text |
| |From one text or a portion of the text or |Identify and explain how someone might use the|In one or more texts or a portion of a text | |Relationships between and among ideas in one |
|Distinguish between a fact and an opinion |across multiple texts |text |59. Power of Print; Part B |f. Explain relationships between and among|text or across multiple texts |
|Assessment Limits: | |Assessment Limits: | |ideas | |
|In a text or a portion of a text |Distinguish between a fact and an opinion |Application of the text for personal or |Explain how someone might use the text |Assessment Limits: | |
| |Assessment Limits: |content-specific use |Assessment Limits: |In the text or a portion of the text | |
|Identify and explain how someone might use the|In one or more texts or a portion of a text |Topics and ideas within a text or across texts|Application of the text for personal or |Relationships between and among ideas within a| |
|text | |that may have implications for readers or |content-specific use |text or across multiple texts |Synthesize ideas from text |
|Assessment Limits: |Identify and explain how someone might use the|contemporary society |Topics and ideas within a text or across texts| |Assessment Limits: |
|Application of the text for personal or |text | |that may have implications for readers or | |From one text or a portion of the text or |
|content-specific use |Assessment Limits: | |contemporary society | |across multiple texts |
| |Application of the text for personal or | | | | |
| |content-specific use |Connect the text to prior knowledge or | |Synthesize ideas from text | |
| | |experience | |Assessment Limits: | |
| | |Assessment Limits: | |From one text or a portion of the text or | |
| | |Prior knowledge that clarifies, extends, or |Connect the text to prior knowledge or |across multiple texts | |
| | |challenges the ideas in the text or a portion |experience | | |
| | |of the text |Assessment Limits: | | |
| | | |Prior knowledge that clarifies, extends, or | | |
| | | |challenges the ideas in the text or a portion |h. Distinguish between a fact and an | |
| | | |of the text |opinion |Explain the implications of the text or how |
| | | | |Assessment Limits: |someone might use the text |
|Connect the text to prior knowledge or | |Identify and explain the author’s use of | |In one or more texts or a portion of a text |Assessment Limits: |
|experience | |language | |59. Power of Print; Part B |Application of the text for personal use or |
|Assessment Limits: |Connect the text to prior knowledge or |Identify and explain specific words or phrases| | |content-specific use |
|Prior knowledge that clarifies, extends, or |experience |that contribute to the meaning of a text |Analyze purposeful use of language |i. Explain how someone might use the text |Issues and ideas within a text or across texts|
|challenges the ideas or information in the |Assessment Limits: |Assessment Limits: |Analyze specific words or phrases that |Assessment Limits: |that may have implications for readers or |
|text or a portion of the text |Prior knowledge that clarifies, extends, or |Significant words and phrases (e.g. |contribute to the meaning of a text |Application of the text for personal use or |contemporary society |
| |challenges the ideas or information in the |figurative language, idioms, etc.) in the text|Assessment Limits: |content-specific use | |
| |text or a portion of the text |or a portion of the text |Significant words and phrases (e.g., |Topics and ideas within a text or across texts|Connect the text to prior knowledge or |
| | |Connotations of grade-appropriate words in |figurative language, idioms, etc.) in the text|that may have implications for readers or |experience |
|5. Identify and explain the author’s use of| |context |or a portion of the text |contemporary society |Assessment Limits: |
|language | |Denotations of above-grade-level words in |Connotations of grade-appropriate words in | |Prior knowledge that clarifies, extends, or |
|Identify and explain specific words or phrases|5. Identify and explain the author’s use of |context |context | |challenges the ideas in the text or a portion |
|that contribute to the meaning of a text |language | |Denotations of above-grade-level words in | |of the text |
|Assessment Limits: |Identify and explain specific words or | |context |Connect the text to prior knowledge or | |
|Significant words and phrases, (e.g., similes,|phrases that contribute to the meaning of a | | |experience | |
|metaphors, personification, etc.) in the text |text | | |Assessment Limits: | |
|or a portion of the text |Assessment Limits: | | |Prior knowledge that clarifies, extends, or | |
|Denotations of above-grade-level words in |Significant words and phrases, (e.g., similes,| | |challenges the ideas in the text or a portion |Analyze purposeful use of language |
|context |metaphors, personification, etc.) in the text |Identify and explain specific words and | |of the text |Analyze specific word choice that contributes |
| |or a portion of the text |punctuation that create tone | | |to the meaning and/or creates style |
| |Connotations of grade-appropriate words in |Assessment Limits: | | |Assessment Limits: |
| |context |In the text or a portion of the text |Analyze specific language choices that create | |Significant words and phrases(e.g., |
| |Denotations of above-grade-level words in | |tone | |figurative language, idioms, colloquialisms, |
| |context | |Assessment Limits: |Analyze purposeful use of language |etc.) in the text or a portion of the text |
| | | |In the text or a portion of the text |Analyze specific word choice that contributes |Connotations of grade-appropriate words in |
| | | | |to the meaning and/or creates style |context |
| | | |59. Power of Print; Part A |Assessment Limits: |Denotations of above-grade-level words in |
| | | | |Significant words and phrases (e.g., |context |
|Identify and explain specific words and | | | |figurative language, idioms, etc.) in the text|Discernible styles, such as persuasive, |
|punctuation that create tone | | | |or a portion of the text |informal, formal, etc. |
|Assessment Limits: |Identify and explain specific words and |Identify and explain the effect of repetition | |Connotations of grade-appropriate words in | |
|In the text or a portion of the text |punctuation that create tone |of words and phrases | |context | |
| |Assessment Limits: |Assessment Limits: | |Denotations of above-grade-level words in |Analyze specific language choices to determine|
| |In the text or a portion of the text |In the text or a portion of the text | |context |tone |
| | | |Analyze the effect of repetition of words and |Discernible styles, such as persuasive, |Assessment Limits: |
| | | |phrases on meaning |informal, formal, etc. |In the text or a portion of the text |
| | | |Assessment Limits: | | |
| | |6. Read critically to evaluate |In the text or a portion of the text | |59. Power of Print; Part A |
| | |informational text | | | |
| | |Explain whether the text fulfills the reading | |Analyze specific language choices to determine| |
|Identify and explain the effect of repetition | |purpose | |tone |Analyze the appropriateness of tone |
|of words or phrases | |Assessment Limits: |Read critically to evaluate informational text|Assessment Limits: |Assessment Limits: |
|Assessment Limits: |Identify and explain the effect of repetition |Connections between the content of the text |Explain whether the text fulfills the reading |In the text or a portion of the text |In the text or a portion of the text |
|In the text or a portion of the text |of words and phrases |and the purpose for reading |purpose | | |
| |Assessment Limits: | |Assessment Limits: | | |
| |In the text or a portion of the text |Identify and explain additions or changes to |Connections between the content of the text |59. Power of Print; Part A |Analyze repetition and variation of specific |
| | |format or text features that would make the |and the purpose for reading | |words and phrases that contribute to meaning |
|6. Read critically to evaluate | |text easier to understand | | |Assessment Limits: |
|informational text | |Assessment Limits: |Analyze changes or additions to the structure | |In the text or a portion of the text |
|a. Explain whether the text fulfills the |6. Read critically to evaluate |In the text or a portion of the text |and text features that would make the text | | |
|reading purpose |informational text | |easier to understand | | |
|Assessment Limits: |Explain whether the text fulfills the reading | |Assessment Limits: | |Read critically to evaluate informational text|
|Connections between the content of the text |purpose | |Connections between effectiveness of format | |Analyze the extent to which the text or texts |
|and the purpose for reading |Assessment Limits: | |and text features in clarifying the main idea |Analyze repetition and variation of specific |fulfill the reading purpose |
| |Connections between the content of the text | |and/or purpose of the text |words and phrases that contribute to meaning |Assessment Limits: |
|Identify and explain additions or changes to |and the purpose for reading | |Connections between effectiveness of |Assessment Limits: |Connections between the content of the text |
|format or text features that would make the | | |organizational pattern and clarity of the main|In the text or a portion of the text |and the purpose for reading |
|text easier to understand |Identify and explain additions or changes to | |idea and/or purpose of the text | | |
|Assessment Limits: |format or text features that would make the | | | |Analyze the extent to which the structure and |
|In the text or a portion of the text |text easier to understand | |Analyze the text and its information for |6. Read critically to evaluate |text features clarify the purpose and the |
| |Assessment Limits: | |reliability |informational text |information |
| |In the text or a portion of the text | |Assessment Limits: |Analyze the extent to which the text fulfills |Assessment Limits: |
| | | |Connections between the credentials of the |the reading purpose |Connections between effectiveness of format |
| | |Identify and explain what makes the text a |author and the information in the text |Assessment Limits: |and text features in clarifying the main idea |
| | |reliable source of information |Verification of information included in the |Connections between the content of the text |and/or purpose of the text |
| | | |text |and the purpose for reading |Connections between effectiveness of |
| | | | | |organizational pattern and clarity of the main|
| | |90. Native Ways |90. Native Ways |Analyze the extent to which the structure and |idea and/or purpose of the text |
| | | | |text features clarify the purpose and the | |
| | | | |information |Analyze the text and its information for |
| | | | |Assessment Limits: |reliability |
| | | | |Connections between effectiveness of format |Assessment Limits: |
| | | |Determine and explain whether or not the |and text features in clarifying the main idea |Connections between the credentials of the |
|Identify and explain what makes the text a | | |author’s argument or position is presented |and/or purpose of the text |author and the information in the text |
|reliable source of information | | |fairly |Connections between effectiveness of |Currency of the information in the text |
| |Identify and explain what makes the text a | |Assessment Limits: |organizational pattern and clarity of the main|Verification of information included in the |
| |reliable source of information | |Evidence of opposing points of view |idea and/or purpose of the text |text |
| | | |90. Native Ways | |90. Native Ways |
| | | | |c. Analyze the text and its information | |
| |90. Native Ways | |Identify and explain information not included |for reliability | |
| | |Explain whether or not the author’s opinion is|in the text |Assessment Limits: |Analyze the author’s argument or position for |
| | |presented fairly |Assessment Limits: |Connections between the credentials of the |clarity and/or bias |
| | | |Information that would enhance or clarify the |author and the information in the text |Assessment Limits: |
| | |90. Native Ways |reader’s understanding of an idea in the text |Currency of the information in the text |Evidence of opposing points of view |
| | | |or a portion of text |Verification of information included in the | |
| | | | |text |90. Native Ways |
| | | |90. Native Ways |90. Native Ways | |
| | | | | | |
| | | | | |Analyze additional information that would |
|Explain whether or not the author’s opinion is| | | |Analyze the author’s argument or position for |clarify or strengthen the author’s argument or|
|presented fairly | |Identify and explain information not included |Identify and explain language and other |clarity and/or bias |viewpoint |
| |Explain whether or not the author’s opinion is|in the text |techniques intended to persuade the reader |Assessment Limits: |Assessment Limits: |
| |presented fairly |Assessment Limits: |Assessment Limits: |Evidence of opposing points of view |Information that would enhance or clarify the |
| | |Information that would enhance or clarify the |Significant words and phrases that have an | |reader’s understanding of an idea in the text |
| | |reader’s understanding of an idea in the text |emotional appeal | |or a portion of text |
| |90. Native Ways |or a portion of text | |90. Native Ways |90. Native Ways |
| | |90. Native Ways |59. Power of Print; Part A | | |
| | | |90. Native Ways |Analyze additional information that would | |
|Identify and explain information not included | | | |clarify or strengthen the author’s argument or|Analyze the effectiveness of persuasive |
|in the text | | | |viewpoint |techniques to sway the reader to a particular |
|Assessment Limits: | | | |Assessment Limits: |point of view |
|Information that would enhance or clarify the |Identify and explain information not included |Identify and explain words and other | |Information that would enhance or clarify the |Assessment Limits: |
|reader’s understanding of an idea in the text |in the text |techniques the author uses to appeal to | |reader’s understanding of an idea in the text |Significant words and phrases that have an |
|or a portion of text |Assessment Limits: |emotion | |or a portion of text |emotional appeal |
| |Information that would enhance or clarify the |Assessment Limits: | |90. Native Ways |59. Power of Print; Part A |
| |reader’s understanding of an idea in the text |Significant words and phrases that have an | | |90. Native Ways |
| |or a portion of text |emotional appeal | | |71. Watch on Wetlands |
| | | | |Analyze language and other techniques intended| |
|Identify and explain words and other |90. Native Ways |90. Native Ways | |to persuade the reader |Analyze the effect of elements of style on |
|techniques that affect the reader’s feelings | | | |Assessment Limits: |meaning |
| | | | |Significant words and phrases that have an |Assessment Limits: |
| | | | |emotional appeal |Stylistic elements, (e.g., formal versus |
| |Identify and explain words and other | | |59. Power of Print; Part A |informal language, varied sentence structure, |
| |techniques that affect the reader’s feelings | | |90. Native Ways |or the use of non-sentences) |
| |Assessment Limits: | | |71. Watch on Wetlands | |
| |Significant words and phrases that have an | | | | |
| |emotional appeal | | | | |
| |90. Native Ways | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Comprehension of Literary Text |Comprehension of Literary Text |Comprehension of Literary Text |Comprehension of Literary Text |Comprehension of Literary Text |Comprehension of Literary Text |
|Develop comprehension skills by reading a |Develop comprehension skills by reading a |Develop and apply comprehension skills by |Develop and apply comprehension skills by |Apply comprehension skills by reading and |Refine comprehension skills by reading and |
|variety of self-selected and assigned literary|variety of self-selected and assigned literary|reading a variety of self-selected and |reading and analyzing a variety of |analyzing a variety of self-selected and |analyzing a variety of self-selected and |
|texts including print and non-print |texts including print and non-print |assigned literary texts including print and |self-selected and assigned literary texts |assigned literary texts including print and |assigned literary texts including print and |
|Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |non-print |including print and non-print |non-print |non-print |
|variety of literary texts representing diverse|variety of literary texts representing diverse|Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |
|cultures, perspectives, ethnicities, and time |cultures, perspectives, ethnicities, and time |variety of literary texts representing diverse|variety of literary texts representing diverse|variety of literary texts representing diverse|variety of literary texts representing diverse|
|periods |periods |cultures, perspectives, ethnicities, and time |cultures, perspectives, ethnicities, and time |cultures, perspectives, ethnicities, and time |cultures, perspectives, ethnicities, and time |
| |4. Sounds Around; Part D |periods |periods |periods |periods |
| | |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |
| | |18. Tale of the Sun |18. Tale of the Sun | | |
|Listen to critically, read, and discuss a |Listen to critically, read, and discuss a | | | | |
|variety of different types of fiction and |variety of literary forms and genres | | | | |
|nonfiction texts | |Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |Listen to critically, read, and discuss a |
| | |variety of literary forms and genres |variety of literary forms and genres |variety of literary forms and genres |variety of literary forms and genres |
| | | | | | |
| | | | | | |
|Use text features to facilitate understanding |Use text features to facilitate understanding | | | | |
|of literary texts |of literary texts | | | | |
|Identify and explain how organizational aids |Identify and explain how organizational aids |Analyze text features to facilitate |Analyze text features to facilitate |Analyze text features to facilitate |Analyze and evaluate text features to |
|such as the title of the book, story, poem, or|such as the title of the book, story, poem, or|understanding of literary texts |understanding of literary texts |understanding of literary texts |facilitate and extend understanding of |
|play, contribute to meaning |play, contribute to meaning |Identify and explain how organizational aids |Identify and explain how organizational aids |Analyze text features that contribute to |literary texts |
|Assessment Limits: |Assessment Limits: |such as the title of the book, story, poem, or|such as the title of the book, story, poem, or|meaning |Analyze text features that contribute to |
|In the text or a portion of the text |In the text or a portion of the text |play, titles of chapters, subtitles, |play, titles of chapters, subtitles, |Assessment Limits: |meaning |
| | |subheadings contribute to meaning |subheadings contribute to meaning |In the text or a portion of the text |Assessment Limits: |
| | |Assessment Limits: |Assessment Limits: | |In the text or a portion of the text |
| | |In the text or a portion of the text |In the text or a portion of the text | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Identify and explain how graphic aids such as | | | | | |
|pictures and illustrations, punctuation, print|Identify and explain how graphic aids such as | | | | |
|features contribute to meaning |pictures and illustrations, punctuation, print|Identify and explain how graphic aids such as |Identify and explain how graphic aids such as | | |
|Assessment Limits: |features contribute to meaning |pictures and illustrations, punctuation, print|pictures and illustrations, punctuation, print| | |
|In the text or a portion of the text |Assessment Limits: |features contribute to meaning |features contribute to meaning | | |
| |In the text or a portion of the text |Assessment Limits: |Assessment Limits: | | |
|Identify and explain how informational aids | |In the text or a portion of the text |In the text or a portion of the text | | |
|such as introductions and overviews, materials|Identify and explain how informational aids | | | | |
|lists, timelines, captions, glossed words, |such as introductions and overviews, materials|Identify and explain how informational aids |Identify and explain how informational aids | | |
|labels, numbered steps, bulleted lists, |lists, timelines, captions, glossed words, |such as introductions and overviews, materials|such as introductions and overviews, materials| | |
|footnoted words, pronunciation keys, |labels, numbered steps, bulleted lists, |lists, timelines, captions, glossed words, |lists, timelines, captions, glossed words, | | |
|transition words, end notes, works cited, |footnoted words, pronunciation keys, |labels, numbered steps, bulleted lists, |labels, numbered steps, bulleted lists, | | |
|other information aids encountered in |transition words, end notes, works cited, |footnoted words, pronunciation keys, |footnoted words, pronunciation keys, | | |
|informational texts contribute to meaning |other information aids encountered in |transition words, end notes, works cited, |transition words, end notes, works cited, | | |
|Assessment Limits: |informational texts contribute to meaning |other information aids encountered in |other information aids encountered in | | |
|In the text or a portion of the text |Assessment Limits: |informational texts contribute to meaning |informational texts contribute to meaning | | |
| |In the text or a portion of the text |Assessment Limits: |Assessment Limits: | | |
|Identify and explain how print features such | |In the text or a portion of the text |In the text or a portion of the text | | |
|as large bold print, font size/type, italics, |Identify and explain how print features such | | | | |
|colored print, quotation marks, underlining, |as large bold print, font size/type, italics, |Identify and explain how print features such |Identify and explain how print features such | | |
|other print features encountered in |colored print, quotation marks, underlining, |as large bold print, font size/type, italics, |as large bold print, font size/type, italics, | | |
|informational texts contribute to meaning |other print features encountered in |colored print, quotation marks, underlining, |colored print, quotation marks, underlining, | | |
|Assessment Limits: |informational texts contribute to meaning |other print features encountered in |other print features encountered in | | |
|In the text or a portion of the text |Assessment Limits: |informational texts contribute to meaning |informational texts contribute to meaning | | |
| |In the text or a portion of the text |Assessment Limits: |Assessment Limits: | | |
| | |In the text or a portion of the text |In the text or a portion of the text | | |
| | | | | | |
|Use elements of narrative texts to facilitate | | | | | |
|understanding |Use elements of narrative texts to facilitate | | | | |
|Identify and distinguish among types of |understanding |Analyze elements of narrative texts to |Analyze elements of narrative texts to | | |
|narrative texts such as the general categories|Identify and distinguish among types of |facilitate understanding and interpretation |facilitate understanding and interpretation | | |
|of fiction versus nonfiction, realistic |narrative texts such as stories, folk tales, |Identify and distinguish among types of |Identify and distinguish among types of | | |
|fiction, tall tales, legends, fables, fairy |realistic fiction, historical fiction, fables,|narrative texts such as short stories, |narrative texts such as short stories, | | |
|tales, and biographies |fairy tales, fantasy, and biographies |folklore, legends, myths, realistic fiction, |folklore, realistic fiction, science fiction, | | |
|Assessment Limits: |Assessment Limits: |science fiction, historical fiction, |historical fiction, fantasy, essays, | | |
|Grade-appropriate narrative texts |Grade-appropriate narrative texts |biographies, autobiographies, personal |biographies, autobiographies, personal | | |
| | |narratives, plays, and poetry |narratives, plays, and poetry | | |
| |18. Tale of the Sun |Assessment Limits: |Assessment Limits: | | |
| | |Grade-appropriate narrative texts |Grade-appropriate narrative texts | | |
| | | |18. Tale of the Sun | | |
| | |18. Tale of the Sun | | | |
| | | | | | |
| | | | | | |
|Identify and explain the elements of a story | | | | | |
|Assessment Limits: |Identify and explain the elements of a story |Identify and explain the events of the plot |Analyze the events of the plot | | |
|Main problem, sequence or chronology of |Assessment Limits: |Assessment Limits: |Assessment Limits: | | |
|events, and solution to the problem |Main problem, sequence or chronology of |Main problem, exposition, rising action, |Exposition, rising action, climax, and | | |
| |events, and solution to the problem |climax, and resolution |resolution | | |
| |4. Sounds Around; Part D |4. Sounds Around; Part D | | | |
|Identify and describe the setting and the |18. Tale of the Sun |18. Tale of the Sun |4. Sounds Around; Part D |Analyze elements of narrative texts to |Analyze and evaluate elements of narrative |
|mood | | |18. Tale of the Sun |facilitate understanding and interpretation |texts to facilitate understanding and |
|Assessment Limits: |Identify and describe the setting and the mood| | |Distinguish among types of grade-appropriate |interpretation |
|Details that create the setting |Assessment Limits: | | |narrative texts such as short stories, |Distinguish among types of grade-appropriate |
|Details that create the mood |Details that create the setting |Identify and describe the setting and the mood| |folklore, realistic fiction, science fiction, |narrative texts such as short stories, |
| |Details that create the mood |and explain how the setting affects the |Analyze details that provide information about|historical fiction, fantasy, essays, |folklore, realistic fiction, science fiction, |
| | |characters and the mood |the setting, the mood created by the setting, |biographies, autobiographies, personal |historical fiction, fantasy, essays, memoirs, |
| |4. Sounds Around; Part D |Assessment Limits: |and ways in which the setting affects |narratives, plays, and lyric and narrative |biographies, autobiographies, personal |
| |18. Tale of the Sun |Details that create the setting and/or mood in|characters |poetry |narratives, plays, and lyric and narrative |
| | |the text or a portion of the text |Assessment Limits: |Assessment Limits: |poetry |
| | |Connections among the characters, the setting,|Details the create the setting and/or mood in |Grade-appropriate narrative texts |Assessment Limits: |
| | |and the mood in the text or a portion of the |the text or a portion of the text | |Grade-appropriate narrative texts |
| | |text |Connections among the characters, the setting,| | |
| | | |and the mood in the text or a portion of the |Analyze the events of the plot | |
| | |4. Sounds Around; Part D |text |Assessment Limits: |Analyze the events of the plot |
| | |18. Tale of the Sun | |Exposition, rising action, climax, and |Assessment Limits: |
| | | |4. Sounds Around; Part D |resolution |Exposition, rising action, climax, and |
| | | |18. Tale of the Sun | |resolution |
|Identify and analyze the characters | | | |4. Sounds Around; Part D | |
|Assessment Limits: | | | | |4. Sounds Around; Part D |
|Character’s traits based on what character | |Analyze characterization | | | |
|says, does, and thinks and what other |Identify and analyze the characters |Assessment Limits: |Analyze characterization | | |
|characters or the narrator says |Assessment Limits: |Character’s traits based on what character |Assessment Limits: |Analyze details that provide information about| |
|Character’s motivations |Character’s traits based on what character |says, does, and thinks and what other |Character’s traits based on what character |the setting, the mood created by the setting, | |
|Character’s personal growth and development |says, does, and thinks and what other |characters or the narrator says |says, does, and thinks and what other |and ways in which the setting affects |Analyze details that provide information about|
| |characters or the narrator says |Character’s motivations |characters or the narrator says |characters |the setting, the mood created by the setting, |
|Identify and explain relationships between and|Character’s motivations |Character’s personal growth and development |Character’s motivations |Assessment Limits: |and the role the setting plays in the text |
|among characters, setting, and events |Character’s personal growth and development |4. Sounds Around; Part D |Character’s personal growth and development |Details the create the setting and/or mood in |Assessment Limits: |
|Assessment Limits: |4. Sounds Around; Part D |18. Tale of the Sun |4. Sounds Around; Part D |the text or a portion of the text |Details the create the setting and/or mood in |
|In the text or a portion of the text or across|18. Tale of the Sun | |18. Tale of the Sun |Connections among the characters, the setting,|the text or a portion of the text |
|multiple texts | | | |and the mood in the text or a portion of the |Connections among the characters, the setting,|
| |Identify and explain relationships between and|Identify and explain relationships between and| |text |and the mood in the text or a portion of the |
| |among characters, setting, and events |among characters, setting, and events |Analyze relationships between and among | |text |
| |Assessment Limits: |Assessment Limits: |characters, setting, and events | |Connections between setting and theme |
| |In the text or a portion of the text or across|In the text or a portion of the text or across|Assessment Limits: |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |multiple texts |multiple texts |In the text or a portion of the text or across| | |
| |4. Sounds Around; Part D |4. Sounds Around; Part D |multiple texts | | |
| |18. Tale of the Sun |18. Tale of the Sun |4. Sounds Around; Part D | | |
| | | |18. Tale of the Sun |Analyze characterization |Analyze characterization |
| |Identify and explain how the actions of the |Identify and explain how the actions of the | |Assessment Limits: |Assessment Limits: |
| |character(s) affect the plot |character(s) affect the plot |Identify and explain how the actions of the |Character’s traits based on what character |Character’s traits based on what character |
| |Assessment Limits: |Assessment Limits: |character(s) affect the plot |says, does, and thinks and what other |says, does, and thinks and what other |
| |In the text or a portion of the text or across|In the text or a portion of the text or across|Assessment Limits: |characters or the narrator says |characters or the narrator says |
| |multiple texts |multiple texts |In the text or a portion of the text or across|Character’s motivations |Character’s motivations |
| | |4. Sounds Around; Part D |multiple texts |Character’s personal growth and development |Character’s personal growth and development |
| |4. Sounds Around; Part D | | |4. Sounds Around; Part D |4. Sounds Around; Part D |
| | | |4. Sounds Around; Part D | | |
| | | | | | |
| | | | | | |
| | | |Analyze internal and/or external conflicts |Analyze relationships between and among |Analyze relationships between and among |
| | | |that motivate characters and those that |characters, setting, and events |characters, setting, and events |
| | | |advance the plot |Assessment Limits: |Assessment Limits: |
| | | |Assessment Limits: |In the text or a portion of the text or across|In the text or a portion of the text or across|
| | | |In the text or a portion of the text |multiple texts |multiple texts |
| | | | |4. Sounds Around; Part D |4. Sounds Around; Part D |
| | | |Identify and explain the author’s approach to | | |
| | | |issues of time in a narrative | | |
| | | |Assessment Limits: |Analyze the actions of the characters that |Analyze the actions of the characters that |
| | | |Flashback |serve to advance the plot |serve to advance the plot |
|Identify and describe the narrator | | | |Assessment Limits: |Assessment Limits: |
|Assessment Limits: | | | |In the text or a portion of the text or across|In the text or a portion of the text or across|
|Conclusions about the narrator based on his or| | |Identify and explain the point of view |multiple texts |multiple texts |
|her thoughts and/or observations | | |Assessment Limits: |4. Sounds Around; Part D | |
| | | |Connections between point of view and meaning | |4. Sounds Around; Part D |
| | |Identify and describe the narrator |Conclusions about the narrator based on his or| | |
| |Identify and describe the narrator |Assessment Limits: |her thoughts and/or observations | | |
| |Assessment Limits: |Conclusions about the narrator based on his or| | |Analyze internal and/or external conflicts |
| |Conclusions about the narrator based on his or|her thoughts and/or observations | |Analyze internal and/or external conflicts |that motivate characters and those that |
| |her thoughts and/or observations | | |that motivate characters and those that |advance the plot |
| | | | |advance the plot |Assessment Limits: |
| | | | |Assessment Limits: |In the text or a portion of the text |
| | | | |In the text or a portion of the text | |
| | | | | |Analyze the author’s approach to issues of |
| | | | |Analyze the author’s approach to issues of |time in a narrative |
| | | | |time in a narrative |Assessment Limits: |
| | | | |Assessment Limits: |Flashback |
| | | | |Flashback |Foreshadowing |
| | | | |Foreshadowing | |
| | | | | | |
| | | | | |Analyze the point of view and its effect on |
| | | | |Analyze the point of view |meaning |
| | | | |Assessment Limits: |Assessment Limits: |
| | | | |Connections between the point of view and |Connections between point of view and meaning |
|Use elements of poetry to facilitate | | |4. Analyze elements of poetry to |meaning |Conclusions about the narrator based on his/ |
|understanding | | |facilitate understanding and interpretation |Conclusions about the narrator based on |her thoughts and/or observations |
|Use structural features such as structure and | | |Use structural features to distinguish among |his/her thoughts and/or observations | |
|form including lines and stanzas, shape, | | |types of poems such as haiku, form/shape | | |
|refrain, chorus, and rhyme scheme to identify | | |poetry, cinquain, etc. | | |
|poetry as a literary form | |Analyze elements of poetry to facilitate | | |Analyze the interactions among narrative |
| |Use elements of poetry to facilitate |understanding and interpretation | | |elements and their contribution to meaning |
| |understanding |Use structural features to identify poetry as | |Analyze the interactions among narrative |Assessment Limits: |
| |Use structural features such as structure and |a literary form and distinguish among types of| |elements and their contribution to meaning |Connections among narrative elements and |
| |form including lines and stanzas, shape, |poems such as haiku, form/shape poetry, etc. | |Assessment Limits: |meaning |
| |refrain, chorus, rhyme scheme, and types of | | |Connections among narrative elements and | |
| |poems such as haiku, diamonte, etc., to | | |meaning | |
|Identify and explain the meaning of words, |identify poetry as a literary form and | |Identify and explain the meaning of words, | | |
|lines, and stanzas |distinguish among types of poems | |lines, and stanzas | | |
|Assessment Limits: | | |Assessment Limits: | | |
|Literal versus figurative meaning | | |Literal versus figurative meaning | | |
| |Identify and explain the meaning of words, |Identify and explain the meaning of words, | | | |
| |lines, and stanzas |lines, and stanzas | | |Analyze and evaluate elements of poetry to |
|Identify and explain sound elements of poetry |Assessment Limits: |Assessment Limits: |Identify and explain how sound elements of | |facilitate understanding and interpretation |
|Assessment Limits: |Literal versus figurative meaning |Literal versus figurative meaning |poetry contribute to meaning |Analyze elements of poetry to facilitate |Use structural features to distinguish among |
|Rhyme, rhyme scheme | | |Assessment Limits: |understanding and interpretation |types of poetry such as ballad, narrative, |
|Alliteration and other repetition | | |Rhyme, rhyme scheme |Use structural features to distinguish among |lyric, elegy, etc. |
| |Identify and explain sound elements of poetry |Identify and explain sound elements of poetry |Alliteration and other repetition |types of poetry such as ballad, narrative, | |
| |Assessment Limits: |Assessment Limits: |Onomatopoeia |lyric | |
| |Rhyme, rhyme scheme |Rhyme, rhyme scheme | | | |
| |Alliteration and other repetition |Alliteration and other repetition | | | |
|Identify and explain other poetic elements | |Onomatopoeia |Identify and explain other poetic elements | | |
|such as setting, mood, tone, etc., that | | |such as setting, mood, tone, etc., that | | |
|contribute to meaning | | |contribute to meaning | | |
|Assessment Limits: | | |Assessment Limits: | |Analyze language and structural features to |
|Elements of grade-appropriate lyric and |Identify and explain other poetic elements |Identify and explain other poetic elements |Elements of grade-appropriate lyric and | |determine meaning |
|narrative poems that contribute to meaning |such as setting, mood, tone, etc., that |such as setting, mood, tone, etc., that |narrative poems that contribute to meaning | |Assessment Limits: |
| |contribute to meaning |contribute to meaning | |Analyze language and structural features to |Literal versus figurative meaning |
| |Assessment Limits: |Assessment Limits: | |determine meaning | |
| |Elements of grade-appropriate lyric and |Elements of grade-appropriate lyric and | |Assessment Limits: | |
| |narrative poems that contribute to meaning |narrative poems that contribute to meaning | |Literal versus figurative meaning |Analyze sound elements of poetry that |
|Use elements of drama to facilitate | | |Analyze elements of drama to facilitate | |contribute to meaning |
|understanding | | |understanding | |Assessment Limits: |
|Use structural features to identify a play as | | |Use structural features to distinguish among |Analyze sound elements of poetry that |Rhyme, rhyme scheme |
|a literary form | | |types of plays |contribute to meaning |Alliteration and other repetition |
| |Use elements of drama to facilitate |Analyze elements of drama to facilitate | |Assessment Limits: |Onomatopoeia |
| |understanding |understanding | |Rhyme, rhyme scheme | |
| |Use structural features to identify a play as |Use structural features to identify a play as | |Alliteration and other repetition | |
|Identify and explain the action of a scene |a literary form |a literary form and distinguish among types of|Identify and explain the action of scenes and |Onomatopoeia |Analyze other poetic elements such as setting,|
|Assessment Limits: | |plays |acts | |mood, tone, etc., that contribute to meaning |
|Literal versus interpretive meaning | | |Assessment Limits: | |Assessment Limits: |
| | |Identify and explain the action of a scene |Literal versus interpretive meaning |Analyze other poetic elements such as setting,|Elements of grade-appropriate lyric and |
| |Identify and explain the action of a scene |Assessment Limits: | |mood, tone, etc., that contribute to meaning |narrative poems that contribute to meaning |
| |Assessment Limits: |Literal versus interpretive meaning | |Assessment Limits: | |
| |Literal versus interpretive meaning | | |Elements of grade-appropriate lyric and | |
|Identify and explain stage directions that | | | |narrative poems that contribute to meaning | |
|help to create character and movement | | |Identify and explain how stage directions | | |
| | | |create character movement | | |
| | |Identify and explain how stage directions | | |Analyze and evaluate elements of drama to |
| |Identify and explain stage directions that |create character and movement | | |facilitate understanding and interpretation |
|Identify and explain stage directions and |help to create character and movement | | | |Use structural features to distinguish among |
|dialogue that help to create character | | | |Analyze elements of drama to facilitate |types of plays |
|Assessment Limits: | | |Identify and explain stage directions and |understanding and interpretation | |
|In the text or a portion of the text | | |dialogue that help to create character |Use structural features to distinguish among |Analyze structural features of drama that |
| |Identify and explain stage directions and |Identify and explain stage directions and |Assessment Limits: |types of plays |contribute to meaning |
| |dialogue that help to create character |dialogue that help to create character |In the text or a portion of the text | |Assessment Limits: |
| |Assessment Limits: |Assessment Limits: | | |Literal versus interpretive meaning |
| |In the text or a portion of the text |In the text or a portion of the text | |Analyze the action of individual scenes and | |
| | | | |acts and their relationship to the plot | |
| | | | |Assessment Limits: | |
| | | | |Literal versus interpretive meaning |Analyze how dialogue and stage directions work|
|Determine important ideas and messages in | | | | |together to create characters and plot |
|literary texts | | | | |Assessment Limits: |
|Identify and explain main ideas and universal | | |Determine important ideas and messages in |Analyze how stage directions affect dialogue, |In the text or a portion of the text |
|themes | | |literary texts |characters, and plot | |
|Assessment Limits: |Determine important ideas and messages in |Determine important ideas and messages in |Analyze main ideas and universal themes |Assessment Limits: | |
|Main ideas of the text or a portion of the |literary texts |literary texts |Assessment Limits: |In the text or a portion of the text | |
|text |Identify and explain main ideas and universal |Identify and explain main ideas and universal |Of the text or a portion of the text | | |
|Message, moral, or lesson learned from the |themes |themes |Experiences, emotions, issues, and ideas in a | | |
|text |Assessment Limits: |Assessment Limits: |text that give rise to universal themes | | |
| |Main ideas of the text or a portion of the |Main ideas of the text or a portion of the |Message, moral, or lesson learned from the | | |
| |text |text |text | | |
| |Message, moral, or lesson learned from the |Message, moral, or lesson learned from the | | | |
| |text |text |18. Tale of the Sun | | |
| | | | | | |
|Identify and explain a similar idea or theme |18. Tale of the Sun |18. Tale of the Sun | | | |
|in more than one text | | |Analyze similar themes across multiple texts | | |
|Assessment Limits: | | |Assessment Limits: | | |
|Messages, morals, or lessons learned across | | |Experiences, emotions, issues, and ideas | |Analyze and interpret important ideas and |
|texts | | |across texts that give rise to universal | |messages in literary texts |
| |Identify and explain a similar theme in more |Identify and explain similar themes across |themes | |Analyze main ideas and universal themes |
| |than one text |multiple texts | |Analyze important ideas and messages in |Assessment Limits: |
|Retell the text |Assessment Limits: |Assessment Limits: |Paraphrase |literary texts |Of the text or a portion of the text |
| |Messages, morals, or lessons learned across |Messages, morals, or lessons learned across |Assessment Limits: |Analyze main ideas and universal themes |Experiences, emotions, issues, and ideas in a |
| |texts |texts |The text or a portion of the text |Assessment Limits: |text that give rise to universal themes |
| | | |4. Sounds Around; Part D |Of the text or a portion of the text | |
| | | |18. Tale of the Sun |Experiences, emotions, issues, and ideas in a | |
| |Paraphrase |Paraphrase | |text that give rise to universal themes | |
| |Assessment Limits: |Assessment Limits: | | | |
|Summarize |The text or a portion of the text |The text or a portion of the text | | | |
|Assessment Limits: |4. Sounds Around; Part D | |Summarize | |Analyze similar themes across multiple texts |
|The text or a portion of the text |18. Tale of the Sun |4. Sounds Around; Part D |Assessment Limits: | |Assessment Limits: |
| | |18. Tale of the Sun |The text or a portion of the text | |Experiences, emotions, issues, and ideas |
| | | |4. Sounds Around; Part D |Analyze similar themes across multiple texts |across texts that give rise to universal |
| | | |18. Tale of the Sun |Assessment Limits: |themes |
| |Summarize |Summarize | |Experiences, emotions, issues, and ideas | |
| |Assessment Limits: |Assessment Limits: | |across texts that give rise to universal |Summarize or paraphrase |
| |The text or a portion of the text |The text or a portion of the text | |themes |Assessment Limits: |
|Identify and explain personal connections to | | | | |The text or a portion of the text |
|the text |4. Sounds Around; Part D | | |Summarize or paraphrase |4. Sounds Around; Part D |
|Assessment Limits: |18. Tale of the Sun |4. Sounds Around; Part D | |Assessment Limits: | |
|Connections between personal experiences and | |18. Tale of the Sun |Identify and explain personal connections to |The text or a portion of the text | |
|the theme or main ideas | | |the text |4. Sounds Around; Part D | |
| | | |Assessment Limits: | |Reflect on and explain personal connections to|
| | | |Connections between personal experiences and | |the text |
| | | |the theme or main ideas | |Assessment Limits: |
| |Identify and explain personal connections to |Identify and explain personal connections to |4. Sounds Around; Part D |Reflect on and explain personal connections to|Connections between personal experiences and |
| |the text |the text |18. Tale of the Sun |the text |the theme or main ideas |
| |Assessment Limits: |Assessment Limits: | |Assessment Limits: |4. Sounds Around; Part D |
| |Connections between personal experiences and |Connections between personal experiences and | |Connections between personal experiences and | |
| |the theme or main ideas |the theme or main ideas |Explain the implications of the text for the |the theme or main ideas | |
| | |4. Sounds Around; Part D |reader and/or society |4. Sounds Around; Part D | |
| | |18. Tale of the Sun |Assessment Limits: | |Explain the implications of the text for the |
| | | |Ideas and issues of a text that may have | |reader and/or society |
| |4. Sounds Around; Part D | |implications for the reader |Explain the implications of the text for the |Assessment Limits: |
|Identify and describe the author’s use of |18. Tale of the Sun |Explain the implications of the text for the | |reader and/or society |Ideas and issues of a text that may have |
|language | |reader and/or society | |Assessment Limits: |implications for the reader |
| | |Assessment Limits: |Analyze the author’s purposeful use of |Ideas and issues of a text that may have | |
|Identify and explain how | |Ideas and issues of a text that may have |language |implications for the reader | |
|the use of dialogue | |implications for the reader | | | |
|contributes to a story | | |Analyze specific words and phrases that | | |
| | | |contribute to meaning | | |
| | |Identify and describe the author’s use of |Assessment Limits: | | |
| | |language |Significant words and phrases (e.g., idioms, | | |
| | | |colloquialisms, etc.) with a specific effect | | |
| |Identify and describe the author’s use of |Identify and explain how the use of dialogue |on meaning | | |
| |language |contributes to a story |Denotations of above-grade-level words used in| | |
| | | |context | | |
| |Identify and explain how the use of dialogue |18. Tale of the Sun |Connotations of grade-appropriate words and | | |
| |contributes to a story | |phrases in context | |Analyze and evaluate the author’s purposeful |
| | | | | |use of language |
| |4. Sounds Around; Part D | |Analyze words and phrases that create tone |Analyze the author’s purposeful use of |Analyze and evaluate how specific language |
| |18. Tale of the Sun | |Assessment Limits: |language |choices contribute to meaning |
| | | |In the text or a portion of the text | |Assessment Limits: |
| | | | |Analyze how specific language choices |Significant words (e.g., idioms, |
| | | | |contribute to meaning |colloquialisms, etc.) with a specific effect |
| | | | |Assessment Limits: |on meaning |
|Identify and explain specific words and | | | |Significant words (e.g., idioms, |Denotations of above-grade-level words used in|
|phrases that contribute to meaning | | | |colloquialisms, etc.) with a specific effect |context |
|Assessment Limits: | | | |on meaning |Connotations of grade-appropriate words and |
|Significant words and phrases with a specific | | | |Denotations of above-grade-level words used in|phrases in context |
|effect on meaning | | | |context | |
|Denotations of above-grade-level words used in| | | |Connotations of grade-appropriate words and |Analyze and evaluate language choices that |
|context | | | |phrases in context |create tone |
| | |Identify and explain specific words and | | |Assessment Limits: |
| | |phrases that contribute to meaning | | |In the text or a portion of the text |
| | |Assessment Limits: | |Analyze language choices that create tone | |
| | |Significant words and phrases with a specific |Identify and explain figurative language that |Assessment Limits: | |
| |Identify and explain specific words and |effect on meaning |contributes to meaning |In the text or a portion of the text | |
|Identify and explain words and punctuation |phrases that contribute to meaning |Denotations of above-grade-level words used in|Assessment Limits: | | |
|that create tone |Assessment Limits: |context |In the text or a portion of the text | | |
|Assessment Limits: |Significant words and phrases with a specific |Connotations of grade-appropriate words and | | | |
|In the text or a portion of the text |effect on meaning |phrases in context | | | |
| |Denotations of above-grade-level words used in| | | | |
| |context |Identify and explain words and phrases that |Analyze how sensory language contributes to | | |
| | |create tone |meaning | | |
|Identify and explain figurative language | |Assessment Limits: |Assessment Limits: | | |
|Assessment Limits: | |In the text or a portion of the text |Specific words and phrases in the text or a | | |
|Simile | | |portion of the text | |Analyze the appropriateness of a particular |
|Personification | | | | |tone |
|Onomatopoeia |Identify and explain words and punctuation | |Analyze how repetition and exaggeration | |Assessment Limits: |
| |that create tone |Identify and explain figurative language that |contribute to meaning | |Connections between tone and other narrative |
| |Assessment Limits: |contributes to meaning |Assessment Limits: |Analyze figurative language that contributes |elements |
| |In the text or a portion of the text |Assessment Limits: |In the text or a portion of the text |to meaning and/or creates style | |
|Identify and explain language that appeals to | |In the text or a portion of the text | |Assessment Limits: |Analyze and evaluate figurative language that |
|the senses and feelings | | | |In the text or a portion of the text |contributes to meaning and/or creates style |
|Assessment Limits: | | | | |Assessment Limits: |
|Specific words and phrases in the text or a |Identify and explain figurative language | | | |In the text or a portion of the text |
|portion of the text |Assessment Limits: |Identify and explain language that appeals to | |Analyze imagery that contributes to meaning | |
| |Similes |the senses and feelings | |and/or creates style | |
| |Metaphors |Assessment Limits: | |Assessment Limits: |Analyze imagery that contributes to meaning |
| |Personification |Specific words and phrases in the text or a | |Specific words and phrases in the text or a |and/or creates style |
|Identify and explain repetition and |Onomatopoeia |portion of the text | |portion of the text |Assessment Limits: |
|exaggeration | | | | |Specific words and phrases that create sensory|
|Assessment Limits: | | | |Analyze elements of style and their |images or contribute to style in the text or a|
|In the text or a portion of the text |Identify and explain language that appeals to | | |contribution to meaning |portion of the text |
| |the senses and feelings |Identify and explain how repetition and | |Assessment Limits: | |
| |Assessment Limits: |exaggeration contribute to meaning | |Common elements of style, such as, repetition,|Analyze elements of style and their |
| |Specific words and phrases in the text or a |Assessment Limits: | |hyperbole, and rhetorical questions |contribution to meaning |
| |portion of the text |In the text or a portion of the text |Read critically to evaluate literary texts | |Assessment Limits: |
|Read critically to evaluate literary texts | | |Determine and explain the plausibility of the | |Common elements of style such as repetition, |
|Identify and explain the believability of the | | |characters’ actions and the plot | |hyperbole, and rhetorical questions |
|characters’ actions and the story’s events | | |Assessment Limits: | | |
|Assessment Limits: |Identify and explain repetition and |Read critically to evaluate literary texts |In the text or a portion of the text | |Read critically to evaluate literary texts |
|In the text or a portion of the text |exaggeration |Determine and explain the plausibility of the | | |Analyze and evaluate the plausibility of the |
| |Assessment Limits: |characters’ actions and the plot | | |plot and the credibility of the characters |
| |In the text or a portion of the text |Assessment Limits: |Identify and explain questions left unanswered| |Assessment Limits: |
|Identify and explain questions left unanswered| |In the text or a portion of the text |by the text | |In the text or a portion of the text |
|by the text | | |Assessment Limits: | | |
|Assessment Limits: | | |Questions and predictions about events, | | |
|Questions and predictions about events, | |Identify and explain questions left unanswered|situations, and conflicts that might occur if | |Analyze and evaluate the extent to which the |
|situations, and conflicts that might occur if |Read critically to evaluate literary texts |by the text |the text were extended |Read critically to evaluate literary texts |text contains ambiguities, subtleties, or |
|the text were extended |Identify and explain the believability of the |Assessment Limits: | |Analyze the plausibility of the plot and the |contradictions |
| |characters’ actions and the story’s events |Questions and predictions about events, | |credibility of the characters |Assessment Limits: |
| |Assessment Limits: |situations, and conflicts that might occur if | |Assessment Limits: |Questions and predictions about events, |
| |In the text or a portion of the text |the text were extended |Identify and explain the relationship between |In the text or a portion of the text |situations, and conflicts that might occur if |
| | | |a literary text and its historical and/or | |the text were extended |
| | | |social context | | |
| |Identify and explain | |Assessment Limits: |Analyze the extent to which the text contains |Analyze and evaluate the relationship between |
| |questions left unanswered |Identify and explain the relationship between |Implications of the historical or social |ambiguities, subtleties, or contradictions |a literary text and its historical, social, |
| |by the text |a literary text and its historical context |context on a literary text |Assessment Limits: |and/or political context |
| |Assessment Limits: | | |Questions and predictions about events, |Assessment Limits: |
| |Questions and predictions about events, | |Identify and explain the relationship between |situations, and conflicts that might occur if |Implications of the historical or social |
| |situations, and conflicts that might occur if | |the structure and the purpose of the text |the text were extended |context on a literary text |
| |the text were extended | | | | |
| | | | | |Analyze the relationship between the structure|
| | | | |Analyze the relationship between a literary |and the purpose of the text |
| | | | |text and its historical and/or social context |Assessment Limits: |
| |Identify and explain the relationship between |Identify and explain the relationship between | |Assessment Limits: |In the text or a portion of the text |
| |a literary text and its historical context |the structure and the purpose of the text | |Implications of the historical or social | |
| | | | |context on a literary text | |
| | | | | | |
| | | | | | |
| | | | |Analyze the relationship between the structure| |
| | | | |and the purpose of the text | |
| | | | | | |
| | | | | | |
| | | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Writing |Writing |Writing |Writing |Writing |Writing |
|Compose texts using the prewriting and |Compose texts using the prewriting and |Compose texts using the prewriting and |Compose texts using the prewriting and |Compose texts using the prewriting and |Compose texts using the prewriting and |
|drafting strategies of effective writers and |drafting strategies of effective writers and |drafting strategies of effective writers and |drafting strategies of effective writers and |drafting strategies of effective writers and |drafting strategies of effective writers and |
|speakers |speakers |speakers |speakers |speakers |speakers |
|Generate topics based on discussion of common |Generate and select topics using techniques, |Generate, select, and narrow topics, |Use a variety of self-selected prewriting |Use a variety of self-selected prewriting |Use a variety of self-selected prewriting |
|experiences using techniques, such as, graphic|such as, graphic organizers, journal writing, |collectively and independently, using graphic |strategies to generate, select, narrow, and |strategies to generate, select, narrow, and |strategies to generate, select, narrow, and |
|organizers, journal writing, listing, webbing,|free writing, listing, webbing, and discussion|organizers, prior writing, and/or prior |develop ideas |develop ideas |develop ideas |
|and discussion of prior experiences |of prior experiences |experiences |Evaluate topics for personal relevance, scope,|Evaluate topics for personal relevance, scope,|Evaluate topics for personal relevance, scope,|
| | | |and feasibility |and feasibility |and feasibility |
| | | |Begin a coherent plan for developing ideas |Begin a coherent plan for developing ideas |Begin a coherent plan for developing ideas |
| | | |Explore and evaluate relevant sources of |Explore and evaluate relevant sources of |Explore and evaluate relevant sources of |
| |4. Sounds Around; Part D | |information |information |information |
| |8. The Forest of S.T. Shrew; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | | | | |
| |44. Water Wonders; Part A |4. Sounds Around; Part D | | | |
| |49. Tropical Treehouse; Part A |8. The Forest of S.T. Shrew; Enrichment |4. Sounds Around; Part D |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |62. To Be a Tree; Enrichment |17. People of the Forest; PartA, Enrichment |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; PartA, Enrichment |17. People of the Forest; PartA, Enrichment |
| | |18. Tale of the Sun; Enrichment |17. People of the Forest; PartA, Enrichment |26. Dynamic Duos; Enrichment |26. Dynamic Duos; Enrichment |
| | |26. Dynamic Duos; Enrichment |18. Tale of the Sun; Enrichment |33. Forest Consequences; Enrichment |33. Forest Consequences; Enrichment |
| | |44. Water Wonders; Part A |26. Dynamic Duos; Enrichment |44. Water Wonders; Part A |44. Water Wonders; Part A |
| | |49. Tropical Treehouse; Part A |33. Forest Consequences; Enrichment |59. Power of Print; Part B |59. Power of Print; Part B |
| | |60. Publicize It! |44. Water Wonders; Part A |60. Publicize It! |60. Publicize It! |
| | | |49. Tropical Treehouse; Part A | | |
| | | |59. Power of Print; Part B | | |
| | | |60. Publicize It! | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|b. Plan and organize ideas for writing by | | | | | |
|using an appropriate organizational structure,| | | | | |
|such as, chronological or sequential order, | | | | | |
|comparison and contrast | | | | | |
|Complete an idea by providing topic, support, | | | |Select, organize, and develop ideas |Select, organize, and develop ideas |
|and concluding sentences | | | |appropriate to topic, audience, and purpose |appropriate to topic, audience, and purpose |
| | | | |Organize information logically |Organize information logically |
| |Plan and organize ideas for writing by using | |Select, organize, and develop ideas |Use techniques, such as, graphic organizers |Use techniques, such as, graphic organizers |
| |an appropriate organizational structure, such | |appropriate to topic, audience, and purpose |and signal words to complete and clarify |and signal words to complete and clarify |
| |as, chronological or sequential order, | |Organize information logically |organizational structures |organizational structures |
| |comparison and contrast, cause and effect | |Use effective organizational structures |Verify the effectiveness of paragraph |Verify the effectiveness of paragraph |
| |Complete an idea by providing topic, support, |Select and use appropriate organizational |Select or eliminate information as appropriate|development by modifying topic, support, and |development by modifying topic, support, and |
| |and concluding sentences |structures, such as, narrative, chronological |Verify the effectiveness of paragraph |concluding sentences as necessary |concluding sentences as necessary |
| | |or sequential order, description, main idea |development by modifying topic, support, and | | |
| | |and detail, problem/solution, question/answer,|concluding sentences as necessary | | |
| | |comparison and contrast, cause and effect | | | |
| |4. Sounds Around; Part D |Complete an idea by providing topic, support, | | |4. Sounds Around; Part D |
| |7. Habitat Pen Pals |and concluding sentences |4. Sounds Around; Part D |4. Sounds Around; Part D |17. People of the Forest; PartA, Enrichment |
| |7. Habitat Pen Pals; variation | |7. Habitat Pen Pals |17. People of the Forest; PartA, Enrichment |33. Forest Consequences; Enrichment |
| |8. The Forest of S.T. Shrew; Enrichment | |7. Habitat Pen Pals; variation |33. Forest Consequences; Enrichment |44. Water Wonders; Part A |
| |9. Planet Diversity; Enrichment |4. Sounds Around; Part D |8. The Forest of S.T. Shrew; Enrichment |44. Water Wonders; Part A |59. Power of Print; Part B |
| |18. Tale of the Sun; Enrichment |7. Habitat Pen Pals |9. Planet Diversity; Enrichment |59. Power of Print; Part B |60. Publicize It! |
| |44. Water Wonders; Part A |7. Habitat Pen Pals; variation |17. People of the Forest; PartA, Enrichment |60. Publicize It! | |
| |49. Tropical Treehouse; Part A |8. The Forest of S.T. Shrew; Enrichment |18. Tale of the Sun; Enrichment | | |
| |62. To Be a Tree; Enrichment |9. Planet Diversity; Enrichment |33. Forest Consequences; Enrichment | | |
| | |17. People of the Forest; PartA, Enrichment |44. Water Wonders; Part A | | |
| | |18. Tale of the Sun; Enrichment |49. Tropical Treehouse; Part A | | |
| | |44. Water Wonders; Part A |59. Power of Print; Part B | | |
| | |49. Tropical Treehouse; Part A |60. Publicize It! | | |
| | |60. Publicize It! | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
|Compose oral, written, and visual | | | | | |
|presentations that express personal ideas, | | | | | |
|inform, and persuade | | | | | |
|Compose to express personal ideas to develop | | | | |Compose oral, written, and visual |
|fluency using a variety of forms, such as, | | | |Compose oral, written, and visual |presentations that express personal ideas, |
|journals, narratives, letters, reports, and | | | |presentations that express personal ideas, |inform, and persuade |
|paragraphs | | | |inform, and persuade |Compose to express personal ideas by |
| | | | |Compose to express personal ideas by |experimenting with a variety of forms and |
| | | | |experimenting with a variety of forms and |techniques suited to topic, audience, and |
| | | | |techniques suited to topic, audience, and |purpose in order to develop a personal style, |
| | | | |purpose in order to develop a personal style |a distinctive voice, and a deliberate tone |
| | | | |and a clear, intentional, and consistent voice|4. Sounds Around; Part D |
|Describe in prose and poetry by using sensory | | |Compose oral, written, and visual |and tone |17. People of the Forest; Part A, Enrichment |
|details and vivid language with active verbs | | |presentations that express personal ideas, |4. Sounds Around; Part D |71. Watch on Wetlands |
|and colorful adjectives | | |inform, and persuade |17. People of the Forest; Part A, Enrichment |90. Native Ways |
| |Compose oral, written, and visual | |Compose to express personal ideas by |71. Watch on Wetlands | |
| |presentations that express personal ideas, |Compose oral, written, and visual |experimenting with a variety of forms and |90. Native Ways | |
| |inform, and persuade |presentations that express personal ideas, |techniques suited to topic, audience, and | |Describe in prose and/or poetic forms to |
| |Compose to express personal ideas to develop |inform, and persuade |purpose to develop an awareness of voice and |Describe in prose and/or poetic forms to |clarify, extend, or elaborate on ideas by |
|Compose to inform using summary and selection |fluency using a variety of forms suited to |Compose to express personal ideas by |tone |clarify, extend, or elaborate on ideas by |using evocative language and appropriate |
|of major points and examples to support a main|topic, audience, and purpose |experimenting with a variety of forms and | |using evocative language and appropriate |organizational structure to create a dominant |
|idea | |techniques suited to topic, audience, and |4. Sounds Around; Part D |organizational structure to create a dominant |impression |
| | |purpose |17. People of the Forest; Part A, Enrichment |impression |4. Sounds Around; Part D |
| |4. Sounds Around; Part D | |18. Tale of the Sun; Enrichment |4. Sounds Around; Part D |5. Poet-Tree; Part A, variation, Enrichment |
| |5. Poet-Tree; Part A, variation, Enrichment |4. Sounds Around; Part D |49. Tropical Treehouse; Part A |5. Poet-Tree; Part A, variation, Enrichment |17. People of the Forest; Part A, Enrichment |
| |7. Habitat pen Pals |17. People of the Forest; Part A, Enrichment |61. The Closer You Look; Enrichment |17. People of the Forest; Part A, Enrichment |71. Watch on Wetlands |
| |7. Habitat Pen pals,; variation |18. Tale of the Sun; Enrichment |90. Native Ways |71. Watch on Wetlands |90. Native Ways |
| |8. The Forest of S.T. Shrew; Enrichment |49. Tropical Treehouse; Part A | |90. Native Ways | |
| |9. Planet Diversity; Enrichment |61. The Closer You Look; Enrichment | | |Compose to inform using relevant support and |
| |18. Tale of the Sun; Enrichment |90. Native Ways |Describe in prose and/or poetic forms to |Compose to inform using relevant support and a|appropriate organizational structures while |
| |49. Tropical Treehouse; Part A | |clarify, extend, or elaborate on ideas by |variety of appropriate organizational |maintaining an objective perspective |
|Compose to persuade using significant reasons |61. The Closer You Look; Enrichment | |using vivid language such as imagery, |structures and signal words within and between| |
|and relevant support |62. To Be a Tree; Enrichment | |figurative language, and sound elements |paragraphs | |
|Agree or disagree with an idea and generate |90. Native Ways | |4. Sounds Around; Part D | |54. I’d Like to Visit a Place Where…; Part B |
|convincing reasons with relevant support | |Describe in prose and/or poetic forms to |5. Poet-Tree; Part A, variation, Enrichment | |59. Power of Print; Part B |
|Consider effective forms | |clarify, extend, or elaborate on ideas by |7. Habitat pen Pals |54. I’d Like to Visit a Place Where…; Part B |60. Poblicize It! |
| | |using vivid language such as imagery and |7. Habitat Pen pals,; variation |59. Power of Print; Part B |71. Watch on Wetlands |
| |Describe in prose and poetry by using |figurative language |8. The Forest of S.T. Shrew; Enrichment |60. Poblicize It! |90. Native Ways |
| |purposeful imagery and sensory details with | |9. Planet Diversity; Enrichment |71. Watch on Wetlands | |
| |active verbs and colorful adjectives |4. Sounds Around; Part D |17. People of the Forest; Part A, Enrichment |90. Native Ways | |
| | |5. Poet-Tree; Part A, variation, Enrichment |18. Tale of the Sun; Enrichment | | |
| | |7. Habitat pen Pals |61. The Closer You Look; Enrichment | | |
| |4. Sounds Around; Part D |7. Habitat Pen pals,; variation |90. Native Ways | | |
| |18. Tale of the Sun; Enrichment |8. The Forest of S.T. Shrew; Enrichment | | | |
| |17. People of the Forest; Part A, Enrichment |9. Planet Diversity; Enrichment | | | |
| |61. The Closer You Look; Enrichment |17. People of the Forest; Part A, Enrichment |Compose to inform using relevant support and a| |Compose to persuade by supporting, modifying, |
| |90. Native Ways |18. Tale of the Sun; Enrichment |variety of appropriate organizational |Compose to persuade by supporting, modifying, |or refuting a position, using effective |
| | |61. The Closer You Look; Enrichment |structures and signal words within a paragraph|or disagreeing with a position, using |rhetorical strategies |
| | |90. Native Ways |7. Habitat pen Pals |effective rhetorical strategies |Write an assertion and use evidence that |
| | | |7. Habitat Pen pals,; variation |Write an assertion and use evidence that |appeals to audience emotion, reasoning, or |
| |Compose to inform using a structure with a | |8. The Forest of S.T. Shrew; Enrichment |appeals to audience emotion, reasoning, or |trust |
| |clear beginning, middle, and end and a |Compose to inform using relevant support and a|9. Planet Diversity; Enrichment |trust |Organize ideas to construct a logical |
| |selection of major points, examples, and facts|variety of appropriate organizational |49. Tropical Treehouse; Part A |Organize ideas to construct a logical |progression |
| |to support a main idea |structures and signal words within a paragraph|54. I’d Like to Visit a Place Where…; Part B |progression |Use diction and syntax that is sincere, |
| | | |59. Power of Print; Part B |Use diction and syntax that is sincere, |honest, and trustworthy |
| |7. Habitat pen Pals | |60. Poblicize It! |honest, and trustworthy |Use connotation, repetition, and figurative |
| |7. Habitat Pen pals,; variation |7. Habitat pen Pals |90. Native Ways |Use connotation, repetition, parallelism, and |language to control audience emotion and |
|Use writing-to-learn strategies such as |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen pals,; variation | |figurative language to control audience |reaction |
|journals, admit/exit slips, diagrams, |9. Planet Diversity; Enrichment |8. The Forest of S.T. Shrew; Enrichment | |emotion and reaction |Use authoritative citations when effective and|
|drawings, graphic organizers, and |49. Tropical Treehouse; Part A |9. Planet Diversity; Enrichment | |Use authoritative citations when effective and|document appropriately |
|“think-aloud’s on paper” to connect ideas and |54. I’d Like to Visit a Place Where…; Part B |49. Tropical Treehouse; Part A | |document appropriately | |
|thinking about lesson content |90. Native Ways |54. I’d Like to Visit a Place Where…; Part B | |33. Forest Consequences; Enrichment |33. Forest Consequences; Enrichment |
|Manage time and process when writing for a | |60. Poblicize It! | |59. Power of Print; Part B |59. Power of Print; Part B |
|given purpose | |90. Native Ways | |71. Watch on Wetlands |71. Watch on Wetlands |
| | | | | | |
| | | |Compose to persuade by supporting, modifying, |Use writing-to-learn strategies such as | |
| | | |or disagreeing with a position, using |reflective and metacognitive writing to set |Use writing-to-learn strategies such as |
|Compose texts using the revising and editing | | |effective rhetorical strategies |goals, make discoveries, and make connections |reflective journals, metacognitive writings, |
|strategies of effective writers and speakers |Compose to persuade using significant reasons | |Support, modify, or disagree with a position |among learned ideas |and projections based on reflections to |
|Revise texts for clarity, completeness, and |and relevant support | |and generate convincing evidence to support it| |analyze and synthesize thinking and learning |
|effectiveness |Agree or disagree with an idea and generate |Compose to persuade using significant reasons |Consider the effectiveness of diction, |Manage time and process when writing for a | |
|Eliminate words and ideas that do not support |convincing reasons with relevant support |and relevant support to agree or disagree with|audience appeal, and organization |given purpose |Manage time and process when writing for a |
|the main idea |Consider effective forms and word choice |an idea |Use connotation, repetition, and figurative | |given purpose |
|Clarify meaning by rearranging words within a | |Take a position and generate convincing |language to control audience emotion and |71. Watch on Wetlands |71. Watch on Wetlands |
|sentence | |reasons to support it |reaction | | |
|Clarify meaning by rearranging sentences | |Consider the effectiveness of form, diction, |Use authoritative citations | | |
|within a text for a clear beginning, middle, | |audience appeal, and organization | | | |
|and end | | |33. Forest Consequences; Enrichment |Compose texts using the revising and editing | |
| | | |59. Power of Print; Part B |strategies of effective writers and speakers |Compose texts using the revising and editing |
| | | | |Revise texts for clarity, completeness, and |strategies of effective writers and speakers |
| | | | |effectiveness |Revise texts for clarity, completeness, and |
| | | | |Eliminate redundant and irrelevant words and |effectiveness |
| | | | |ideas |Eliminate redundant and irrelevant words and |
| | | | |Clarify meaning through the placement of |ideas |
| | | |Use writing-to-learn strategies such as |antecedents, modifiers, connectors, and |Clarify meaning through the placement of |
| | | |dialect journals, quickwrites, and mindmaps to|transitional devices |antecedents, modifiers, connectors, and |
| | | |make connections between learining and prior |Clarify the relationships among ideas through |transitional devices |
| | | |knowledge |coordination and subordination that are |Clarify the relationships among ideas through |
| | | | |purposeful, logical, succinct, and balanced |coordination and subordination that are |
| | | | |Clarify meaning and purpose by using active |purposeful, logical, succinct, and parallel |
| | | |Manage time and process when writing for a |voice and consistent person, number, tense, |Clarify meaning and purpose by using active |
| | | |given purpose |and mood |voice and consistent person, number, tense, |
| | | | |Vary sentence types and lengths to clarify and|and mood |
| |Use writing-to-learn strategies such as | | |extend meaning and to develop style |Vary sentence types and lengths to clarify and|
| |diagrams, flow charts, freewriting, learning | | | |extend meaning, to demonstrate style, and to |
| |logs, and “think-aloud’s on paper” to connect |Use writing-to-learn strategies such as |Compose texts using the revising and editing | |sustain audience interest |
| |ideas and thinking about lesson content |learning logs, dialogue journals, and |strategies of effective writers and speakers |4.Sounds Around; Part D |4.Sounds Around; Part D |
| | |quickwrites to connect ideas and thinking |Revise texts for clarity, completeness, and |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A, Enrichment |
|Use suitable traditional and electronic |Manage time and process when writing for a |about lesson content |effectiveness |44. Water Wonders; Part A |44. Water Wonders; Part A |
|resources to edit final copies of text for |given purpose | |Eliminate redundant and irrelevant words and |49. Tropical Treehouse; Part A |49. Tropical Treehouse; Part A |
|correctness in language usage and conventions | | |ideas |59. Power of Print; Part B |59. Power of Print; Part B |
|such as capitalization, punctuation, and | |Manage time and process when writing for a |Clarify meaning through the placement of |60. Poblucize It! |60. Poblucize It! |
|spelling | |given purpose |antecedents, modifiers, connectors, and | | |
|Self edit |Compose texts using the revising and editing | |transitional devices | | |
|Peer edit |strategies of effective writers and speakers | |Coordinate equal ideas within a sentence | |Use suitable traditional and electronic |
|Dictionary |Revise texts for clarity, completeness, and | |Subordinate less important ideas with a | |resources to refine presentations and edit |
| |effectiveness |Compose texts using the revising and editing |sentence using phrases and clauses |Use suitable traditional and electronic |texts for effective and appropriate use of |
| |Eliminate words and ideas that do not support |strategies of effective writers and speakers |Maintain consistent person, number and tense |resources to refine presentations and edit |language and conventions such as |
| |the main idea |Revise texts for clarity, completeness, and |Modify sentences from passive to active voice |texts for effective and appropriate use of |capitalization, punctuation, spelling, and |
| |Clarify meaning by adding modifiers and |effectiveness |Vary sentence types and lengths to clarify and|language and conventions such as |pronunciation |
| |sensory words within a sentence |Eliminate words and ideas that do not support |extend meaning and to develop style |capitalization, punctuation, spelling, and |Self edit |
| |Clarify meaning by rearranging sentences |the main idea |4.Sounds Around; Part D |pronunciation |Peer edit |
| |within a text for a clear beginning, middle, |Clarify meaning by rearranging words within a |8. The Forest of S.T. Shrew; Enrichment |Self edit |Dictionary |
| |and end |sentence |17. People of the Forest; Part A, Enrichment |Peer edit |Thesaurus |
|Prepare the final product for presentation to |Provide sentence variety and length by |Clarify meaning by rearranging sentences |18. Tale of the Sun; Enrichment |Dictionary |Spell checker |
|an audience |combining sentences and correcting rambling |within a text |44. Water Wonders; Part A |Thesaurus |Language handbook |
| |sentences |Provide sentence variety and length by |49. Tropical Treehouse; Part A |Spell checker |Grammar checker |
| | |combining sentences and correcting rambling |59. Power of Print; Part B |Language handbook |Style book |
| | |sentences |60. Publucize It! |Grammar checker | |
| |Sounds Around; Part D | | |Style book |4. Sounds Around; Part D |
| |The Forest of S.T. Shrew; Enrichment | | | |17. People of the Forest; Part A, Enrichment |
| |Tale of the Sun; Enrichment |4.Sounds Around; Part D | |4. Sounds Around; Part D |33. Forest Consequences; Enrichment |
| |Water Wonders; Part A |8. The Forest of S.T. Shrew; Enrichment |Use suitable traditional and electronic |17. People of the Forest; Part A, Enrichment |44. Water Wonders; Part A |
| |Tropical Treehouse; Part A |17. People of the Forest; Part A, Enrichment |resources to refine presentations and edit |33. Forest Consequences; Enrichment |59. Power of Print;; Part B |
| |62. To Be a Tree; Enrichment |18. Tale of the Sun; Enrichment |texts for effective and appropriate use of |44. Water Wonders; Part A |60. Publucize It! |
| | |44. Water Wonders; Part A |language and conventions such as |59. Power of Print;; Part B | |
| | |49. Tropical Treehouse; Part A |capitalization, punctuation, spelling, and |60. Publucize It! |Prepare the final product for presentation to |
| | |60. Poblucize It! |pronunciation | |an audience |
|Identify how language choices in writing and | | |Self edit |Prepare the final product for presentation to | |
|speaking affect thoughts and feelings | | |Peer edit |an audience |4. Sounds Around; Part D |
|Select words appropriate for audience, | | |Dictionary | |17. People of the Forest; Part A, Enrichment |
|situation, or purpose | | |Thesaurus | |33. Forest Consequences; Enrichment |
| | | |Spell checker |4. Sounds Around; Part D |59. Power of Print;; Part B |
| | | |Language handbook |17. People of the Forest; Part A, Enrichment |60. Publucize It! |
| | | |Grammar checker |33. Forest Consequences; Enrichment | |
|Acquire and use new vocabulary |Use suitable traditional and electronic | | |59. Power of Print;; Part B | |
| |resources to edit final copies of text for | |4. Sounds Around; Part D |60. Publucize It | |
| |correctness in language usage and conventions | |8. The Forest of S.T. Shrew; Enrichment | | |
| |such as capitalization, punctuation, and | |9. Planet Diversity; Enrichment | | |
| |spelling | |17. People of the Forest; Part A, Enrichment | | |
| |Self edit | |18. Tale of the Sun; Enrichment | | |
|Consider the effect of word choices on the |Peer edit | |33. Forest Consequences; Enrichment | | |
|audience |Dictionary | |44. Water Wonders; Part A | |Identify how language choices in writing and |
| |Thesaurus | |49. Tropical Treehouse; Part A | |speaking affect thoughts and feelings |
| |Spell checker | |59. Power of Print;; Part B | |Choose a level of language, formal to |
| |Language handbook |b. Use suitable traditional and electronic |60. Publucize It! |Identify how language choices in writing and |informal, appropriate for a specific audience,|
| | |resources to refine presentations and edit | |speaking affect thoughts and feelings |situation, or purpose |
| |4. Sounds Around; Part D |texts for effective and appropriate use of | |Use precise word choice, formal to informal, |4. Sounds Around; Part D |
| |8. The Forest of S.T. Shrew; Enrichment |language and conventions such as |Prepare the final product for presentation to |based on audience, situation, or purpose |7. Habitat Pen Pals |
| |9. Planet Diversity; Enrichment |capitalization, punctuation, spelling, and |an audience | |7. Habitat Pen Pals; Variation |
| |18. Tale of the Sun; Enrichment |pronunciation | |4. Sounds Around; Part D |17. People of the Forest; Part A, Enrichment |
| |44. Water Wonders; Part A |Self edit | |7. Habitat Pen Pals |26. Dynamic Duos; Enrichment |
| |49. Tropical Treehouse; Part A |Peer edit |4. Sounds Around; Part D |7. Habitat Pen Pals; Variation |33. Forest Consequences; Enrichment |
| |62. To Be a Tree; Enrichment |Dictionary |9. Planet Diversity; Enrichment |17. People of the Forest; Part A, Enrichment |44. Water Wonders; Part A |
| | |Thesaurus |17. People of the Forest; Part A, Enrichment |26. Dynamic Duos; Enrichment |59. Power of Print |
| | |Spell checker |18. Tale of the Sun; Enrichment |33. Forest Consequences; Enrichment |60. Publicize It! |
| | |Language handbook |33. Forest Consequences; Enrichment |44. Water Wonders; Part A | |
| | |Grammar checker |59. Power of Print;; Part B |59. Power of Print; Parts A, B |Differentiate connotative from denotative |
| |c.Prepare the final product for presentation | |60. Publicize It! |60. Publicize It! |meanings of words to make precise word choices|
| |to an audience |4. Sounds Around; Part D | | |4. Sounds Around; Part D |
| | |8. The Forest of S.T. Shrew; Enrichment | |Make effective decisions regarding word choice|7. Habitat Pen Pals |
| | |9. Planet Diversity; Enrichment | |according to connotative and denotative |7. Habitat Pen Pals; Variation |
| | |17. People of the Forest; Part A, Enrichment | |meanings |17. People of the Forest; Part A, Enrichment |
|Assess the effectiveness of choice of details,|4. Sounds Around; Part D |18. Tale of the Sun; Enrichment | |4. Sounds Around; Part D |33. Forest Consequences; Enrichment |
|word choice, and use of figurative language in|9. Planet Diversity; Enrichment |44. Water Wonders; Part A |Identify how language choices in writing and |7. Habitat Pen Pals |44. Water Wonders; Part A |
|the student’s own composing |18. Tale of the Sun; Enrichment |49. Tropical Treehouse; Part A |speaking affect thoughts and feelings |7. Habitat Pen Pals; Variation |59. Power of Print; Parts A and B |
|Assess the effectiveness of choice of details |62. To Be a Tree; Enrichment |60. Publucize It! |Use precise word choice, formal to informal, |17. People of the Forest; Part A, Enrichment | |
|and words/phrases that extend meaning in | | |based on audience, situation, or purpose |33. Forest Consequences; Enrichment |Consider how readers or listeners might |
|student’s own composing | | | |44. Water Wonders; Part A |respond differently to the same words |
| | |c. Prepare the final product for presentation|4. Sounds Around; Part D |59. Power of Print; Parts A, B | |
| | |to an audience |7. Habitat Pen Pals | |4. Sounds Around; Part D |
| | | |7. Habitat Pen Pals; Variation | |7. Habitat Pen Pals |
| | |4. Sounds Around; Part D |8. The Forest of S.T. Shrew; Enrichment | |7. Habitat Pen Pals; Variation |
| | |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment |Consider how readers or listeners might |17. People of the Forest; Part A, Enrichment |
| | |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A; Enrichment |respond differently to the same words |33. Forest Consequences; Enrichment |
| |4. Identify how language choices in writing |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment | |44. Water Wonders; Part A |
| |and speaking affect thoughts and feelings |60. Publicize It! |26. Dynamic Duos; Enrichment | |59. Power of Print; Parts A, B, Enrichment |
| |Select words appropriate for audience, | |33. Forest Consequences; Enrichment |4. Sounds Around; Part D | |
| |situation, or purpose | |44. Water Wonders; Part A |7. Habitat Pen Pals | |
| |4. Sounds Around; Part D | |49. Tropical Treehouse; Part A |7. Habitat Pen Pals; Variation | |
|Explain how specific words/phrases used by the|7. Habitat Pen Pals | |59. Power of Print; Parts A, B, Enrichment |17. People of the Forest; Part A, Enrichment | |
|writer affects reader response |7. Habitat Pen Pals; Variation | |60. Publicize It! |33. Forest Consequences; Enrichment | |
| |8. The Forest of S.T. Shrew; Enrichment | |61. The Closer You Look; Enrichment |44. Water Wonders; Part A | |
| |9. Planet Diversity; Enrichment | | |59. Power of Print; Parts A, B, Enrichment | |
|Examine and use basic transitions such as |18. Tale of the Sun; Enrichment | | | | |
|“and,” “but,” “or,” “first,” “second,” and |44. Water Wonders; Part A | |Consider the connotative and/or denotative | | |
|“last” |49. Tropical Treehouse; Part A | |meanings of words when selecting vocabulary | | |
| |61. The Closer You Look; Enrichment | | | | |
| |62. To Be a Tree; Enrichment |4. Identify how language choices in writing |4. Sounds Around; Part D | | |
| | |and speaking affect thoughts and feelings |7. Habitat Pen Pals | | |
| | |a. Select words appropriate for audience, |7. Habitat Pen Pals; Variation | | |
| |Describe how listeners might respond |situation, or purpose |8. The Forest of S.T. Shrew; Enrichment | | |
| |differently to similar words such as | |9. Planet Diversity; Enrichment | | |
| |nightmare/dream, loud/deafening, cute/gorgeous|4. Sounds Around; Part D |17. People of the Forest; Part A; Enrichment | | |
| |4. Sounds Around; Part D |7. Habitat Pen Pals |18. Tale of the Sun; Enrichment | | |
| |7. Habitat Pen Pals |7. Habitat Pen Pals; Variation |33. Forest Consequences; Enrichment | | |
|Explain how textual changes in a work clarify |7. Habitat Pen Pals; Variation |8. The Forest of S.T. Shrew; Enrichment |44. Water Wonders; Part A | |Assess the effectiveness of choice of details,|
|meaning or fulfill a purpose |8. The Forest of S.T. Shrew; Enrichment |9. Planet Diversity; Enrichment |49. Tropical Treehouse; Part A | |organizational pattern, word choice, syntax, |
| |9. Planet Diversity; Enrichment |17. People of the Forest; Part A |59. Power of Print; Parts A, B, Enrichment | |use of figurative language, and rhetorical |
| |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment | | |devices in the student’s own composing |
| |44. Water Wonders; Part A |26. Dynamic Duos; Enrichment | | |Assess the effectiveness of diction that |
|Revise own text for word choice |49. Tropical Treehouse; Part A |44. Water Wonders; Part A |Consider how word choices affect the audience |Assess the effectiveness of choice of details,|reveals his or her purpose |
| | |49. Tropical Treehouse; Part A | |organizational pattern, word choice, syntax, |Language appropriate for a particular audience|
| |Consider the effect of word choices on the |60. Publicize It! |4. Sounds Around; Part D |use of figurative language, and rhetorical |Language suitable for a given purpose |
| |audience |61. The Closer You Look; Enrichment |7. Habitat Pen Pals |devices in the student’s own composing |Words/phrases/sentences that extend meaning in|
| | | |7. Habitat Pen Pals; Variation |Assess the effectiveness of diction that |a given context |
| |4. Sounds Around; Part D | |8. The Forest of S.T. Shrew; Enrichment |reveals his or her purpose | |
| |7. Habitat Pen Pals |b. Describe how listeners might respond |9. Planet Diversity; Enrichment |Language appropriate for a particular audience| |
| |7. Habitat Pen Pals; Variation |differently to similar words such as |17. People of the Forest; Part A; Enrichment |Language suitable for a given purpose |Explain how the specific language and |
| |8. The Forest of S.T. Shrew; Enrichment |nightmare/dream, loud/deafening, cute/gorgeous|18. Tale of the Sun; Enrichment |Words/phrases/sentences that extend meaning in|expression used by the writer or speaker |
| |9. Planet Diversity; Enrichment |4. Sounds Around; Part D |33. Forest Consequences; Enrichment |a given context |affects reader/listener response |
| |18. Tale of the Sun; Enrichment |7. Habitat Pen Pals |44. Water Wonders; Part A | | |
| |44. Water Wonders; Part A |7. Habitat Pen Pals; Variation |49. Tropical Treehouse; Part A | |Evaluate the use of transitions and their |
| |49. Tropical Treehouse; Part A |8. The Forest of S.T. Shrew; Enrichment |59. Power of Print; Parts A, B, Enrichment |Explain how the specific language and |effectiveness in a text |
| | |9. Planet Diversity; Enrichment | |expression used by the writer or speaker | |
| | |17. People of the Forest; Part A; Enrichment | |affects reader/listener response | |
| | |18. Tale of the Sun; Enrichment | | | |
| | |44. Water Wonders; Part A | |Evaluate the use of transitions in a text | |
| | |49. Tropical Treehouse; Part A | | | |
| | | | | | |
| | |c. Consider how word choices affect the | | | |
| | |audience | | | |
| | | | | | |
| | |4. Sounds Around; Part D | | | |
| | |7. Habitat Pen Pals | | |Evaluate textual changes in a work and explain|
| | |7. Habitat Pen Pals; Variation | | |how these changes alter tone, clarify meaning,|
| | |8. The Forest of S.T. Shrew; Enrichment | | |address a particular audience, or fulfill a |
| | |9. Planet Diversity; Enrichment | | |purpose |
| | |17. People of the Forest; Part A; Enrichment | | |Alter the tone of one’s own writing by |
| | |18. Tale of the Sun; Enrichment | |Evaluate textual changes in a work and explain|revising its diction for a specific purpose |
| | |44. Water Wonders; Part A | |how these changes alter tone, clarify meaning,|and/or audience |
| | |49. Tropical Treehouse; Part A | |address a particular audience, or fulfill a | |
| | | | |purpose | |
| |Assess the effectiveness of choice of details,| |Assess the effectiveness of choice of details,|Alter the tone of one’s own writing by | |
| |organizational pattern, word choice, and use | |organizational pattern, word choice, syntax, |revising its diction for a specific purpose |Justify revisions in syntax and diction from a|
| |of figurative language in the student’s own | |use of figurative language, and rhetorical |and/or audience |previous draft of his or her same text by |
| |composing | |devices in the student’s own composing | |explaining how the change affects meaning |
| |Assess the effectiveness of word choice in | |Assess the effectiveness of diction that | | |
|Locate, retrieve, and use information from |student’s own composing | |reveals his or her purpose | | |
|various sources to accomplish a purpose |Language suitable for a given purpose | |Language appropriate for a particular audience|Justify revisions in syntax and diction from a| |
|Identify and use sources of information on a |Words/phrases that extend meaning | |Language suitable for a given purpose |previous draft of his or her same text by | |
|topic | | |Words/phrases/sentences that extend meaning in|explaining how the change affects meaning | |
| | | |a given context | | |
| | | | | | |
| | | | | | |
| | | |Explain how the specific language and | | |
|Use various information retrieval sources | | |expression used by the writer or speaker | | |
|(traditional and/or electronic) to obtain | | |affects reader/listener response | | |
|information on a topic | | | | | |
| |Explain how specific words/phrases used by the| |Evaluate the use of transitions in a text | | |
| |writer affects reader response | | | | |
| | |5. Assess the effectiveness of choice of | | | |
| | |details, organizational pattern, word choice, | | | |
| |Examine and use spatial transitions such as |syntax, use of figurative language, and | | | |
| |“near,” “far,” “on the left,” and “in the |rhetorical devices in the student’s own | | | |
| |distance” |composing | | | |
| | | | | | |
| | |a. Assess the effectiveness of word choice | | | |
| | |that reveals a student’s purpose for writing | | |Locate, retrieve, and use information from |
| | |Language appropriate for a particular audience| | |various sources to accomplish a purpose |
| | |Language suitable for a given purpose | | |Identify, evaluate, and use appropriate |
| | |Words/phrases/sentences that extend meaning in|Explain how textual changes alter tone, | |sources of information on a self-selected |
| | |a given context |clarify meaning, address a particular | |and/or given topic |
| | | |audience, or fulfill a purpose |Locate, retrieve, and use information from |17. People of the Forest; Part A, Enrichment |
| | |b. Explain how specific | |various sources to accomplish a purpose |26. Dynamic Duos; Enrichment |
| |Explain how textual changes in a work clarify |words/phrases/sentences affect reader/listener|Identify the tone of one’s own writing, and |Identify, evaluate, and use sources of |33. Forest Consequences; Enrichment |
| |meaning, address a particular audience, or |response |revise word choice to modify tone in order to |information on a self-selected and/or given |59. Power of Print; Part B, Enrichment |
| |fulfill a purpose | |address a given purpose and/or audience |topic |76. Tree Cookies; Part B |
| | | | |17. People of the Forest; Part A, Enrichment |86. Our Changing World; Part B |
| |Revise own text for word choice |c. Examine and use transitions showing |Justify revisions in syntax and diction from a|26. Dynamic Duos; Enrichment |95. Did You Notice? Part B |
| | |importance and relation such as “because,” |previous draft of his or her same text by |33. Forest Consequences; Enrichment | |
| | |“additionally,” “unless,” “although,” and “so”|explaining how the change affects meaning |59. Power of Print; Part B, Enrichment |Use various information retrieval sources |
| | | | |76. Tree Cookies; Part B |(traditional and/or electronic) to obtain |
| | | | |86. Our Changing World; Part B |information on a self-selected and/or given |
|Use note taking and organizational strategies | | | |95. Did You Notice? Part B |topic |
|to record and organize information |Explain how revisions in word choice affect | | | | |
|Participate in teacher-directed note-taking |meaning | | |Use various information retrieval sources | |
|and organization of information | | | |(traditional and/or electronic) to obtain |17. People of the Forest; Part A, Enrichment |
| | | | |information on a self-selected and/or given |26. Dynamic Duos; Enrichment |
| | |6. Explain how textual changes in a work | |topic |33. Forest Consequences; Enrichment |
| | |enhance tone, clarify meaning, address a | | |59. Power of Print; Part B, Enrichment |
| | |particular audience, or fulfill a purpose | |17. People of the Forest; Part A, Enrichment |76. Tree Cookies; Part B |
| | |a. Identify the tone of one’s own writing, | |26. Dynamic Duos; Enrichment |86. Our Changing World; Part B |
| | |and revise word choice to modify tone in order| |33. Forest Consequences; Enrichment |95. Did You Notice? Part B |
| | |to address a given purpose and/or audience | |59. Power of Print; Part B, Enrichment | |
| | | | |76. Tree Cookies; Part B | |
| | |b. Explain how revisions in word choice and | |86. Our Changing World; Part B | |
| | |syntax affect meaning | |95. Did You Notice? Part B | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | |Locate, retrieve, and use information from | | |
| | | |various sources to accomplish a purpose | | |
| | | |Identify, evaluate, and use sources of | | |
| | | |information on a self-selected and/or given | | |
| | | |topic | | |
| | | |7. Habitat Pen Pals | | |
| | | |7. Habitat Pen Pals; Variation | | |
| | | |8. The Forest of S.T. Shrew; Enrichment | | |
| |Locate, retrieve, and use information from | |17. People of the Forest; Part A, Enrichment | | |
| |various sources to accomplish a purpose | |26. Dynamic Duos; Enrichment | | |
| |Identify and use sources of information on a | |33. Forest Consequences; Enrichment | | |
| |topic | |49. Tropical Treehouse; Part A | | |
| |7. Habitat Pen Pals | |59. Power of Print; Part B, Enrichment | | |
| |7. Habitat Pen Pals; Variation | |76. Tree Cookies; Part B | |Use a systematic process for recording, |
| |8. The Forest of S.T. Shrew; Enrichment | |86. Our Changing World; Part B | |documenting, and organizing this information |
| |49. Tropical Treehouse; Part A | |95. Did You Notice? Part B | |Appropriate strategies for taking notes |
| |76. Tree Cookies; Part B | | | |Appropriate strategies for organizing source |
| |95. Did You Notice? Part B | |Use various information retrieval sources |Use appropriate note taking procedures, |information or notes |
| | | |(traditional and/or electronic) to obtain |organizational strategies, and proper |Information to include or exclude when using a|
| | |7. Locate, retrieve, and use information from|information on a self-selected and/or given |documentation of sources of information |note taking method |
| | |various sources to accomplish a purpose |topic |Appropriate strategies for taking notes |Advantages, disadvantages, or limitations of a|
|Use information to fulfill a given purpose |Use various information retrieval sources |a. Identify, evaluate, and use sources of | |Appropriate strategies for organizing source |given strategy or procedure for recording or |
| |(traditional and/or electronic) to obtain |information on a self-selected and/or given |7. Habitat Pen Pals |information or notes |organizing information |
| |information on a topic |topic |7. Habitat Pen Pals; Variation |Information to include or exclude when using a|Advantages, disadvantages, or limitations of |
| | | |8. The Forest of S.T. Shrew; Enrichment |note taking method |sources of information, such as bias, |
| | |7. Habitat Pen Pals |17. People of the Forest; Part A, Enrichment |Advantages, disadvantages, or limitations of a|accuracy, availability, variety, currency |
| |7. Habitat Pen Pals |7. Habitat Pen Pals; Variation |26. Dynamic Duos; Enrichment |given strategy or procedure for recording or | |
| |7. Habitat Pen Pals; Variation |8. The Forest of S.T. Shrew; Enrichment |33. Forest Consequences; Enrichment |organizing information | |
| |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; Part A, Enrichment |49. Tropical Treehouse; Part A |Advantages, disadvantages, or limitations of |Use a recognized format for documentation, |
| |49. Tropical Treehouse; Part A |26. Dynamic Duos; Enrichment |59. Power of Print; Part B, Enrichment |sources of information, such as bias, |such as, MLA |
| |76. Tree Cookies; Part B |49. Tropical Treehouse; Part A |76. Tree Cookies; Part B |accuracy, availability, variety, currency | |
| |95. Did You Notice? Part B |76. Tree Cookies; Part B |86. Our Changing World; Part B | |21. Adopt a Tree; Part B |
| | |86. Our Changing World; Part B |95. Did You Notice? Part B |Use a recognized format for documentation, |76. Tree Cookies; Part B |
| | |95. Did You Notice? Part B | |such as, MLA |95. Did You Notice? Part B |
| | | | |21. Adopt a Tree; Part B | |
| | | | |76. Tree Cookies; Part B |Synthesize information from two or more |
| | |b. Use various information retrieval sources | |95. Did You Notice? Part B |sources to fulfill a self-selected or given |
| | |(traditional and/or electronic) to obtain | | |purpose |
| | |information on a self-selected and/or given | |Synthesize information from two or more | |
| | |topic | |sources to fulfill a self-selected or given |95. Did You Notice?; Part B |
| | | | |purpose | |
| | | | | |Use a recognized format to credit sources when|
| | |7. Habitat Pen Pals | |95. Did You Notice?; Part B |paraphrasing, summarizing, and quoting to |
| | |7. Habitat Pen Pals; Variation | | |avoid plagiarism |
| | |8. The Forest of S.T. Shrew; Enrichment | |Use a recognized format to credit sources when| |
| | |17. People of the Forest; Part A, Enrichment | |paraphrasing, summarizing, and quoting to | |
| | |26. Dynamic Duos; Enrichment | |avoid plagiarism | |
| | |49. Tropical Treehouse; Part A | | | |
| | |76. Tree Cookies; Part B | | | |
| | |86. Our Changing World; Part B | | | |
| | |95. Did You Notice? Part B | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |Use note taking, organizational strategies, | |Use appropriate note taking procedures, | | |
| |and simple documentation of information to | |organizational strategies, and proper | | |
| |record and organize information | |documentation of sources of information | | |
| |Participate in teacher-directed note-taking | |Appropriate strategies for taking notes | | |
| |and organization of information | |Appropriate strategies for organizing source | | |
| | | |information or notes | | |
| | | |Information to include or exclude when using a| | |
| |9. Planet Diversity | |note taking method | | |
| |21. Adopt a Tree; Part B | |Advantages, disadvantages, or limitations of a| | |
| |76. Tree Cookies; Part B | |given strategy or procedure for recording or | | |
| |95. Did You Notice? Part B | |organizing information | | |
| | | |Advantages, disadvantages, or limitations of | | |
| | | |sources of information, such as bias, | | |
| | | |accuracy, availability, variety, currency | | |
| | | | | | |
| | | |Use a recognized format for documentation, | | |
| | |c. Select appropriate information for note |such as, MLA | | |
| | |taking and organizing information |9. Planet Diversity | | |
| | | |21. Adopt a Tree; Part B | | |
| | |Practice appropriate strategies for organizing|76. Tree Cookies; Part B | | |
| | |information and/or taking notes |95. Did You Notice? Part B | | |
| | | | | | |
| | |9. Planet Diversity |Synthesize information from two or more | | |
| | |21. Adopt a Tree; Part B |sources to fulfill a self-selected or given | | |
| | |76. Tree Cookies; Part B |purpose | | |
| | |95. Did You Notice? Part B | | | |
| | | |95. Did You Notice?; Part B | | |
| | | | | | |
| | | |Use a recognized format to credit sources when| | |
| | | |paraphrasing, summarizing, and quoting to | | |
| | | |avoid plagiarism | | |
| | | | | | |
| | | | | | |
| | | | | | |
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| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| |Use information to fulfill a given purpose | | | | |
| | | | | | |
| |95. Did You Notice?; Part B | | | | |
| | | | | | |
| |Credit sources when paraphrasing and quoting | | | | |
| |to avoid plagiarism | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | |Use information from two or more sources to | | | |
| | |fulfill a given purpose | | | |
| | | | | | |
| | |95. Did You Notice?; Part B | | | |
| | | | | | |
| | | | | | |
| | |Credit sources when paraphrasing, summarizing,| | | |
| | |and quoting to avoid plagiarism | | | |
| | | | | | |
| | | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Grammar |Grammar |Grammar |Grammar |Grammar |Grammar |
|Recognize elements of grammar in personal and |Recognize elements of grammar in personal and |Recognize elements of grammar in personal and |Recognize elements of grammar in personal and |Recognize elements of grammar in personal and |Recognize elements of grammar in personal and |
|academic reading |academic reading |academic reading |academic reading |academic reading |academic reading |
| | | | | | |
|Recognize, recall, and use basic elements of |Recognize, recall, and use basic elements of |Recognize, recall, and use basic elements of |Recognize, recall, and use grammar concepts |Apply knowledge of grammar concepts and skills|Apply knowledge of grammar concepts and skills|
|grammar to express ideas clearly** |grammar to express ideas clearly** |grammar to express ideas clearly** |and skills to strengthen control of oral and |to control oral and written language** |to control oral and written language** |
| | | |written language** | | |
| | | |Recognize the meaning, position, form, and |Consider the meaning, position, form, and |Consider the meaning, position, form, and |
|Identify and use parts of speech such as |Identify and use parts of speech such as |Recognize the meaning, position, form, and |function of words when identifying grammatical|function of words when identifying and using |function of words when identifying and using |
|nouns, pronouns, verbs, adverbs, adjectives |prepositions, conjunctions, and interjections |function of words when identifying grammatical|concepts such as indefinite pronouns, perfect |grammatical concepts such as verbal and verbal|all grammatical concepts |
|(including articles) | |concepts such as concrete, collective, and |verb tenses, conjunctive adverbs, and |phrases (gerunds, participles, and | |
| | |abstract nouns; demonstrative and relative |correlative conjunctions |infinitives), reflexive and intensive |4. Sounds Around; Part D |
| |4. Sounds Around; Part D |pronouns; subordinating conjunctions | |pronouns, progressive forms of verbs, and |17. People of the Forest; Part A, Enrichment |
| |7. Habitat Pen Pals |4. Sounds Around; Part D |4. Sounds Around; Part D |active and passive voice |44. Water Wonders; Part A |
| |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals |7. Habitat Pen Pals | |54. I’d Like to Visit a Place Where; Parts B |
| |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals; Variation |4. Sounds Around; Part D |and C |
| |9. Planet Diversity; Enrichment |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; Part A, Enrichment |59. Power of Print; Part B |
| |18. Tale of the Sun; Enrichment |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment |44. Water Wonders; Part A |60. Publicize it! |
| |44. Water Wonders; Part A |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A, Enrichment |54. I’d Like to Visit a Place Where; Parts B | |
| |49. Tropical Treehouse; Part A |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment |and C | |
|Identify and incorporate subjects and verbs |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A |44. Water Wonders; Part A |59. Power of Print; Part B | |
|when composing simple sentences |and C |49. Tropical Treehouse; Part A |49. Tropical Treehouse; Part A |60. Publicize it! | |
| |61. The Closer You Look; Enrichment |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B | | |
| |62. To Be a Tree; Enrichment |and C |and C |Combine and expand sentences by incorporating | |
| | |60. Publicize it! |59. Power of Print; Part B |subjects, predicates, and modifiers and by | |
| | |61. The Closer You Look; Enrichment |60. Publicize it! |logically coordinating, subordinating, and | |
| | | |61. The Closer You Look; Enrichment |sequencing ideas |Combine and expand sentences by incorporating |
| | | | | |subjects, predicates, and modifiers and by |
| | | | |4. Sounds Around; Part D |logically coordinating, subordinating, and |
| | |Combine sentences using appositives, | |17. People of the Forest; Part A, Enrichment |sequencing ideas |
| |Combine short, related sentences using a |participial phrases, adjectives, adverbs, and | |44. Water Wonders; Part A | |
| |series, compound subjects, and key words |prepositional phrases |Combine sentences using knowledge of subjects |54. I’d Like to Visit a Place Where; Parts B |4. Sounds Around; Part D |
|Compose complete and correct declarative, | | |and predicates, logical placement of |and C |17. People of the Forest; Part A, Enrichment |
|interrogative, imperative, and exclamatory |4. Sounds Around; Part D |4. Sounds Around; Part D |modifiers, and logical coordination, |59. Power of Print; Part B |44. Water Wonders; Part A |
|sentences |7. Habitat Pen Pals |7. Habitat Pen Pals |subordination, and sequencing of ideas |60. Publicize it! |49. Tropical Treehouse; Part A |
| |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals; Variation | | |54. I’d Like to Visit a Place Where; Parts B |
| |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |4. Sounds Around; Part D | |and C |
| |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment |7. Habitat Pen Pals | |59. Power of Print; Part B |
| |18. Tale of the Sun; Enrichment |17. People of the Forest; Part A, Enrichment |7. Habitat Pen Pals; Variation | |60. Publicize it! |
|Identify and use verb forms such as |44. Water Wonders; Part A |18. Tale of the Sun; Enrichment |8. The Forest of S.T. Shrew; Enrichment | | |
|singular/plural, regular/irregular |49. Tropical Treehouse; Part A |44. Water Wonders; Part A |9. Planet Diversity; Enrichment |Differentiate grammatically complete sentences| |
| |54. I’d Like to Visit a Place Where; Parts B |49. Tropical Treehouse; Part A |17. People of the Forest; Part A, Enrichment |from non-sentences, including comma splices | |
|Identify and use verb tenses such as present, |and C |54. I’d Like to Visit a Place Where; Parts B |18. Tale of the Sun; Enrichment | | |
|past, and future |61. The Closer You Look; Enrichment |and C |44. Water Wonders; Part A |4. Sounds Around; Part D | |
| |62. To Be a Tree; Enrichment |60. Publicize it! |49. Tropical Treehouse; Part A |17. People of the Forest; Part A, Enrichment | |
| | |61. The Closer You Look; Enrichment |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A |Differentiate grammatically complete sentences|
| | | |and C |54. I’d Like to Visit a Place Where; Parts B |from non-sentences |
| | | |59. Power of Print; Part B |and C | |
| | | |60. Publicize it! |59. Power of Print; Part B |4. Sounds Around; Part D |
| | | |61. The Closer You Look; Enrichment |60. Publicize it! |17. People of the Forest; Part A, Enrichment |
|Usage | | | | |44. Water Wonders; Part A |
|Recognize examples of conventional usage in | | | | |54. I’d Like to Visit a Place Where; Parts B |
|personal and academic reading | | | | |and C |
| | | | | |59. Power of Print; Part B |
|Comprehend and apply standard English usage in|Compose simple and compound sentences using |Differentiate between a phrase and a clause | |Compose simple, compound, complex, and |60. Publicize it! |
|oral and written language** |coordinating conjunctions |and between grammatically complete sentences |Differentiate grammatically complete sentences|compound-complex sentences using independent, | |
|Use singular subjects with singular verbs and | |and non-sentences, such as, sentence fragments|from non-sentences, including fused sentences |dependent, restrictive, and nonrestrictive | |
|plural subjects with plural verbs |4. Sounds Around; Part D |and stringy/rambling sentences | |clauses; transitions; conjunctions; and | |
| |7. Habitat Pen Pals |4. Sounds Around; Part D |4. Sounds Around; Part D |appropriate punctuation to connect ideas | |
| |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals |7. Habitat Pen Pals |4. Sounds Around; Part D |Compose simple, compound, complex, and |
|Apply consistent and appropriate use of verb |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals; Variation |17. People of the Forest; Part A, Enrichment |compound-complex sentences using independent, |
|tenses such as past, present, and future; |9. Planet Diversity; Enrichment |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |44. Water Wonders; Part A |dependent, restrictive, and nonrestrictive |
|pronouns such as personal and possessive; and |18. Tale of the Sun; Enrichment |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment |54. I’d Like to Visit a Place Where; Parts B |clauses; transitions; conjunctions; and |
|modifiers |44. Water Wonders; Part A |17. People of the forest; Part A, Enrichment |17. People of the forest; Part A, Enrichment |and C |appropriate punctuation to connect ideas |
| |49. Tropical Treehouse; Part A |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment |59. Power of Print; Part B | |
| |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A |44. Water Wonders; Part A |60. Publicize it! |4. Sounds Around; Part D |
| |and C |49. Tropical Treehouse; Part A |49. Tropical Treehouse; Part A | |17. People of the Forest; Part A, Enrichment |
| |61. The Closer You Look; Enrichment |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B | |44. Water Wonders; Part A |
| |62. To be a Tree; Enrichment |and C |and C | |54. I’d Like to Visit a Place Where; Parts B |
| | |60. Publicize It! |59. Power of Print; Part B |Usage |and C |
|Recognize and correct common usage errors such| |61. The Closer You Look; Enrichment |60. Publicize It! |Recognize examples of conventional usage in |59. Power of Print; Part B |
|as homophones, contractions, and commonly | | |61. The Closer You Look; Enrichment |personal and academic reading |60. Publicize it! |
|confused words |Identify and use verb forms such as |Compose simple, compound, and complex | | | |
| |singular/plural, regular/irregular |sentences using independent and dependent | |Comprehend and apply standard English usage in| |
| |4. Sounds Around; Part D |clauses, transitions, and conjunctions to | |oral and written language** |Usage |
| |7. Habitat Pen Pals |connect ideas |Compose simple, compound, complex, and |Apply appropriate subject/verb agreement such |Recognize examples of conventional usage in |
| |7. Habitat Pen Pals; Variation | |compound-complex sentences using independent |as agreement involving words of amount, time, |personal and academic reading |
|Use available resources to correct or confirm |8. The Forest of S.T. Shrew; Enrichment |4. Sounds Around; Part D |and dependent clauses, transitions, |and money | |
|editorial choices |9. Planet Diversity; Enrichment |7. Habitat Pen Pals |conjunctions, and appropriate punctuation to |4. Sounds Around; Part D |Comprehend and apply standard English usage in|
| |18. Tale of the Sun; Enrichment |7. Habitat Pen Pals; Variation |connect ideas |17. People of the forest; Part A, Enrichment |oral and written language** |
| |44. Water Wonders; Part A |8. The Forest of S.T. Shrew; Enrichment | |33. Forest Consequences; Enrichment |Apply appropriate English usage, involving |
| |49. Tropical Treehouse; Part A |9. Planet Diversity; Enrichment |4. Sounds Around; Part D |44. Water Wonders; Part A |subject/verb agreement |
|Explain editorial choices |54. I’d Like to Visit a Place Where; Parts B |17. People of the forest; Part A, Enrichment |7. Habitat Pen Pals |54. I’d Like to Visit a Place Where; Parts B | |
| |and C |18. Tale of the Sun; Enrichment |7. Habitat Pen Pals; Variation |and C |4. Sounds Around; Part D |
| |62. To be a Tree; Enrichment |44. Water Wonders; Part A |8. The Forest of S.T. Shrew; Enrichment |59. Power of Print; Part B |17. People of the forest; Part A, Enrichment |
| | |49. Tropical Treehouse; Part A |9. Planet Diversity; Enrichment |60. Publicize It! |33. Forest Consequences; Enrichment |
| |Identify and use verb tenses such as present, |54. I’d Like to Visit a Place Where; Parts B |17. People of the forest; Part A, Enrichment | |44. Water Wonders; Part A |
| |past, and future |and C |18. Tale of the Sun; Enrichment |Apply consistent and appropriate use of the |54. I’d Like to Visit a Place Where; Parts B |
| | |60. Publicize It! |44. Water Wonders; Part A |person, number, and case of pronouns; |and C |
| | | |49. Tropical Treehouse; Part A |pronoun/antecedent agreement; special pronoun |59. Power of Print; Part B |
| |4. Sounds Around; Part D | |54. I’d Like to Visit a Place Where; Parts B |problems such as who – whom, and incomplete |60. Publicize It! |
|Mechanics |7. Habitat Pen Pals | |and C |constructions; active and passive voice; and | |
|Explain the purpose of mechanics to make and |7. Habitat Pen Pals; Variation | |59. Power of Print; Part B |verbal and verbal phrases | |
|clarify meaning in academic and personal |8. The Forest of S.T. Shrew; Enrichment | |60. Publicize It! | |Apply consistent and appropriate use of the |
|reading and writing |9. Planet Diversity; Enrichment |Usage |61. The Closer You Look; Enrichment |4. Sounds Around; Part D |person, number, and case of pronouns; |
| |18. Tale of the Sun; Enrichment |Recognize examples of conventional usage in | |17. People of the forest; Part A, Enrichment |pronoun/antecedent agreement; special pronoun |
|Apply standard English punctuation and |44. Water Wonders; Part A |personal and academic reading | |33. Forest Consequences; Enrichment |problems such as who – whom, and incomplete |
|capitalization in written language** |49. Tropical Treehouse; Part A | | |44. Water Wonders; Part A |constructions; active and passive voice; and |
|Use end punctuation correctly |54. I’d Like to Visit a Place Where; Parts B |Comprehend and apply standard English usage in| |54. I’d Like to Visit a Place Where; Parts B |verbal and verbal phrases |
| |and C |oral and written language** |Usage |and C |4. Sounds Around; Part D |
| |61. The Closer You Look; Enrichment |Apply appropriate subject/verb agreement such |Recognize examples of conventional usage in |59. Power of Print; Part B |17. People of the forest; Part A, Enrichment |
| |62. To be a Tree; Enrichment |as in compound subjects and with phrases that |personal and academic reading |60. Publicize It! |33. Forest Consequences; Enrichment |
| | |interrupt the subject and the verb | | |44. Water Wonders; Part A |
| | |4. Sounds Around; Part D |Comprehend and apply standard English usage in|Recognize and correct common usage errors such|54. I’d Like to Visit a Place Where; Parts B |
| | |7. Habitat Pen Pals |oral and written language** |as misplaced and dangling modifiers; incorrect|and C |
| |Usage |7. Habitat Pen Pals; Variation |Apply appropriate subject/verb agreement such |use of verbs; double negatives; and commonly |59. Power of Print; Part B |
|Use commas correctly in dates, addresses, city|Recognize examples of conventional usage in |8. The Forest of S.T. Shrew; Enrichment |as with collective nouns, indefinite pronouns,|confused words such as accept – except |60. Publicize It! |
|and state, salutations and closings, and items|personal and academic reading |9. Planet Diversity; Enrichment |and inverted word order |4. Sounds Around; Part D | |
|in a series | |17. People of the Forest; PartA, Enrichment |4. Sounds Around; Part D |17. People of the forest; Part A, Enrichment |Recognize and correct common usage errors such|
| |Comprehend and apply standard English usage in|18. Tale of the Sun; Enrichment |7. Habitat Pen Pals |33. Forest Consequences; Enrichment |as misplaced and dangling modifiers; incorrect|
|Use underlining for titles of books |oral and written language** |44. Water Wonders; Part A |7. Habitat Pen Pals; Variation |44. Water Wonders; Part A |use of verbs; double negatives; and commonly |
| |Use singular subjects with singular verbs and |49. Tropical Treehouse; Part A |8. The Forest of S.T. Shrew; Enrichment |54. I’d Like to Visit a Place Where; Parts B |confused words such as accept – except |
| |plural subjects with plural verbs |54. I’d Like to Visit a Place Where; Parts B |9. Planet Diversity; Enrichment |and C |4. Sounds Around; Part D |
| | |and C |17. People of the Forest; PartA, Enrichment |59. Power of Print; Part B |17. People of the forest; Part A, Enrichment |
| |4. Sounds Around; Part D |60. Publicize It! |18. Tale of the Sun; Enrichment |60. Publicize It! |33. Forest Consequences; Enrichment |
| |7. Habitat Pen Pals |61. The Closer You Look; Enrichment |33. Forest Consequences; Enrichment | |44. Water Wonders; Part A |
|Use apostrophes in contractions and singular |7. Habitat Pen Pals; Variation | |44. Water Wonders; Part A |Use available resources to correct or confirm |54. I’d Like to Visit a Place Where; Parts B |
|possessives |8. The Forest of S.T. Shrew; Enrichment | |49. Tropical Treehouse; Part A |editorial choices |and C |
| |9. Planet Diversity; Enrichment |Apply consistent and appropriate use of the |54. I’d Like to Visit a Place Where; Parts B | |59. Power of Print; Part B |
| |18. Tale of the Sun; Enrichment |principal parts of regular and irregular |and C | |60. Publicize It! |
|Use quotation marks in simple dialogue |44. Water Wonders; Part A |verbs; person, number, and case of pronouns; |59. Power of Print; Part B | | |
| |49. Tropical Treehouse; Part A |pronoun/antecedent agreement; and degrees of |60. Publicize It! |Explain editorial choices |Use available resources to correct or confirm |
| |54. I’d Like to Visit a Place Where; Parts B |comparison of modifiers |61. The Closer You Look; Enrichment | |editorial choices |
| |and C | | | | |
|Use capital letters to begin a sentence and |61. The Closer You Look; Enrichment |4. Sounds Around; Part D | | | |
|identify a proper noun |62. To be a Tree; Enrichment |7. Habitat Pen Pals | | | |
| | |7. Habitat Pen Pals; Variation |Apply consistent and appropriate use of the | |Explain editorial choices |
| |Apply consistent and appropriate use of verb |8. The Forest of S.T. Shrew; Enrichment |principal parts of regular and irregular | | |
|Indent for paragraphs |tenses such as past, present, and future; |9. Planet Diversity; Enrichment |verbs; person, number, and case of pronouns; | | |
| |pronouns such as personal, possessive, and |17. People of the forest; Part A, Enrichment |pronoun/antecedent agreement; and degrees of | | |
| |pronoun/antecedent agreement; and modifiers |18. Tale of the Sun; Enrichment |comparison of modifiers | | |
| | |44. Water Wonders; Part A | |Mechanics | |
| |4. Sounds Around; Part D |49. Tropical Treehouse; Part A |4. Sounds Around; Part D |Explain and justify the purpose of mechanics | |
| |7. Habitat Pen Pals |54. I’d Like to Visit a Place Where; Parts B |7. Habitat Pen Pals |to make and clarify meaning in academic and | |
|Explain editorial choices involving mechanics |7. Habitat Pen Pals; Variation |and C |7. Habitat Pen Pals; Variation |personal reading and writing | |
| |8. The Forest of S.T. Shrew; Enrichment |60. Publicize It! |8. The Forest of S.T. Shrew; Enrichment | | |
|Spelling |9. Planet Diversity; Enrichment |61. The Closer You Look; Enrichment |9. Planet Diversity; Enrichment |Apply standard English punctuation and | |
|Recognize conventional spelling in and through|18. Tale of the Sun; Enrichment | |17. People of the Forest; Part A, Enrichment |capitalization in written language** |Mechanics |
|personal and academic reading |44. Water Wonders; Part A | |18. Tale of the Sun; Enrichment |Use commas and semicolons correctly such as in|Explain and justify the purpose of mechanics |
| |49. Tropical Treehouse; Part A |Recognize and correct common usage errors such|33. Forest Consequences; Enrichment |a compound sentence joined by a conjunctive |to make and clarify meaning in academic and |
|Apply conventional spelling in written |54. I’d Like to Visit a Place Where; Parts B |as misplaced modifiers and incorrect use of |44. Water Wonders; Part A |adverb |personal reading and writing |
|language |and C |verbs such as lie - lay, rise - raise, sit - |49. Tropical Treehouse; Part A | | |
|Spell non-phonetic high frequency words |61. The Closer You Look; Enrichment |set |54. I’d Like to Visit a Place Where; Parts B |4. Sounds Around; Part D |Apply standard English punctuation and |
| |62. To be a Tree; Enrichment | |and C |17. People of the Forest; Part A, Enrichment |capitalization in written language** |
| | |4. Sounds Around; Part D |59. Power of Print; Part B |33. Forest Consequences; Enrichment |Punctuate at the word level |
|Spell words with common prefixes and suffixes | |7. Habitat Pen Pals |60. Publicize It! |44. Water Wonders; Part A |Hyphen |
| | |7. Habitat Pen Pals; Variation |61. The Closer You Look; Enrichment |54. I’d Like to Visit a Place Where; Parts B |Slash |
| | |8. The Forest of S.T. Shrew; Enrichment | |and C | |
| |Recognize and correct common usage errors such|9. Planet Diversity; Enrichment | |59. Power of Print; Part B |4. Sounds Around; Part D |
| |as homophones, contractions, and commonly |17. People of the forest; Part A, Enrichment |Recognize and correct common usage errors such|60. Publicize It! |17. People of the Forest; Part A, Enrichment |
| |confused words |18. Tale of the Sun; Enrichment |as misplaced modifiers; incorrect use of | |26. Dynamic Duos; Enrichment |
|Modify spellings when adding inflectional | |44. Water Wonders; Part A |verbs; double negatives; and commonly confused| |33. Forest Consequences; Enrichment |
|endings and suffixes |4. Sounds Around; Part D |49. Tropical Treehouse; Part A |words such as accept – except | |44. Water Wonders; Part A |
| |7. Habitat Pen Pals |54. I’d Like to Visit a Place Where; Parts B |4. Sounds Around; Part D |Use an apostrophe to designate possession with|54. I’d Like to Visit a Place Where; Parts B |
| |7. Habitat Pen Pals; Variation |and C |7. Habitat Pen Pals |indefinite pronouns and adjectives |and C |
| |8. The Forest of S.T. Shrew; Enrichment |60. Publicize It! |7. Habitat Pen Pals; Variation |4. Sounds Around; Part D |59. Power of Print; Part B |
|Spell words that follow regular spelling |9. Planet Diversity; Enrichment |61. The Closer You Look; Enrichment |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; Part A, Enrichment |60. Publicize It! |
|patterns in multi-syllabic words |18. Tale of the Sun; Enrichment | |9. Planet Diversity; Enrichment |33. Forest Consequences; Enrichment | |
| |44. Water Wonders; Part A | |17. People of the forest; Part A, Enrichment |44. Water Wonders; Part A | |
|Spell previously studied contractions and |49. Tropical Treehouse; Part A | |18. Tale of the Sun; Enrichment |54. I’d Like to Visit a Place Where; Parts B | |
|possessives |54. I’d Like to Visit a Place Where; Part B, |Use available resources to correct or confirm |33. Forest Consequences; Enrichment |and C | |
| |Enrichment |editorial choices |44. Water Wonders; Part A |59. Power of Print; Part B |Use correctly the mechanics of writing |
|Access resources as a spelling aid (word wall,|61. The Closer You Look; Enrichment | |49. Tropical Treehouse; Part A |60. Publicize It! | |
|dictionary, technology) |62. To be a Tree; Enrichment | |54. I’d Like to Visit a Place Where; Parts B |61. The Closer You Look; Enrichment |4. Sounds Around; Part D |
| | | |and C | |17. People of the Forest; Part A, Enrichment |
| | |Explain editorial choices |59. Power of Print; Part B | |26. Dynamic Duos; Enrichment |
| | | |60. Publicize It! |Use correctly the mechanics of writing |33. Forest Consequences; Enrichment |
| |Use available resources to correct or confirm | | |4. Sounds Around; Part D |44. Water Wonders; Part A |
| |editorial choices | | |17. People of the Forest; Part A, Enrichment |54. I’d Like to Visit a Place Where; Parts B |
| | | |Use available resources to correct or confirm |26. Dynamic Duos; Enrichment |and C |
| | | |editorial choices |33. Forest Consequences; Enrichment |59. Power of Print; Part B |
| | | | |44. Water Wonders; Part A |60. Publicize It! |
| |Explain editorial choices | | |54. I’d Like to Visit a Place Where; Parts B | |
|Maintain a personal list of words to use in | | | |and C | |
|editing original writing | |Mechanics |Explain editorial choices |59. Power of Print; Part B | |
| | |Explain and justify the purpose of mechanics | |60. Publicize It! |Use available resources for all mechanics of |
| | |to make and clarify meaning in academic and | | |writing rules that may be in flux |
| | |personal reading and writing | | | |
| | | | | | |
| | |Apply standard English punctuation and | | |4. Sounds Around; Part D |
| | |capitalization in written language** | | |17. People of the Forest; Part A, Enrichment |
| |Mechanics |Use commas correctly in direct address and to | |Use a colon to introduce a list |33. Forest Consequences; Enrichment |
| |Explain the purpose of mechanics to make and |separate adjectives and parenthetical | | |44. Water Wonders; Part A |
| |clarify meaning in academic and personal |expressions such as on the other hand, for |Mechanics | |54. I’d Like to Visit a Place Where; Parts B |
|Handwriting |reading and writing |example, by the way |Explain and justify the purpose of mechanics |4. Sounds Around; Part D |and C |
|Produce writing that is legible to the | |2. Get in Touch with Trees; Part B |to make and clarify meaning in academic and |17. People of the Forest; Part A, Enrichment |59. Power of Print; Part B |
|audience |Apply standard English punctuation and |4. Sounds Around; Part D |personal reading and writing |33. Forest Consequences; Enrichment |60. Publicize It! |
|Use manuscript fluently when appropriate to |capitalization in written language** |7. Habitat Pen Pals | |54. I’d Like to Visit a Place Where; Parts B | |
|the task |Use correct and varied end punctuation |7. Habitat Pen Pals; Variation |Apply standard English punctuation and |and C | |
| | |8. The Forest of S.T. Shrew; Enrichment |capitalization in written language** |59. Power of Print; Part B | |
| |2. Get in Touch with Trees; Part B |9. Planet Diversity; Enrichment |Use commas and semicolons correctly such as in|60. Publicize It! | |
|Form upper and lower case letters using |4. Sounds Around; Part D |17. People of the forest; Part A, Enrichment |a compound sentence | | |
|cursive writing |7. Habitat Pen Pals |18. Tale of the Sun; Enrichment | | | |
| |7. Habitat Pen Pals; Variation |44. Water Wonders; Part A |2. Get in Touch with Trees; Part B | | |
|Use connecting strokes to write continuous |8. The Forest of S.T. Shrew; Enrichment |49. Tropical Treehouse; Part A |4. Sounds Around; Part D | | |
|text for daily assignments |9. Planet Diversity; Enrichment |54. I’d Like to Visit a Place Where; Parts B |7. Habitat Pen Pals | | |
| |18. Tale of the Sun; Enrichment |and C |7. Habitat Pen Pals; Variation | | |
|Use cursive writing for independent |44. Water Wonders; Part A |60. Publicize It! |8. The Forest of S.T. Shrew; Enrichment | | |
|assignments to build accuracy and automaticity|49. Tropical Treehouse; Part A |61. The Closer You Look; Enrichment |9. Planet Diversity; Enrichment | | |
| |54. I’d Like to Visit a Place Where; Parts B | |17. People of the forest; Part A, Enrichment | | |
|Use word processing technology when |and C | |18. Tale of the Sun; Enrichment | | |
|appropriate |61. The Closer You Look; Enrichment |Use apostrophes in plural possessives and |33. Forest Consequences; enrichment | | |
| |62. To be a Tree; Enrichment |nouns that end in –s |44. Water Wonders; Part A | | |
| | |4. Sounds Around; Part D |49. Tropical Treehouse; Part A | | |
| | |7. Habitat Pen Pals |54. I’d Like to Visit a Place Where; Parts B | | |
| | |7. Habitat Pen Pals; Variation |and C | | |
| | |8. The Forest of S.T. Shrew; Enrichment |59. Power of Print; Part B | | |
| | |9. Planet Diversity; Enrichment |60. Publicize It! | | |
| | |17. People of the forest; Part A, Enrichment |61. The Closer You Look; Enrichment |Explain editorial choices involving mechanics | |
| |Use commas correctly in appositives, items in |18. Tale of the Sun; Enrichment | | |Explain editorial choices involving mechanics |
| |a series, and before a coordinating |44. Water Wonders; Part A | |Spelling | |
| |conjunction in a compound sentence |49. Tropical Treehouse; Part A | |Recognize conventional spelling in and through|Spelling |
| |4. Sounds Around; Part D |54. I’d Like to Visit a Place Where; Parts B | |personal and academic reading |Recognize conventional spelling in and through|
| |7. Habitat Pen Pals |and C |Use parentheses and dashes correctly | |personal and academic reading |
| |7. Habitat Pen Pals; Variation |60. Publicize It! |4. Sounds Around; Part D |Apply conventional spelling in written | |
| |8. The Forest of S.T. Shrew; Enrichment |61. The Closer You Look; Enrichment |7. Habitat Pen Pals |language |Apply conventional spelling in written |
| |9. Planet Diversity; Enrichment | |7. Habitat Pen Pals; Variation |Use conventional spelling in personal writing |language |
| |18. Tale of the Sun; Enrichment | |8. The Forest of S.T. Shrew; Enrichment | |Use conventional spelling in personal writing |
| |44. Water Wonders; Part A | |9. Planet Diversity; Enrichment |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |49. Tropical Treehouse; Part A |Use quotation marks and commas in dialogue |17. People of the Forest; Part A, Enrichment |5. Poet-Tree; Parts A, B, Variation, |5. Poet-Tree; Parts A, B, Variation, |
| |54. I’d Like to Visit a Place Where; Parts B | |18. Tale of the Sun; Enrichment |Enrichment |Enrichment |
| |and C |4. Sounds Around; Part D |33. Forest Consequences; enrichment |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A, Enrichment |
| |61. The Closer You Look; Enrichment |7. Habitat Pen Pals |44. Water Wonders; Part A |26. Dynamic Duos; Enrichment |26. Dynamic Duos; Enrichment |
| |62. To be a Tree; Enrichment |7. Habitat Pen Pals; Variation |49. Tropical Treehouse; Part A |33. Forest Consequences; Enrichment |33. Forest Consequences; Enrichment |
| | |8. The Forest of S.T. Shrew; Enrichment |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A |44. Water Wonders; Part A |
| |Use underlining, quotation marks, or italics |9. Planet Diversity; Enrichment |and C |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B |
| |to identify titles of documents |17. People of the forest; Part A, Enrichment |59. Power of Print; Part B |and C |and C |
| | |18. Tale of the Sun; Enrichment |60. Publicize It! |59. Power of Print; Part B |59. Power of Print; Part B |
| |4. Sounds Around; Part D | |61. The Closer You Look; Enrichment |60. Publicize It! |60. Publicize It! |
| |9. Planet Diversity; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | | |Develop self-monitoring strategies for | |
| | | | |frequently misspelled words |Develop self-monitoring strategies for |
| | |Use a colon to introduce a list | | |frequently misspelled words |
| |Use apostrophes in contractions and | |Use appropriate punctuation for special | | |
| |possessives |4. Sounds Around; Part D |formats such as e-mail, bulleted lists, | | |
| |4. Sounds Around; Part D |7. Habitat Pen Pals |letters, memos, citations, and outlines | | |
| |7. Habitat Pen Pals |7. Habitat Pen Pals; Variation |4. Sounds Around; Part D |Use suitable traditional and electronic | |
| |7. Habitat Pen Pals; Variation |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen Pals |resources as a spelling aid |Use suitable traditional and electronic |
| |8. The Forest of S.T. Shrew; Enrichment |9. Planet Diversity; Enrichment |7. Habitat Pen Pals; Variation | |resources as a spelling aid |
| |9. Planet Diversity; Enrichment |17. People of the forest; Part A, Enrichment |9. Planet Diversity; Enrichment | | |
| |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment |17. People of the forest; Part A |17. People of the Forest; Part A, Enrichment | |
| |44. Water Wonders; Part A |44. Water Wonders; Part A |18. Tale of the Sun; Enrichment |26. Dynamic Duos; Enrichment |17. People of the Forest; Part A, Enrichment |
| |49. Tropical Treehouse; Part A |49. Tropical Treehouse; Part A |26. Dynamic Duos; Enrichment |33. Forest Consequences; Enrichment |26. Dynamic Duos; Enrichment |
| |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B |33. Forest Consequences; enrichment |44. Water Wonders; Part A |33. Forest Consequences; Enrichment |
| |and C |and C |44. Water Wonders; Part A |49. Tropical Treehouse; Part A |44. Water Wonders; Part A |
| |61. The Closer You Look; Enrichment |60. Publicize It! |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B |
| |62. To be a Tree; Enrichment |61. The Closer You Look; Enrichment |and C |and C |and C |
| | | |59. Power of Print; Part B |59. Power of Print; Part B |59. Power of Print; Part B |
| | | |60. Publicize It! |60. Publicize It! |60. Publicize It! |
| |Use quotation marks and commas in simple |Use quotation marks and commas in simple | | | |
| |dialogue and for direct quotations |dialogue and for direct quotations |Use a colon to introduce a list | | |
| |4. Sounds Around; Part D | | | | |
| |7. Habitat Pen Pals |4. Sounds Around; Part D |4. Sounds Around; Part D | | |
| |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals |7. Habitat Pen Pals | | |
| |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals; Variation | | |
| |9. Planet Diversity; Enrichment |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment | | |
| |18. Tale of the Sun; Enrichment |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment | | |
| | |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A, Enrichment | | |
| |Use capital letters correctly in titles and |18. Tale of the Sun; Enrichment |18. Tale of the Sun; Enrichment | | |
| |the first word in a direct quotation |49. Tropical Treehouse; Part A |33. Forest Consequences; Enrichment | | |
| |4. Sounds Around; Part D | |49. Tropical Treehouse; Part A | | |
| |7. Habitat Pen Pals | |54. I’d Like to Visit a Place Where; Parts B | | |
| |7. Habitat Pen Pals; Variation | |and C | | |
| |8. The Forest of S.T. Shrew; Enrichment | |59. Power of Print; Part B | | |
| |9. Planet Diversity; Enrichment | |60. Publicize It! | | |
| |18. Tale of the Sun; Enrichment | |61. The Closer You Look; Enrichment | | |
| |44. Water Wonders; Part A | | | | |
| |54. I’d Like to Visit a Place Where; Parts B | | | | |
| |and C | | | | |
| |61. The Closer You Look; Enrichment | | | | |
| |62. To be a Tree; Enrichment | | |Maintain a personal list of words to use in |Maintain a personal list of words to use in |
| | |Explain editorial choices involving mechanics | |editing original writing |editing original writing |
| |Indent for paragraphs | | | | |
| | |Spelling | | | |
| |4. Sounds Around; Part D |Recognize conventional spelling in and through| | | |
| |7. Habitat Pen Pals |personal and academic reading | | | |
| |7. Habitat Pen Pals; Variation | | | | |
| |8. The Forest of S.T. Shrew; Enrichment |Apply conventional spelling in written | | | |
| |9. Planet Diversity; Enrichment |language | | | |
| |18. Tale of the Sun; Enrichment | | | | |
| |44. Water Wonders; Part A |Spell grade-appropriate high frequency and | | | |
| |49. Tropical Treehouse; Part A |content words | |Handwriting |Handwriting |
| |54. I’d Like to Visit a Place Where; Parts B |2. Get in Touch with Trees; Part B |Explain editorial choices involving mechanics |Produce writing that is legible to the |Produce writing that is legible to the |
| |and C |4. Sounds Around; Part D | |audience |audience |
| |61. The Closer You Look; Enrichment |5. Poet-Tree; Parts A, B, Variation, |Spelling |Write fluidly and legibly in manuscript and |Write fluidly and legibly in manuscript and |
| |62. To be a Tree; Enrichment |Enrichment |Recognize conventional spelling in and through|cursive |cursive |
| | |7. Habitat Pen Pals |personal and academic reading |4. Sounds Around; Part D | |
| | |7. Habitat Pen Pals; Variation | |5. Poet-Tree; Parts A, B, Variation, |4. Sounds Around; Part D |
| | |8. The Forest of S.T. Shrew; Enrichment |Apply conventional spelling in written |Enrichment |5. Poet-Tree; Parts A, B, Variation, |
| | |9. Planet Diversity; Enrichment |language |17. People of the Forest; Part A, Enrichment |Enrichment |
| |Explain editorial choices involving mechanics |17. People of the Forest; Part A, Enrichment |Use conventional spelling in personal writing |26. Dynamic Duos; Enrichment |17. People of the Forest; Part A, Enrichment |
| | |18. Tale of the Sun; Enrichment |2. Get in Touch with Trees; Part B |33. Forest Consequences; Enrichment |26. Dynamic Duos; Enrichment |
| | |26. Dynamic Duos; Enrichment |4. Sounds Around; Part D |44. Water Wonders; Part A |33. Forest Consequences; Enrichment |
| | |44. Water Wonders; Part A |5. Poet-Tree; Parts A, B, Variation, |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A |
| |Spelling |49. Tropical Treehouse; Part A |Enrichment |and C |54. I’d Like to Visit a Place Where; Parts B |
| |Recognize conventional spelling in and through|54. I’d Like to Visit a Place Where; Parts B |7. Habitat Pen Pals |59. Power of Print; Part B |and C |
| |personal and academic reading |and C |7. Habitat Pen Pals; Variation |60. Publicize It! |59. Power of Print; Part B |
| | |60. Publicize It! |8. The Forest of S.T. Shrew; Enrichment | |60. Publicize It! |
| |Apply conventional spelling in written |61. The Closer You Look; Enrichment |9. Planet Diversity; Enrichment | | |
| |language | |17. People of the Forest; Part A, Enrichment | | |
| |Spell grade-appropriate high frequency and |Spell multi-syllabic words with complex |18. Tale of the Sun; Enrichment |Use word processing technology when |Use word processing technology when |
| |content words |spelling patterns |26. Dynamic Duos; Enrichment |appropriate |appropriate |
| |2. Get in Touch with Trees; Part B | |44. Water Wonders; Part A |4. Sounds Around; Part D |4. Sounds Around; Part D |
| |4. Sounds Around; Part D |4. Sounds Around; Part D |49. Tropical Treehouse; Part A |5. Poet-Tree; Parts A, B, Variation, |5. Poet-Tree; Parts A, B, Variation, |
| |5. Poet-Tree; Parts A, B, Variation, |5. Poet-Tree; Parts A, B, Variation, |54. I’d Like to Visit a Place Where; Parts B |Enrichment |Enrichment |
| |Enrichment |Enrichment |and C |17. People of the Forest; Part A, Enrichment |17. People of the Forest; Part A, Enrichment |
| |7. Habitat Pen Pals |7. Habitat Pen Pals |59. Power of Print; Part B |26. Dynamic Duos; Enrichment |26. Dynamic Duos; Enrichment |
| |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals; Variation |60. Publicize It! |33. Forest Consequences; Enrichment |33. Forest Consequences; Enrichment |
| |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |61. The Closer You Look; Enrichment |44. Water Wonders; Part A |44. Water Wonders; Part A |
| |9. Planet Diversity; Enrichment |9. Planet Diversity; Enrichment | |54. I’d Like to Visit a Place Where; Parts B |54. I’d Like to Visit a Place Where; Parts B |
| |18. Tale of the Sun; Enrichment |17. People of the Forest; Part A, Enrichment | |and C |and C |
| |44. Water Wonders; Part A |18. Tale of the Sun; Enrichment |Develop self-monitoring strategies for |59. Power of Print; Part B |59. Power of Print; Part B |
| |49. Tropical Treehouse; Part A |26. Dynamic Duos; Enrichment |frequently misspelled words |60. Publicize It! |60. Publicize It! |
| |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A | | | |
| |and C |49. Tropical Treehouse; Part A | | | |
| |61. The Closer You Look; Enrichment |54. I’d Like to Visit a Place Where; Parts B | | | |
| |62. To be a Tree; Enrichment |and C | | | |
| | |60. Publicize It! |Use suitable traditional and electronic | | |
| |Modify spellings when adding inflectional |61. The Closer You Look; Enrichment |resources as a spelling aid | | |
| |endings and suffixes | | | | |
| | |Use suitable traditional and electronic | | | |
| |4. Sounds Around; Part D |resources as a spelling aid |8. The Forest of S.T. Shrew; Enrichment | | |
| |5. Poet-Tree; Parts A, B, Variation, | |9. Planet Diversity; Enrichment | | |
| |Enrichment |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; Part A, Enrichment | | |
| |7. Habitat Pen Pals |9. Planet Diversity; Enrichment |26. Dynamic Duos; Enrichment | | |
| |7. Habitat Pen Pals; Variation |17. People of the Forest; Part A, Enrichment |33. Forest Consequences; Enrichment | | |
| |8. The Forest of S.T. Shrew; Enrichment |18. Tale of the Sun; Enrichment |44. Water Wonders; Part A | | |
| |9. Planet Diversity; Enrichment |26. Dynamic Duos; Enrichment |49. Tropical Treehouse; Part A | | |
| |18. Tale of the Sun; Enrichment |44. Water Wonders; Part A |54. I’d Like to Visit a Place Where; Parts B | | |
| |44. Water Wonders; Part A |49. Tropical Treehouse; Part A |and C | | |
| |49. Tropical Treehouse; Part A |54. I’d Like to Visit a Place Where; Parts B |59. Power of Print; Part B | | |
| |54. I’d Like to Visit a Place Where; Parts B |and C |60. Publicize It! | | |
| |and C |60. Publicize It! |61. The Closer You Look; Enrichment | | |
| |61. The Closer You Look; Enrichment |61. The Closer You Look; Enrichment | | | |
| |62. To be a Tree; Enrichment | | | | |
| | | | | | |
| | |Use mnemonic devices to recall frequently | | | |
| | |misspelled words | | | |
| |Spell one-syllable and multi-syllabic words | | | | |
| |with complex spelling patterns such as –tion, | | | | |
| |-ous, ph-, kn-, etc. | | | | |
| |4. Sounds Around; Part D | | | | |
| |5. Poet-Tree; Parts A, B, Variation, | | | | |
| |Enrichment | | | | |
| |7. Habitat Pen Pals | | | | |
| |7. Habitat Pen Pals; Variation | | | | |
| |8. The Forest of S.T. Shrew; Enrichment | | | | |
| |9. Planet Diversity; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | | | | |
| |44. Water Wonders; Part A | | | | |
| |49. Tropical Treehouse; Part A | | | | |
| |54. I’d Like to Visit a Place Where; Parts B | | | | |
| |and C | | | | |
| |61. The Closer You Look; Enrichment | | | | |
| |62. To be a Tree; Enrichment | |Maintain a personal list of words to use in | | |
| | |Maintain a personal list of words to use in |editing original writing | | |
| |Access resources as a spelling aid (word wall,|editing original writing | | | |
| |dictionary, technology) | | | | |
| |4. Sounds Around; Part D | | | | |
| |5. Poet-Tree; Parts A, B, Variation, | | | | |
| |Enrichment | | | | |
| |7. Habitat Pen Pals | | | | |
| |7. Habitat Pen Pals; Variation | | | | |
| |8. The Forest of S.T. Shrew; Enrichment | | | | |
| |9. Planet Diversity; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | |Handwriting | | |
| |44. Water Wonders; Part A |Handwriting |Produce writing that is legible to the | | |
| |49. Tropical Treehouse; Part A |Produce writing that is legible to the |audience | | |
| |54. I’d Like to Visit a Place Where; Parts B |audience |Write fluidly and legibly in manuscript and | | |
| |and C |Write fluidly and legibly in manuscript and |cursive | | |
| |61. The Closer You Look; Enrichment |cursive |2. Get in Touch with Trees; Part B | | |
| |62. To be a Tree; Enrichment | |4. Sounds Around; Part D | | |
| | |2. Get in Touch with Trees; Part B |5. Poet-Tree; Parts A, B, Variation, | | |
| | |4. Sounds Around; Part D |Enrichment | | |
| |Use mnemonic devices to recall frequently |5. Poet-Tree; Parts A, B, Variation, |7. Habitat Pen Pals | | |
| |misspelled words |Enrichment |7. Habitat Pen Pals; Variation | | |
| | |7. Habitat Pen Pals |8. The Forest of S.T. Shrew; Enrichment | | |
| | |7. Habitat Pen Pals; Variation |9. Planet Diversity; Enrichment | | |
| | |8. The Forest of S.T. Shrew; Enrichment |17. People of the Forest; Part A, Enrichment | | |
| | |9. Planet Diversity; Enrichment |18. Tale of the Sun; Enrichment | | |
| | |17. People of the Forest; Part A, Enrichment |26. Dynamic Duos; Enrichment | | |
| | |18. Tale of the Sun; Enrichment |33. Forest Consequences; Enrichment | | |
| | |26. Dynamic Duos; Enrichment |44. Water Wonders; Part A | | |
| | |44. Water Wonders; Part A |49. Tropical Treehouse; Part A | | |
| | |49. Tropical Treehouse; Part A |54. I’d Like to Visit a Place Where; Parts B | | |
| | |54. I’d Like to Visit a Place Where; Parts B |and C | | |
| | |and C |59. Power of Print; Part B | | |
| | |60. Publicize It! |60. Publicize It! | | |
| | |61. The Closer You Look; Enrichment |61. The Closer You Look; Enrichment | | |
| |Maintain a personal list of words to use in | | | | |
| |editing original writing | | | | |
| | |Use word processing technology when | | | |
| | |appropriate |Use word processing technology when | | |
| | |4. Sounds Around; Part D |appropriate | | |
| | |5. Poet-Tree; Parts A, B, Variation, |4. Sounds Around; Part D | | |
| | |Enrichment |5. Poet-Tree; Parts A, B, Variation, | | |
| | |7. Habitat Pen Pals |Enrichment | | |
| | |7. Habitat Pen Pals; Variation |7. Habitat Pen Pals | | |
| | |8. The Forest of S.T. Shrew; Enrichment |7. Habitat Pen Pals; Variation | | |
| | |9. Planet Diversity; Enrichment |8. The Forest of S.T. Shrew; Enrichment | | |
| |Handwriting |17. People of the Forest; Part A, Enrichment |9. Planet Diversity; Enrichment | | |
| |Produce writing that is legible to the |18. Tale of the Sun; Enrichment |17. People of the Forest; Part A, Enrichment | | |
| |audience |26. Dynamic Duos; Enrichment |18. Tale of the Sun; Enrichment | | |
| |Maintain accuracy and automaticity in |44. Water Wonders; Part A |26. Dynamic Duos; Enrichment | | |
| |manuscript and cursive writing |49. Tropical Treehouse; Part A |33. Forest Consequences; Enrichment | | |
| |2. Get in Touch with Trees; Part B |54. I’d Like to Visit a Place Where; Parts B |44. Water Wonders; Part A | | |
| |4. Sounds Around; Part D |and C |49. Tropical Treehouse; Part A | | |
| |5. Poet-Tree; Parts A, B, Variation, |60. Publicize It! |54. I’d Like to Visit a Place Where; Parts B | | |
| |Enrichment |61. The Closer You Look; Enrichment |and C | | |
| |7. Habitat Pen Pals | |59. Power of Print; Part B | | |
| |7. Habitat Pen Pals; Variation | |60. Publicize It! | | |
| |8. The Forest of S.T. Shrew; Enrichment | |61. The Closer You Look; Enrichment | | |
| |9. Planet Diversity; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | | | | |
| |44. Water Wonders; Part A | | | | |
| |49. Tropical Treehouse; Part A | | | | |
| |54. I’d Like to Visit a Place Where; Parts B | | | | |
| |and C | | | | |
| |61. The Closer You Look; Enrichment | | | | |
| |62. To be a Tree; Enrichment | | | | |
| | | | | | |
| |Use word processing technology when | | | | |
| |appropriate | | | | |
| |4. Sounds Around; Part D | | | | |
| |5. Poet-Tree; Parts A, B, Variation, | | | | |
| |Enrichment | | | | |
| |7. Habitat Pen Pals | | | | |
| |7. Habitat Pen Pals; Variation | | | | |
| |8. The Forest of S.T. Shrew; Enrichment | | | | |
| |9. Planet Diversity; Enrichment | | | | |
| |18. Tale of the Sun; Enrichment | | | | |
| |44. Water Wonders; Part A | | | | |
| |49. Tropical Treehouse; Part A | | | | |
| |54. I’d Like to Visit a Place Where; Parts B | | | | |
| |and C | | | | |
| |61. The Closer You Look; Enrichment | | | | |
| |62. To be a Tree; Enrichment | | | | |
|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Listening |Listening |Listening |Listening |Listening |Listening |
|Demonstrate active listening strategies |Demonstrate active listening strategies |Demonstrate active listening strategies |Apply and demonstrate listening skills |Apply and demonstrate listening skills |Apply and demonstrate listening skills |
| | | |appropriately in a variety of settings and for|appropriately in a variety of settings and for|appropriately in a variety of settings and for|
| | | |a variety of purposes |a variety of purposes |a variety of purposes |
|Attend to the speaker |Attend to the speaker |Attend to the speaker |Attend to the speaker |Use criteria to evaluate oral presentations |Respond to a speaker’s cues appropriately |
| | | | |such as purpose, delivery techniques, content,| |
| |4. Sounds Around; Enrichment |4. Sounds Around; Enrichment |4. Sounds Around; Enrichment |visual aids, body language, and facial | |
| |5. Poet-Tree; Part B |5. Poet-Tree; Part B |5. Poet-Tree; Part B |expressions | |
| |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |8. The Forest of S.T. Shrew; Enrichment |72. Air We Breathe; Part C | |
| |9. Planet Diversity |9. Planet Diversity |9. Planet Diversity |76. Tree Cookies; Enrichment | |
| |11. Can it Be Real? Part A |11. Can it Be Real? Part A |11. Can it Be Real? Part A |86. Our Changing World; Part B | |
| |16. Pass the Plants, Please; Enrichment |16. Pass the Plants, Please; Enrichment |16. Pass the Plants, Please; Enrichment |92. A Look at Lifestyles; Part B |Identify regional and social language |
|Ask appropriate questions |18. Tale of the Sun |17. People of the Forest; Parts A and B |17. People of the Forest; Parts A and B | |differences |
| |40. Then and Now |18. Tale of the Sun |18. Tale of the Sun |Gather information from listening to a speaker| |
| |40. Then and Now; Enrichment |40. Then and Now |33. Forest Consequences |16. Pass the Plants, Please; Enrichment |Determine and apply criteria to evaluate oral |
|Respond appropriately to clarify and |42. Sunlight and Shades of Green |40. Then and Now; Enrichment |33. Forest Consequences; Variation |17. People of the Forest; Parts A and B |presentations |
|understand |54. I’d Like to Visit a Place Where…; Part C,|42. Sunlight and Shades of Green |35. Loving it Too Much; Enrichment |33. Forest Consequences | |
| |Enrichment |54. I’d Like to Visit a Place Where…; Part C,|40. Then and Now |33. Forest Consequences; Variation | |
| |55. Planning the Ideal Community; Part C, |Enrichment |40. Then and Now; Enrichment |35. Loving it Too Much; Enrichment | |
| |Enrichment |55. Planning the Ideal Community; Part C, |42. Sunlight and Shades of Green |40. Then and Now | |
| |58. There Ought to be a Law; Enrichment |Enrichment |54. I’d Like to Visit a Place Where…; Part C,|40. Then and Now; Enrichment | |
| |76. Tree Cookies; Enrichment |56. We can Work it Out |Enrichment |54. I’d Like to Visit a Place Where…; Part C,| |
| |87. Earth Manners |56. We Can Work it Out; Enrichment |55. Planning the Ideal Community; Part C, |Enrichment | |
| | |58. There Ought to be a Law; Enrichment |Enrichment |55. Planning the Ideal Community; Part C, | |
| | |76. Tree Cookies; Enrichment |56. We can Work it Out |Enrichment | |
| | |86. Our Changing World; Part B |56. We Can Work it Out; Enrichment |56. We can Work it Out | |
| | |92. A Look at Lifestyles; Part B |58. There Ought to be a Law; Enrichment |56. We Can Work it Out; Enrichment | |
| | | |72. Air We Breathe; Part C |58. There Ought to be a Law; Enrichment | |
| |Ask appropriate questions | |76. Tree Cookies; Enrichment |86. Our Changing World; Part B | |
| |9. Planet Diversity | |86. Our Changing World; Part B | | |
| |16. Pass the Plants, Please; Enrichment | |92. A Look at Lifestyles; Part B |Use memory techniques for various listening | |
| |40. Then and Now | | |tasks | |
| |40. Then and Now; Enrichment | | | | |
| |54. I’d Like to Visit a Place Where…; Part C,|Ask appropriate questions | | | |
| |Enrichment |9. Planet Diversity | | | |
| |55. Planning the Ideal Community; Part C, |16. Pass the Plants, Please; Enrichment | | | |
| |Enrichment |54. I’d Like to Visit a Place Where…; Part C,| | |Demonstrate comprehension and literary |
| |58. There Ought to be a Law; Enrichment |Enrichment | | |analysis strategies and skills for a variety |
|Comprehend and analyze what is heard |76. Tree Cookies; Enrichment |55. Planning the Ideal Community; Part C, |Ask appropriate questions | |of listening purposes and settings |
| | |Enrichment |16. Pass the Plants, Please; Enrichment | |Evaluate the effectiveness of the elements of |
| | |56. We can Work it Out |33. Forest Consequences | |the speech or performance or presentation |
| |Contribute relevant comments |56. We Can Work it Out; Enrichment |33. Forest Consequences; Variation | | |
| | |58. There Ought to be a Law; Enrichment |35. Loving it Too Much; Enrichment | |Interpret the speech or performance or |
|Determine whether a speaker’s general purpose | |76. Tree Cookies; Enrichment |40. Then and Now | |presentation |
|is to inform, to persuade, or to entertain |Relate prior knowledge |86. Our Changing World; Part B |40. Then and Now; Enrichment | |4. Sounds Around; Enrichment |
| | | |54. I’d Like to Visit a Place Where…; Part C,| |17. People of the Forest; Parts A and B |
| |4. Sounds Around; Enrichment |Contribute relevant comments |Enrichment | |33. Forest Consequences |
|Identify rhythms and patterns of language, |8. The Forest of S.T. Shrew; Enrichment | |55. Planning the Ideal Community; Part C, | |33. Forest Consequences; Variation |
|including alliteration, onomatopoeia, rhyme, |9. Planet Diversity | |Enrichment | |35. Loving it Too Much; Enrichment |
|and repetition |11. Can it Be Real? Part A |Relate prior knowledge |56. We can Work it Out | |40. Then and Now |
| |16. Pass the Plants, Please; Enrichment |4. Sounds Around; Enrichment |56. We Can Work it Out; Enrichment | |40. Then and Now; Enrichment |
|Demonstrate an understanding of what is heard |18. Tale of the Sun |8. The Forest of S.T. Shrew; Enrichment |58. There Ought to be a Law; Enrichment | |54. I’d Like to Visit a Place Where…; Part C,|
|by retelling, asking questions, relating prior|40. Then and Now |9. Planet Diversity |72. Air We Breathe; Part C | |Enrichment |
|knowledge, and summarizing |40. Then and Now; Enrichment |11. Can it Be Real? Part A |76. Tree Cookies; Enrichment |Apply comprehension and literary analysis |55. Planning the Ideal Community; Part C, |
| |42. Sunlight and Shades of Green |16. Pass the Plants, Please; Enrichment | |strategies and skills for a variety of |Enrichment |
| |54. I’d Like to Visit a Place Where…; Part C,|17. People of the Forest; Parts A and B |Contribute relevant comments |listening purposes and settings |56. We can Work it Out |
|Follow a set of multi-step directions |Enrichment |18. Tale of the Sun |33. Forest Consequences; Variation | |56. We Can Work it Out; Enrichment |
| |55. Planning the Ideal Community; Part C, |40. Then and Now | |Ask relevant questions concerning the |58. There Ought to be a Law; Enrichment |
| |Enrichment |40. Then and Now; Enrichment | |speaker’s content, delivery, and purpose |76. Tree Cookies; Enrichment |
| |58. There Ought to be a Law; Enrichment |42. Sunlight and Shades of Green |Relate prior knowledge | |86. Our Changing World; Part B |
| |76. Tree Cookies; Enrichment |54. I’d Like to Visit a Place Where…; Part C,|4. Sounds Around; Enrichment | |92. A Look at Lifestyles; Part B |
| |87. Earth Manners |Enrichment |8. The Forest of S.T. Shrew; Enrichment |Determine a speaker’s purpose and viewpoint | |
| | |55. Planning the Ideal Community; Part C, |9. Planet Diversity | | |
| | |Enrichment |11. Can it Be Real? Part A |33. Forest Consequences | |
| | |56. We can Work it Out |16. Pass the Plants, Please; Enrichment |33. Forest Consequences; Variation | |
| | |56. We Can Work it Out; Enrichment |17. People of the Forest; Parts A and B |35. Loving it Too Much; Enrichment |Analyze a speaker’s purpose and viewpoint |
| | |58. There Ought to be a Law; Enrichment |18. Tale of the Sun |56. We can Work it Out | |
| | |76. Tree Cookies; Enrichment |35. Loving it Too Much; Enrichment |56. We Can Work it Out; Enrichment | |
| | |86. Our Changing World; Part B |40. Then and Now |58. There Ought to be a Law; Enrichment | |
|Listen carefully to expand and enrich | |92. A Look at Lifestyles; Part B |40. Then and Now; Enrichment | | |
|vocabulary | | |42. Sunlight and Shades of Green | | |
| | | |54. I’d Like to Visit a Place Where…; Part C,| | |
| | | |Enrichment |Interpret the speech or performance or |Identify and evaluate a speaker’s stylistic |
| | | |55. Planning the Ideal Community; Part C, |presentation |devices such as clear organization, clear |
| | | |Enrichment |4. Sounds Around; Enrichment |viewpoint, use of support, language |
| | | |56. We can Work it Out |17. People of the Forest; Parts A and B |appropriate to audience, topic appropriate to |
| | | |56. We Can Work it Out; Enrichment |33. Forest Consequences |audience |
| | | |58. There Ought to be a Law; Enrichment |33. Forest Consequences; Variation | |
|Make judgments based on information from the | | |72. Air We Breathe; Part C |35. Loving it Too Much; Enrichment | |
|speaker |Comprehend and analyze what is heard | |76. Tree Cookies; Enrichment |40. Then and Now | |
| | | |86. Our Changing World; Part B |40. Then and Now; Enrichment | |
| | | |92. A Look at Lifestyles; Part B |54. I’d Like to Visit a Place Where…; Part C,| |
| | | | |Enrichment |Evaluate a speaker’s credibility such as bias,|
| | | | |55. Planning the Ideal Community; Part C, |hidden agendas, use of research/information |
| |Determine speaker’s purpose | | |Enrichment |from reliable sources |
| | | |Use note taking to assist listening when |56. We can Work it Out | |
| | | |appropriate |56. We Can Work it Out; Enrichment | |
| | | |40. Then and Now |58. There Ought to be a Law; Enrichment | |
| | |Comprehend and analyze what is heard |40. Then and Now; Enrichment |76. Tree Cookies; Enrichment | |
| |Identify how the language of the presentation | | |86. Our Changing World; Part B |Explain and support a personal response to an |
| |contributes to effect and meaning | |Maintain visual contact with the speaker | |oral presentation |
| |4. Sounds Around; Enrichment | |8. The Forest of S.T. Shrew; Enrichment | | |
| | | |9. Planet Diversity | | |
| |Demonstrate an understanding of what is heard |Determine speaker’s purpose |11. Can it Be Real? Part A | | |
| |by retelling, asking questions, relating prior|56. We can Work it Out |16. Pass the Plants, Please; Enrichment |Make inferences or draw conclusions based on | |
| |knowledge, and summarizing |56. We Can Work it Out; Enrichment |17. People of the Forest; Parts A and B |the presentation | |
| |9. Planet Diversity |58. There Ought to be a Law; Enrichment |18. Tale of the Sun | | |
| |11. Can it Be Real? Part A | |33. Forest Consequences |17. People of the Forest; Parts A and B | |
| |16. Pass the Plants, Please; Enrichment | |33. Forest Consequences; Variation |33. Forest Consequences | |
| |18. Tale of the Sun | |35. Loving it Too Much; Enrichment |33. Forest Consequences; Variation | |
| |40. Then and Now | |40. Then and Now |35. Loving it Too Much; Enrichment | |
| |40. Then and Now; Enrichment |Identify how the language of the presentation |40. Then and Now; Enrichment |40. Then and Now | |
| |42. Sunlight and Shades of Green |contributes to effect and meaning |42. Sunlight and Shades of Green |40. Then and Now; Enrichment | |
| |54. I’d Like to Visit a Place Where…; Part C,| |54. I’d Like to Visit a Place Where…; Part C,|54. I’d Like to Visit a Place Where…; Part C,| |
| |Enrichment |4. Sounds Around; Enrichment |Enrichment |Enrichment | |
| |55. Planning the Ideal Community; Part C, | |55. Planning the Ideal Community; Part C, |55. Planning the Ideal Community; Part C, | |
| |Enrichment |Elaborate on the information and ideas |Enrichment |Enrichment | |
| |58. There Ought to be a Law; Enrichment |presented |56. We can Work it Out |56. We can Work it Out | |
| |76. Tree Cookies; Enrichment | |56. We Can Work it Out; Enrichment |56. We Can Work it Out; Enrichment | |
| |87. Earth Manners | |58. There Ought to be a Law; Enrichment |58. There Ought to be a Law; Enrichment | |
| |Follow a set of multi-step directions | |72. Air We Breathe; Part C |72. Air We Breathe; Part C | |
| | | |76. Tree Cookies; Enrichment |76. Tree Cookies; Enrichment | |
| | | |86. Our Changing World; Part B |86. Our Changing World; Part B | |
| | |Draw conclusions based on the information |92. A Look at Lifestyles; Part B |92. A Look at Lifestyles; Part B | |
| | |presented | | | |
| | | | | | |
| | |9. Planet Diversity |Maintain focus by identifying and managing | | |
| | |17. People of the Forest; Parts A and B |barriers to listening | | |
| | |18. Tale of the Sun | | | |
| | |40. Then and Now | | | |
| | |40. Then and Now; Enrichment | | | |
| | |54. I’d Like to Visit a Place Where…; Part C,| | | |
| | |Enrichment | | | |
| |Listen carefully to expand and enrich |55. Planning the Ideal Community; Part C, |Apply comprehension and literary analysis | | |
| |vocabulary |Enrichment |strategies and skills for a variety of |Provide constructive feedback to speakers | |
| | |56. We can Work it Out |listening purposes and settings |concerning the coherence and logic of a | |
| | |56. We Can Work it Out; Enrichment | |speech’s content and delivery as well as its | |
| | |58. There Ought to be a Law; Enrichment |Elaborate on the information and ideas |overall impact upon the listeners | |
| | |76. Tree Cookies; Enrichment |presented | | |
| | |86. Our Changing World; Part B |17. People of the Forest; Parts A and B | | |
| | |92. A Look at Lifestyles; Part B |18. Tale of the Sun | | |
| |Make judgments based on information from the | |35. Loving it Too Much; Enrichment | | |
| |speaker | |40. Then and Now | | |
| | | |40. Then and Now; Enrichment | | |
| | | |54. I’d Like to Visit a Place Where…; Part C,| | |
| | | |Enrichment | | |
| | | |55. Planning the Ideal Community; Part C, | | |
| | | |Enrichment | | |
| | | |56. We can Work it Out | | |
| | | |56. We Can Work it Out; Enrichment | | |
| | |Determine speaker’s attitude through verbal |58. There Ought to be a Law; Enrichment | | |
| | |and non-verbal cues such as tone of voice, |72. Air We Breathe; Part C | | |
| | |inflections, and facial expressions |76. Tree Cookies; Enrichment | | |
| | | |86. Our Changing World; Part B | | |
| | | |92. A Look at Lifestyles; Part B | | |
| | | | | | |
| | | | | | |
| | | | | | |
| | | |Make inferences or draw conclusions based on | | |
| | | |the presentation | | |
| | | | | | |
| | | |9. Planet Diversity | | |
| | | |11. Can it Be Real? Part A | | |
| | | |17. People of the Forest; Parts A and B | | |
| | | |18. Tale of the Sun | | |
| | | |33. Forest Consequences | | |
| | | |33. Forest Consequences; Variation | | |
| | | |35. Loving it Too Much; Enrichment | | |
| | | |40. Then and Now | | |
| | | |40. Then and Now; Enrichment | | |
| | | |54. I’d Like to Visit a Place Where…; Part C,| | |
| | | |Enrichment | | |
| | | |55. Planning the Ideal Community; Part C, | | |
| | | |Enrichment | | |
| | | |56. We can Work it Out | | |
| | | |56. We Can Work it Out; Enrichment | | |
| | | |58. There Ought to be a Law; Enrichment | | |
| | | |72. Air We Breathe; Part C | | |
| | | |76. Tree Cookies; Enrichment | | |
| | | |86. Our Changing World; Part B | | |
| | | |92. A Look at Lifestyles; Part B | | |
| | | | | | |
| | | | | | |
| | | |Determine speaker’s attitude through verbal | | |
| | | |and non-verbal cues such as tone of voice, | | |
| | | |inflections, body language, and facial | | |
| | | |expressions | | |
| | | | | | |
| | | |Explain how the effects of language contribute| | |
| | | |to meaning | | |
| | | | | | |
| | | |4. Sounds Around; Enrichment | | |
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| | | |Provide constructive feedback to speakers | | |
| | | |concerning the delivery as well as its overall| | |
| | | |impact upon the listeners | | |
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|Grade 3 |Grade 4 |Grade 5 |Grade 6 |Grade 7 |Grade 8 |
|Speaking |Speaking |Speaking |Speaking |Speaking |Speaking |
|Use organization and delivery strategies at an|Use organization and delivery strategies at an|Use organization and delivery strategies at an|Demonstrate appropriate organizational |Demonstrate appropriate organizational |Demonstrate appropriate organizational |
|appropriate level |appropriate level |appropriate level |strategies and delivery techniques to plan for|strategies and delivery techniques to plan for|strategies and delivery techniques to plan for|
|Speak clearly enough to be heard and |Demonstrate appropriate volume, articulation, |Demonstrate appropriate volume, articulation, |a variety of oral presentation purposes |a variety of oral presentation purposes |a variety of oral presentation purposes |
|understood in a variety of situations for a |enunciation, intonation, pacing, timing, and |enunciation, intonation, pacing, timing, and |Identify the purpose, audience, and setting |Select the purpose and format for an oral |Refine a presentation using varied media |
|variety of purposes |stress |stress |for a presentation |presentation |33. Forest Consequences |
| |4. Sounds Around; Part B |4. Sounds Around; Part B |9. Planet Diversity |16. Pass the Plants, Please; Enrichment |33. Forest Consequences; Enrichment |
| |9. Planet Diversity |9. Planet Diversity |11. Can it Be Real? Part B |17. People of the Forest; Part A and B |40. Then and Now; Enrichment |
|Use appropriate non-verbal techniques to |11. Can it Be Real? Part B |11. Can it Be Real? Part B |16. Pass the Plants, Please; Enrichment |33. Forest Consequences |55. Planning the Ideal Community; Part C, |
|enhance communication |16. Pass the Plants, Please; Enrichment |16. Pass the Plants, Please; Enrichment |17. People of the Forest; Part A and B |33. Forest Consequences; Enrichment |Enrichment |
|Posture |40. Then and Now |17. People of the Forest; Part A and B |33. Forest Consequences |40. Then and Now; Enrichment |56. Planning the Ideal Community |
|Eye contact |40. Then and Now; Enrichment |40. Then and Now |33. Forest Consequences; Enrichment |55. Planning the Ideal Community; Part C, |58. There Ought to be a Law |
|Facial expressions |55. Planning the Ideal Community; Part C, |40. Then and Now; Enrichment |55. Planning the Ideal Community; Part C, |Enrichment |72. Air We Breathe; Part C |
|Gestures |Enrichment |55. Planning the Ideal Community; Part C, |Enrichment |56. Planning the Ideal Community |86. Our Changing World; Part B |
| |58. There Ought to be a Law |Enrichment |56. Planning the Ideal Community |58. There Ought to be a Law | |
| | |56. Planning the Ideal Community |58. There Ought to be a Law |72. Air We Breathe; Part C | |
| |Demonstrate appropriate timing |58. There Ought to be a Law |72. Air We Breathe; Part C |86. Our Changing World; Part B |Uses a combination of organizational |
| |Fluency |86. Our Changing World; Part B |86. Our Changing World; Part B | |structures such as narrative, cause and |
| |Pacing | | |Evaluate the needs and perspectives of the |effect, chronological/sequential order, |
| |Rate | |Identify the needs and perspectives of the |audience |description, main idea with supporting |
| | |Demonstrate appropriate timing |audience | |details, problem/solution, question/answer, |
| |4. Sounds Around; Part B |Fluency | |33. Forest Consequences |comparison and contrast, making appropriate |
| |9. Planet Diversity |Pacing |9. Planet Diversity |33. Forest Consequences; Enrichment |transitions within a presentation |
| |11. Can it Be Real? Part B |Rate |11. Can it Be Real? Part B |40. Then and Now; Enrichment | |
| |16. Pass the Plants, Please; Enrichment | |16. Pass the Plants, Please; Enrichment |55. Planning the Ideal Community; Part C, |Speak to persuade by including a well-defined |
| |40. Then and Now |4. Sounds Around; Part B |17. People of the Forest; Part A and B |Enrichment |thesis, differentiating fact from opinion, and|
| |40. Then and Now; Enrichment |9. Planet Diversity |33. Forest Consequences |56. Planning the Ideal Community |support arguments with detailed evidence, |
| |55. Planning the Ideal Community; Part C, |11. Can it Be Real? Part B |33. Forest Consequences; Enrichment |58. There Ought to be a Law |examples, reasoning and persuasive language |
| |Enrichment |16. Pass the Plants, Please; Enrichment |40. Then and Now; Enrichment |86. Our Changing World; Part B | |
| | |17. People of the Forest; Part A and B |55. Planning the Ideal Community; Part C, | | |
| | |40. Then and Now |Enrichment | | |
| | |40. Then and Now; Enrichment |56. Planning the Ideal Community | | |
| | |55. Planning the Ideal Community; Part C, |58. There Ought to be a Law | | |
| | |Enrichment |86. Our Changing World; Part B | | |
| | |56. Planning the Ideal Community | | | |
| | |58. There Ought to be a Law | | | |
| | |86. Our Changing World; Part B | | | |
| |Use appropriate non-verbal techniques to | | | | |
| |enhance communication | | | | |
| |Posture | | |Anticipate and effectively answer listener | |
| |Eye contact | | |concerns and counter arguments through the | |
| |Facial expressions | | |inclusion and arrangement of details, reasons,| |
| |Gestures | | |examples, and other elements | |
| | | | | | |
| | |Use appropriate non-verbal techniques to |Select and plan for appropriate use of visual |Use a variety of organization structures such | |
| |4. Sounds Around; Part B |enhance communication |aids |as narrative, cause and effect, chronological | |
| |9. Planet Diversity |Posture | |order, description, main idea and detail, | |
| |11. Can it Be Real? Part B |Eye contact |9. Planet Diversity |problem/solution, question/answer, comparison | |
| |16. Pass the Plants, Please; Enrichment |Facial expressions |11. Can it Be Real? Part B |and contrast, and contrast that are | |
| |40. Then and Now |Gestures |16. Pass the Plants, Please; Enrichment |appropriate to the purpose and topic | |
| |40. Then and Now; Enrichment | |17. People of the Forest; Part A and B | | |
| |55. Planning the Ideal Community; Part C, | |33. Forest Consequences | | |
| |Enrichment |4. Sounds Around; Part B |33. Forest Consequences; Enrichment | | |
| |58. There Ought to be a Law |9. Planet Diversity |40. Then and Now; Enrichment | | |
| | |11. Can it Be Real? Part B |55. Planning the Ideal Community; Part C, | | |
| | |16. Pass the Plants, Please; Enrichment |Enrichment | | |
|Make oral presentations | |17. People of the Forest; Part A and B |56. Planning the Ideal Community | | |
|Speak in a variety of situations to inform | |40. Then and Now |58. There Ought to be a Law | | |
|and/or relate experiences, including retelling| |40. Then and Now; Enrichment |72. Air We Breathe; Part C | | |
|stories | |55. Planning the Ideal Community; Part C, |86. Our Changing World; Part B | | |
| | |Enrichment | | | |
|State a position and support it with reasons | |56. Planning the Ideal Community | | | |
| | |58. There Ought to be a Law | | | |
|Participate in dramatic presentations | |86. Our Changing World; Part B | | | |
| | | | | | |
|Plan and deliver effective oral presentations | | |Select the topic of an oral presentation | | |
| | | |9. Planet Diversity | | |
|Use props when appropriate | | |11. Can it Be Real? Part B | | |
| | | |16. Pass the Plants, Please; Enrichment | | |
| | | |17. People of the Forest; Part A and B | | |
| | | |33. Forest Consequences | | |
| | | |33. Forest Consequences; Enrichment | | |
| | | |40. Then and Now; Enrichment | | |
| | | |55. Planning the Ideal Community; Part C, | | |
| | | |Enrichment | | |
| | | |56. Planning the Ideal Community | | |
| | | |58. There Ought to be a Law | | |
| | | |72. Air We Breathe; Part C | | |
| | | |86. Our Changing World; Part B | | |
| |Make oral presentations | | | | |
| |Speak in a variety of situations to inform | | | | |
| |and/or relate experiences, including retelling| | | | |
| |stories | | | | |
| |9. Planet Diversity | | | | |
| |11. Can it Be Real? Part B | | | | |
| |16. Pass the Plants, Please; Enrichment | | | | |
| |55. Planning the Ideal Community; Part C, | | | | |
| |Enrichment | | | | |
| |56. We Can Work it Out | | | | |
| |58. There Ought to Be a Law |Make oral presentations | | | |
| |72. Air We Breathe; Part C |Speak in a variety of situations to inform |Gather/construct adequate support | | |
| |86. Our Changing World; Part B |and/or relate experiences, including retelling| | | |
| |State a position and support it with reasons |stories |Identify and use a variety of organization | | |
| | |9. Planet Diversity |structures such as narrative, cause and | | |
| |Participate in dramatic presentations |11. Can it Be Real? Part B |effect, chronological order, description, main| | |
| | |16. Pass the Plants, Please; Enrichment |idea and detail, problem/solution, | | |
| |Plan and deliver effective oral presentations |17. People of the Forest; Parts A and B |question/answer, comparison and contrast | | |
| |9. Planet Diversity |55. Planning the Ideal Community; Part C, | | | |
| |11. Can it Be Real? Part B |Enrichment | | | |
| |16. Pass the Plants, Please; Enrichment |56. We Can Work it Out | | | |
| |55. Planning the Ideal Community; Part C, |58. There Ought to Be a Law | | | |
| |Enrichment |72. Air We Breathe; Part C | | | |
| |56. We Can Work it Out |86. Our Changing World; Part B | | | |
| |58. There Ought to Be a Law | | | | |
| |72. Air We Breathe; Part C |State a position and support it with reasons | | | |
| |86. Our Changing World; Part B | | | | |
| | |Participate in dramatic presentations | | | |
| |Use props when appropriate |17. People of the Forest; Enrichment | | | |
| | | | | | |
| |9. Planet Diversity |Plan and deliver effective oral presentations | | | |
| |11. Can it Be Real? Part B |9. Planet Diversity | | | |
| |16. Pass the Plants, Please; Enrichment |11. Can it Be Real? Part B | | | |
| |55. Planning the Ideal Community; Part C, |16. Pass the Plants, Please; Enrichment | | | |
| |Enrichment |17. People of the Forest; Parts A and B | | | |
| |56. We Can Work it Out |55. Planning the Ideal Community; Part C, | | | |
| |58. There Ought to Be a Law |Enrichment | | | |
| |72. Air We Breathe; Part C |56. We Can Work it Out | | | |
| |86. Our Changing World; Part B |58. There Ought to Be a Law | | | |
| | |72. Air We Breathe; Part C | | | |
| | |86. Our Changing World; Part B | | | |
| | | | | | |
| | |Use props when appropriate | | | |
| | |9. Planet Diversity | | | |
| | |11. Can it Be Real? Part B | | | |
| | |16. Pass the Plants, Please; Enrichment | | | |
| | |17. People of the Forest; Parts A, B, | | | |
| | |Enrichment | | | |
| | |55. Planning the Ideal Community; Part C, | | | |
| | |Enrichment | | | |
| | |56. We Can Work it Out | | | |
| | |58. There Ought to Be a Law | | | |
| | |72. Air We Breathe; Part C | | | |
| | |86. Our Changing World; Part B | | | |
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