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2nd
Grade |
3rd
Grade |
4th
Grade |
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1. Identify unique
letter-sound patterns, including long and short vowels (e.g., ea
for short e, as in bread, and ough for long o,
as in though) and consonants (tch for /ch/, as in watch,
and gh for /f/, as in cough) (ELA-1-E1) |
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2.Demonstrate
understanding of phonics by doing the following:
isolating difficult parts of words in order to correct a
mispronunciation or decode an unfamiliar printed word |
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fluently manipulating targeted sounds by adding, deleting, or
substituting the sounds to create new words |
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differentiating short- and long-vowel sounds in printed words when
those sounds are made with a broad variety of letter combinations and a
variety of word families (e.g., ou, ow, ough, igh) |
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reading regularly spelled words with as many as four syllables |
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using phonetic decoding strategies accurately and rapidly in unfamiliar
words and text |
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using common affixes (prefixes and suffixes)
to understand word meanings (ELA-1-E1) |
1.
Decode words using knowledge of base words, root words, and common
prefixes and suffixes (ELA-1-E1) |
1.
Use understanding of base words, roots, prefixes, and suffixes to
decode more complex words (ELA-1-E1) |
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4.
Demonstrate knowledge of the meanings of common prefixes and suffixes
(ELA-1-E1) |
2.
Determine the meaning of unfamiliar words using knowledge of word
origins and inflections (ELA-1-E1) |
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3.
Identify and explain common synonyms, antonyms, and homonyms (ELA-1-E1) |
6.
Determine meanings of unfamiliar words using a variety of strategies,
including:
knowledge of common antonyms, synonyms, homonyms, and homographs
use of context clues
identification of base words and root words (ELA-1-E1) |
3.
Determine word meanings, word choices, and pronunciations using a broad
variety of reference aids such as dictionaries, thesauruses, synonym
finders, and reference software (ELA-1-E1) |
|
4.
Use knowledge of base words to interpret meaning of unfamiliar words
(e.g., heat/preheat) (ELA-1-E1) |
2.
Decode similar words (e.g., supper vs. super) using
knowledge of basic syllabication rules (ELA-1-E1) |
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3.
Identify and explain words with multiple meanings using contextual
clues (ELA-1-E1) |
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5.
Determine word meaning and appropriate word choices using reference
aids, including dictionaries and thesauruses (ELA-1-E1) |
5.
Use reference aids such as dictionaries, thesauruses, synonym finders,
and reference software to determine word meanings, word choices, and
pronunciations (ELA-1-E1) |
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6.
Identify the glossary and index in a book (ELA-1-E2) |
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7.
Determine appropriate circumstances to use skimming and scanning to
preview text and to find information (ELA-1-E3) |
7.
Adjust speed of reading to accomplish a purpose based on text
complexity (ELA-1-E3) |
4.
Adjust speed of reading to accomplish purpose based on text complexity
(ELA-1-E3) |
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8.
Identify story elements, including effects of setting on events and
characters (ELA-1-E4) |
8.
Identify story elements including:
theme
conflict
character traits, feelings, and motivation (ELA-1-E4) |
5.
Identify a variety of story elements, including:
the impact of setting on character
multiple conflicts
first- and third-person points of view
development of theme (ELA-1-E4) |
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9.
Identify literary and sound devices, including similes and rhythm in
texts (ELA-1-E4) |
9.
Identify literary devices, including idioms and personification
(ELA-1-E4) |
6.
Identify literary devices, including metaphor and hyperbole (ELA-1-E4) |
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10.
Retell a story in sequence including main idea and important supporting
details (ELA-1-E5) |
10.
Demonstrate understanding by summarizing stories and information,
including the main events or ideas and selected details from the text
in oral and written responses (ELA-1-E5) |
7.
Answer literal and inferential questions about ideas and information in
grade-appropriate texts in oral and written responses (ELA-1-E5) |
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11.
Make statements about how previous reading and life experiences relate
to information read in texts (ELA-1-E6) |
11.
Connect ideas, events, and information identified in grade-appropriate
texts to prior knowledge and life experiences in oral and written
responses (ELA-1-E6) |
8.
Connect information in grade-appropriate texts to prior knowledge and
real-life situations in oral and written responses (ELA-1-E6) |
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12.
Demonstrate oral reading fluency of at least 90 words per minute in
second-grade text with appropriate intonation (ELA-1-E7) |
12.
Demonstrate oral reading fluency of at least 110 words per minute in
third-grade text with appropriate pacing, intonation, and expression
(ELA-1-E7) |
10.
Demonstrate oral reading fluency of at least 140 words per minute in
fourth-grade text with appropriate pacing, intonation, and expression
(ELA-1-E7) |
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9.
Increase oral and silent reading fluency and accuracy with
grade-appropriate texts (ELA-1-E7) |
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13.
Read texts and simple chapter books silently at independent reading
level (ELA-1-E7) |
13.
Read texts, chapter books, and informational materials silently at
independent reading level (ELA-1-E7) |
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14.
Compare and contrast different versions of the same story from
different cultures through oral, written, and visual responses
(ELA-6-E1) |
14.
Compare and contrast story elements, including setting, character, and
events of two multicultural texts in oral, written, and visual
responses (ELA-6-E1) |
11.
Compare and contrast stories/tales from different cultures and explain
the influence of culture on each tale in oral, written, and visual
responses (ELA-6-E1) |
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15.
Identify a variety of types of literature, including biography,
autobiography, and the folktale, in oral and written responses
(ELA-6-E2) |
15.
Identify a variety of types of literature, including the myth and the
legend, in oral and written responses (ELA-6-E2) |
12.
Identify a variety of types of literature, including poetry and short
stories, in oral and written responses (ELA-6-E2) |
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16.
Distinguish between a variety of types of literature, including
biography, autobiography, and plays (ELA-6-E3 |
16.
Identify and explain the defining characteristics of various types of
literature, including the folktale (ELA-6-E3) |
13.
Identify and explain the defining characteristics of various types of
literature, including the myth and the legend (ELA-6-E3) |
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17.
Demonstrate understanding of information in texts using a variety of
strategies, including:
comparing and contrasting story elements (e.g., character, setting,
events) |
17.
Demonstrate understanding of information in grade-appropriate texts
using a variety of strategies, including:
comparing and contrasting, including story elements (e.g., theme,
character, and conflicts) and main points or ideas in informational
texts |
14.
Demonstrate understanding of information in grade-appropriate texts
using a variety of strategies, such as:
comparing and contrasting story elements or information within and
across texts
explaining how the setting impacts other story elements, including the
characters’ traits and actions
using specific evidence from a story to describe a character's traits,
actions, relationships, and/or motivations |
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predicting what will happen next in a story or a text |
making predictions using information from texts |
confirming or denying a prediction about information in a text |
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making simple inferences about information in texts |
making simple inferences and drawing conclusions about information in
texts |
making simple inferences (ELA-7-E1) |
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self-monitoring consistently for comprehension using multiple
strategies and self-correcting as appropriate (ELA-7-E1) |
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sequencing events |
sequencing events and steps in a process |
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distinguishing between a main idea and a summary |
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identifying main ideas of texts (ELA-7-E1) |
identifying stated main ideas and supporting details |
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18.
Discuss and choose the most appropriate solution to a problem in texts
(ELA-7-E2) |
18.
Explain chosen solutions to problems in texts (ELA-7-E2) |
15.
Justify solutions to problems in texts by verifying, confirming, and
supporting (ELA-7-E2) |
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19.
Identify the author's viewpoint (i.e., perspective) in a text (ELA-7-E3) |
20.
Explain the author's viewpoint using information from the text
(ELA-7-E3) |
17.
Explain in oral or written responses how an author’s life and times are
reflected in a text (ELA-7-E3) |
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19.
Identify an author’s purpose for writing, including persuading,
entertaining, and informing (ELA-7-E3) |
16.
Distinguish an author’s purpose for writing, including entertaining,
expressing an opinion, defending an argument, or conveying information
(ELA-7-E3) |
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18.
Explain how an author’s purpose influences organization of a text, word
choice, and sentence structure (ELA-7-E3) |
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20.
Apply basic reasoning skills, including:
discussing the relationship between cause-effect |
21.
Apply basic reasoning skills, including
identifying multiple causes and/or effects in texts and life situations |
19.
Demonstrate understanding of information in grade-appropriate texts
using a variety of strategies, including:
identifying cause-effect relationships in texts and real-life situations |
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asking questions about texts read independently including why and how
(ELA-7-E4) |
raising questions to obtain clarification and/or direct investigation |
generating questions to guide examination of topics in texts and
real-life situations |
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identifying
differences between fact and opinion |
supporting differences between fact and opinion with information from
texts |
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skimming and scanning texts to locate specific information |
skimming and scanning texts for various purposes (e.g., locating
information, verifying facts) |
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connecting what is learned to real-life situations (ELA-7-E4) |
explaining connection between information from texts and real-life
experiences (ELA-7-E4) |
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Writing |
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21.
Write compositions of one or more paragraphs, organized with a central
idea and a coherent beginning, middle, and end (ELA-2-E1) |
22.
Write compositions of two or more paragraphs that are organized with
the following:
a central idea
a logical, sequential order
supporting details that develop ideas
transitional
words within and between paragraphs (ELA-2-E1) |
20.
Write compositions of at least three paragraphs organized with the
following:
a clearly stated central idea
an introduction and a conclusion
a middle developed with supporting details
a logical, sequential order
transitional words and phrases that unify points and ideas (ELA-2-E1) |
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23.
Incorporate grade-appropriate vocabulary and information when writing
for an intended audience and/or purpose (ELA-2-E2) |
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22. Use
a greater variety of action and descriptive words when writing for a
specific purpose and/or audience (ELA-2-E2 |
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22.
Identify an audience for a specific writing assignment and select
appropriate vocabulary, details, and information to create a tone or
set the mood and to affect or manipulate the intended audience
(ELA-2-E2) |
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21.
Organize individual paragraphs with topic sentences, relevant
elaboration, and concluding sentences (ELA-2-E1) |
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23.
Develop compositions of one or more paragraphs using writing processes
such as the following:
independently generating ideas for writing by using various strategies
(e.g., listing, brainstorming, drawing) |
24.
Develop compositions of two or more paragraphs using writing processes
such as the following:
selecting a topic |
23.
Develop grade-appropriate compositions by identifying and applying
writing processes, including the following:
selecting topic and form |
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creating a plan (e.g., graphic organizer, web) appropriate to the
purpose of writing |
prewriting using strategies such as brainstorming, locating
information, and generating graphic organizers |
prewriting (e.g., brainstorming, researching, raising questions,
generating graphic organizers) |
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writing a first draft with a developed beginning,
a middle, and an end |
drafting |
drafting |
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conferencing with a teacher or peers |
conferencing with teachers |
conferencing with peers and teachers |
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revising for clarity, grammatical and mechanical correctness, and/or to
include additional information |
revising and proofreading |
revising based on feedback and use of various tools (e.g., LEAP21
Writer’s Checklist, rubrics)
proofreading/editing |
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creating a final draft for possible publication (ELA-2-E3) |
creating a final draft for publication (ELA-2-E3) |
publishing
using available technology (ELA-2-E3) |
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24.
Develop grade-appropriate compositions, for example:
friendly letters
poems
stories
informational descriptions with some detail (ELA-2-E4) |
25.
Develop organized one- and two-paragraph compositions using description
and narration (ELA-2-E4) |
24.
Develop paragraphs and compositions of at least three paragraphs using
the various modes (i.e., description, narration, exposition, and
persuasion), emphasizing narration and description (ELA-2-E4) |
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25. Use
literary devices, including patterns of rhythm and simile in writing
(ELA-2-E5) |
26. Use
a variety of literary devices, including idioms and personification, in
written responses and compositions (ELA-2-E5) |
25. Use
a variety of literary devices, including hyperbole and metaphor, in
compositions (ELA-2-E5) |
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26.
Write for various purposes, including:
letters or invitations that include relevant information and follow a
letter/envelope format |
27.
Write for various purposes, including:
informal letters using appropriate letter format |
26.
Write for various purposes, including:
formal and informal letters that follow a specific letter format,
include relevant information, and use an appropriate closure |
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informal writing, including messages, journals, notes, and poems (ELA-2-E6) |
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book reports and informational compositions that include main ideas and
significant details from the text (ELA-2-E6) |
book
reports that include an opinion and/or a persuasive viewpoint (ELA-2-E6) |
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informational reports that include facts and examples and that present
important details in a logical order |
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Proofreading |
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27.
Write legible short paragraphs using proper indentation (ELA-3-E1) |
28.
Write legibly in cursive or printed form, using standard margins and
demonstrating appropriate spacing of letters, words, sentences, and
paragraphs (ELA-3-E1) |
27.
Write legibly in standard cursive or printed form, indenting paragraphs
appropriately, using standard margins, and demonstrating fluency
(ELA-3-E1) |
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28. Use
standard English punctuation, including:
commas in the greeting and closure of a letter, between a city and a
state, and in dates |
29. Use
standard English punctuation, including:
commas to separate phrases in a series
commas to separate parts of addresses (ELA-3-E2) |
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apostrophes in contractions |
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28. Use
standard English punctuation, including apostrophes in contractions and
in the possessive case of singular and plural nouns (ELA-3-E2) |
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periods in abbreviations (ELA-3-E2) |
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29.
Capitalize grade-appropriate proper nouns, initials of a person’s name,
and the salutation, and closing of a friendly letter (ELA-3-E2) |
30.
Capitalize the first word in direct quotations and proper adjectives
(e.g., American flag, Mexican food) (ELA-3-E2) |
29.
Capitalize greetings, titles of respect, and titles of books, articles,
chapters, movies, and songs (ELA-3-E2) |
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30.
Write using standard English structure and usage, including:
subject-verb agreement in simple and compound sentences |
31.
Write using standard English structure and usage, including:
making subjects and verbs agree in sentences with simple and compound
subjects and predicates (ELA-3-E3) |
30.
Write using standard English structure and usage, including: |
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past and present verb tenses |
using verbs in the future tense |
using active and passive voices of verbs |
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noun and pronoun antecedent agreement |
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transitional words and conjunctions in sentences |
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prepositions and prepositional phrases |
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possessive nouns |
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adverbs, especially those related to time (ELA-3-E3) |
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avoiding run-on sentences |
avoiding
writing with sentence fragments and run-on sentences
(ELA-3-E3) |
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31.
Distinguish between a sentence and a sentence fragment (ELA-3-E3) |
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32. Use
knowledge of parts of speech, including:
identifying and using nouns, including proper, common, concrete,
abstract, and collective |
32.
Apply knowledge of parts of speech in writing, including:
using correct forms of singular nouns
identifying and using irregular plural nouns correctly |
31.
Apply knowledge of parts of speech in writing, including: |
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using correct antecedents of pronouns |
using first-, second-, and third-person pronouns correctly |
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identifying and using the standard forms of possessives (e.g., mom’s
coat, dad’s hat, girls’ shoes) |
using correct forms of possessive pronouns |
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selecting and using verbs in past and present tenses in writing |
using standard future verb tenses |
identifying and using verb tenses correctly, including present perfect,
past perfect, and future perfect |
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selecting and using standard forms of personal pronouns |
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using a variety of conjunctions (e.g., or, nor, yet, so) |
using a variety of conjunctions, such as although, since, until,
and while, in constructing sentences |
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selecting and using adverbs that modify according to time |
selecting and using adverbs that modify according to time, place,
manner, and degree |
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identifying and using prepositions appropriately (ELA-3-E4) |
using correct forms of prepositions |
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identifying and using irregular verb tenses (ELA-3-E4) |
using grade-appropriate irregular verb tenses correctly (ELA-3-E4) |
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identifying and using transitive and intransitive verbs correctly |
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selecting and using common interjections appropriately |
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33.
Spell grade-appropriate words, including:
words with short vowels, long vowels, r-controlled vowels, and
consonant-blends |
33.
Spell grade-appropriate words, including:
multisyllabic words made up of both base words and roots and common
prefixes and suffixes
compound words
common homophones (ELA-3-E5) |
32. Use
knowledge of root words, affixes, and syllable constructions to spell
words (ELA-3-E5) |
|
words with short- and long-vowel sounds when those sounds are made with
a broad variety of letter combinations (e.g., ou, ow, ough, igh) |
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frequently used irregularly spelled words (ELA-3-E5) |
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34. Use
spelling patterns and rules correctly (e.g., dropping silent -e
before adding -ing) (ELA-3-E5) |
34.
Follow common spelling generalizations, including qu-, consonant
doubling, and changing -y to -i (ELA-3-E5) |
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35. Use
multiple spelling strategies (e.g., word wall, word lists, thinking
about the base word, affixes) (ELA-3-E5) |
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36.
Alphabetize to the second letter and some third letters (ELA-3-E5) |
35.
Alphabetize to the third letter (ELA-3-E5) |
33.
Alphabetize to the fourth and fifth letters (ELA-3-E5) |
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37. Use
a dictionary and a glossary to locate correct spellings (ELA-3-E5) |
36. Use
a variety of resources, including online and print dictionaries and
spell checkers to check spelling (ELA-3-E5) |
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38.
Adjust speaking tone and volume to suit purpose, audience, and setting
(ELA-4-E1 |
37. Use
clear diction and tone and adjust volume and tempo to stress important
ideas when |
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Speaking & Listening |
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39.
Give/relate multi-step directions to classmates (ELA-4-E2) |
38.
Give and follow precise directions and instructions (ELA-4-E2) |
35.
Interpret, follow, and give multi-step directions (ELA-4-E2 |
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40.
Tell and retell stories with the following included:
sequential order, including setting, character, and simple plot |
39.
Tell a complex story that includes the following:
ideas and details organized chronologically (ELA-4-E3) |
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supportive facts and details from the story |
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explicit and implicit main ideas (ELA-4-E3) |
a central idea |
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41.
Adjust language during a presentation in order to inform or explain to
a specific audience (ELA-4-E4) |
|
34.
Adjust pacing to suit purpose, audience, and setting when speaking
(ELA-4-E1) 38.
Adjust speaking content according to the needs of the audience
(ELA-4-E5) |
|
42.
Deliver informal presentations that demonstrate an understanding of a
topic (ELA-4-E4) |
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43.
Give rehearsed oral presentations about general topics using eye
contact, appropriate volume, clear pronunciation, and appropriate
visual aids (ELA-4-E4) |
40.
Give rehearsed oral presentations that include the following:
expression of an opinion about a text, topic, or idea
relevant facts and details from multiple sources (ELA-4-E4) |
36.
Deliver presentations that include the following:
information drawn from several sources and identification of the sources
effective introductions and conclusions
details, examples, anecdotes, or statistics that explain or clarify
information
information selected to persuade or influence the audience (ELA-4-E4) |
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41.
Clarify and enhance oral presentations through the use of appropriate
props (e.g., objects, pictures, charts) (ELA-4-E4) |
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44. Use
active listening strategies, including asking for clarification and
explanations (ELA-4-E5) |
42. Use
active listening strategies, including:
asking questions and responding to ideas/opinions
giving oral responses, such as explanations of written and/or spoken
texts (ELA-4-E5) |
37.
Demonstrate active listening strategies, including asking questions,
responding to cues, and making eye contact (ELA-4-E5) |
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45.
Give oral responses, including:
telling stories and personal experiences |
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39.
Listen to and critique messages such as advertising that are
communicated in a variety of mediums, including television and print
(ELA-4-E6) |
|
giving explanations and reports (ELA-4-E5) |
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46.
Compare ideas from a wide variety of media (ELA-4-E6) |
43.
Compare ideas and points of view from a wide variety of media,
including television, video, music, the Web, charts, and print
materials (ELA-4-E6) |
|
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47.
Discuss classroom procedures and rules and generate ideas for new
procedures and rules (ELA-4-E7) |
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48.
Identify the role of discussion leader, contributor, and active
listener (ELA-4-E7) |
44.
Assume the role of discussion leader, contributor, and active listener
(ELA-4-E7) |
40.
Identify the effectiveness and dynamics of group process and
cooperative learning (ELA-4-E7) |
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Information Resources |
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49.
Locate information using the organizational features of texts,
including:
URL addresses from the Web
title pages
glossaries
indices
tables of contents
chapter headings (ELA-5-E1) |
45.
Locate information using organizational features of a variety of
resources, including:
electronic information such as pull-down menus, icons, keyword
searches, passwords, and entry menu features
printed text such as indices, tables of contents, glossaries, charts,
captions, chapter headings and subheadings
the Dewey Decimal system
electronic and online catalogs (ELA-5-E1) |
41.
Locate information using organizational features of a variety of
resources, including:
electronic information such as keyword searches, passwords, and entry
menu features
print materials such as indices, glossaries, table of contents, title
pages, and map legends (ELA-5-E1) |
|
50.
Locate information about a topic from a variety of sources, including
children’s magazines, children’s encyclopedias, and electronic
references (ELA-5-E2) |
46.
Locate information from multiple sources, including books, periodicals,
videotapes, Web sites, and CD-ROMs (ELA-5-E2) |
42.
Locate information using a broad variety of reference sources,
including almanacs, atlases, newspapers, magazines, and brochures
(ELA-5-E1) |
|
|
47.
Determine appropriateness of collected information for a specified
purpose (ELA-5-E2) |
43.
Evaluate the usefulness of information selected from multiple sources,
including:
library and online databases
electronic reference works
Internet information
community and government data
interviews
experiments
surveys (ELA-5-E2) |
|
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48. Use
keywords to take notes from written sources (ELA-5-E3) |
44. Use
keywords and phrases to take notes from oral, written, and electronic
media sources (ELA-5-E3) |
|
|
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45.
Paraphrase or summarize information from a variety of sources (ELA-5-E3) |
|
51.
Gather and arrange information in a variety of organizational forms,
including graphic organizers, simple outlines, notes, and summaries
(ELA-5-E3) |
49.
Complete simple outlines with main topics and subtopics that reflect
the information gathered (ELA-5-E3) |
46.
Construct simple outlines with main topics and subtopics that reflect
the information gathered (ELA-5-E3) |
|
52. Use
technology to publish a variety of works, including simple research
reports and book summaries (ELA-5-E4) |
50. Use
available electronic and print resources to draft, revise, and publish
simple research reports, book reports, and other projects (ELA-5-E4) |
47. Use
electronic and print resources (e.g., spelling, grammar, and thesaurus
checks) to revise and publish book reviews and research reports
(ELA-5-E4) |
|
53.
Tell and write about the sources of learned information (ELA-5-E5) |
51. Use
simple bibliographic information to cite source (ELA-5-E5) |
48.
Create a list of sources (e.g., books, encyclopedias, online resources)
following a specified format (ELA-5-E5) |
|
54.
Locate and read information on a chart, graph, diagram, map, and simple
timeline (ELA-5-E6) |
52.
Locate information found in graphic organizers such as timelines,
charts, graphs, schedules, tables, diagrams, and maps (ELA-5-E6 |
50.
Read and interpret timelines, charts, graphs, schedules, tables,
diagrams, and maps generated from grade-appropriate materials (ELA-5-E6) |
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49.
Define plagiarism (ELA-5-E5) |