Kenai Peninsula Borough School District
148 N. Binkley
Soldotna, AK 99669
Updated
Spring 2006
Language Arts Curriculum K-6
Introduction
Content Standards
Writing GLE's
Reading GLE's
Kindergarten
Language Arts
Reading
Grade 1
Language Arts
Reading
Grade 2
Language Arts
Reading
Grade 3
Language Arts
Reading
Grade 4
Language Arts
Untitled Document
Table of Contents
Reading
Grade 5
Language Arts
Reading
Grade 6
Language Arts
Reading
Language Arts K-2 Flowchart
Language Arts 3-6 Flowchart
Reading K-3 Flowchart
Reading 4-6 Flowchart
Appendices
Fry Instant Word List 1-600
Primary Writing Stages
AWA Intermediate Rubric
Intermediate
DIBELS: Benchmark Standards
Kindergarten Standards-Based Report Card
Grade 1 Standards-Based Report Card
Grade 2 Standards-Based Report Card
Textbook Adoption
Secondary
Table of Contents
Dr. Donna Peterson
Superintendent
Mr. Sam Stewart
Assistant Superintendent
Mr. Glen Szymoniak
Assistant Superintendent
Ms. Paula Christensen
Director Elementary Education
Mr. Sean Dusek
Director Secondary Education
Committee Members
Lisa Atchley
Sears Elementary
Donna Austin
Chapman
Luanne Bressler
Soldotna Elementary
Sharon Conley
Chapman/Nikolaevsk
Lynne Dawson
Redoubt Elementary
Lynn Dusek
Redoubt Elementary
Michael Hanson
District Wide
Patricia Kane
Homer Middle
Annie Kendall
Nikiski North Star
Agusta Lind
Seward Elementary
Sherry Matson
District Wide
Terri McKnight
Seward Elementary
Lisa Rolph
Redoubt Elementary
Judith Shields
Nikiski North Star
Robin Thye
Nikiski North Star
Sandra Wassilie
School Board Member
Table of Contents
LANGUAGE ARTS CURRICULUM
Introduction
The Kenai Peninsula Borough School District supports a balanced literacy program
which paves the road to lifelong literacy. The framework of the elementary Language
Arts/Reading curriculum includes the following elements:
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Handwriting
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Oral Communication
¾ Listening
¾ Speaking
¾ Presentation
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Written Communication
¾ Capitalization
¾ Punctuation
¾ Spelling
¾ Grammar and Usage
¾ Writing: 6 + 1 Traits
¾ Research Process
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Reading
¾ Concepts of Print
¾ Phonemic Awareness
¾ Phonics
¾ Fluency
¾ Vocabulary
¾ Comprehension
While the National Reading Panel (2000) reported that U.S. children lack phonemic
awareness and that phonics is the key for beginning readers, it recommended a variety of
reading approaches so that phonics does not become an end in itself. After students learn
to read, they move on to “reading to learn.” Content reading, including research and
using informational text to solve problems, requires new skills and strategies that are not
used in reading fiction. The KPBSD Language Arts/Reading committee supports the
inclusion of informational text beginning in kindergarten and continuing throughout the
student’s education.
Literacy involves all aspects listed above, and these elements are learned best when
taught as intertwined skills, not as isolated subjects or topics. Therefore, we
support a 90 minute (minimum) literacy block which includes all elements of our
Language Arts/Reading curriculum, not a separate time to teach each element: reading,
Language Arts Curriculum – Introduction
Page 1
Table of Contents
spelling, writing, and other sub-topics. In order for students to gain meaning from their
reading and writing, they must use these skills daily in an integrated manner for a real
purpose. There is a strong relationship between “learning-to-read” and “learning-towrite” in that they both deal with symbols and meanings. Experimenting with writing
must begin at the very earliest stages of reading; when students become better writers,
they become better readers.
All content and skills listed in this curriculum document are aligned to the Alaska State
Content Standards (grades K-6), as well as the Grade Level Expectations (for grades 3-6).
All Grade Level Expectations are aligned to both the Alaska Content and Performance
Standards.
™ When a content/skill item is followed by an “√” in the Standards column, it is
aligned to the Content Standard (A, B, C, D, and E) in which it is placed. There
is no specific Alaska State GLE for that item and, therefore, it is not tested on the
Standards-Based Assessment for that grade level.
™ If the item is followed by a number, such as “2.3.1,” it is aligned to a specific
Grade Level Expectation within the Content Standard in which the number is
placed. It is tested on the Alaska State Standards-Based Assessment. If it is
marked with (L) in the GLE document (pages 5-20), it is tested only at the local
District level.
All teachers need to understand the Alaska State Content and Performance Standards as
well as the Grade-Level Expectations (for grades 3-6). For a detailed explanation of how
these three (3) sets of Standards relate and align to one another, see pages 3-20 in this
document. All Standards pages are taken directly from the Alaska Standards booklets
which were revised and distributed by the State in October 2005.
All essential content and skills listed at a grade level are to be considered “mastery” items
unless specifically worded as “begin to” or “develop,” in which case they would be
introductory/developmental items.
*For clarity, “i.e.” indicates that the items listed comprise the entire list, while “e.g.”
indicates that the items listed are only examples or possibilities.
Language Arts Curriculum – Introduction
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Table of Contents
Grade
K
LANGUAGE ARTS
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
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Copy letters, shapes, and words from model
Form letters and numbers in print
Begin to use correct body posture when writing
Use correct pencil grip
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Oral Communication
Listening
• Respond to one and two step oral directions
• Attend to teacher directed activities
• Begin to think about questions related to topic
• Follow topic of conversation
• Use active listening: personal space, eye contact, and
posture
Speaking
• Speak clearly with suitable volume, voice, phrasing, and
intonation in different situations or for different audiences
• Share experiences and ideas in small and large group
discussions
• Use appropriate body language (personal space, eye
contact, posture)
• Begin to participate effectively in discussion (stay on
topic, share relevant information)
• Begin to follow rules of conversation (take turns, allow
others to express opinions, use suitable volume and eye
contact)
Presentation
• Begin to present to an audience using poems, finger plays,
verses, jingles, personal items, or experiences
Language Arts Curriculum – Kindergarten
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Language Arts – Grade: Kindergarten
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Written Communication
Mechanics
Capitalization
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Capitalize beginning letter of own name
Begin to capitalize the word “I”
Begin to capitalize the first word of a sentence
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Punctuation
•
Begin to identify ending punctuation: period, question
mark, and exclamation mark
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Spelling
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Spell first name correctly
Begin to use phonetic spelling, including letters to
represent most sounds
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Grammar and Usage
Nouns
•
Become aware of nouns through teacher direction
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Become aware of verbs through teacher direction
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Verbs
•
Sentences
•
•
•
Begin to write a complete sentence
Begin to use spaces between words
Begin to write from left to right and top to bottom
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Writing
6 + 1 Traits (*See Kindergarten report card for description of primary
writing stages)
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Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
Writing Genre
•
Narrative (e.g., personal experience, stories, letters, notes,
recounts, responding to literature, picture supporting text)
• Expository (e.g., journals, responding to literature, letters)
*in appendix
Language Arts Curriculum – Kindergarten
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Table of Contents
Language Arts – Grade: Kindergarten
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
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Writing Process
Prewriting:
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Use prewriting strategies with teacher direction (e.g.,
brainstorming, discussion, picture, story maps)
Drafting:
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Write about a picture or event
Draw pictures and write to express self
Begin to write a sentence expressing a thought or idea
Revising:
•
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Ask questions and make comments about own and others’
writing
Discuss ideas with peers
Editing:
•
Begin to edit for capital letters at beginning of sentence,
for the word “I,” and for legibility
Publishing:
•
Produce a final copy
Research
Research Process
•
Formulate a question to guide research, with teacher
assistance
Resources
•
•
•
Select books based on a topic or interest, with teacher
assistance
Utilize graphic organizers
Use electronic media sources to find information, with
teacher assistance
Language Arts Curriculum – Kindergarten
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Reading
Grade
K
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Concepts of Print
•
•
•
•
•
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Identify the difference between a letter and a word
Indicate directionality: left to right, top to bottom
Demonstrate an understanding that print carries a message
Locate first and last word on a page
Identify the front and back of the book
Recognize own name or part of it in print
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Phonemic Awareness
“The ability to notice, think about, and work with the individual sounds in
spoken words”
Phoneme Discrimination
Phoneme Isolation
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Recognize individual sounds in a word
Demonstrate a proficiency rate of 40 correct letter sounds
per minute (as set by District)
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Phoneme Identity
•
Recognize the same sounds in different words
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Phoneme Categorization
•
Recognize the word in a set of three or four words that has
the “odd” sound
Teacher: “Which word doesn’t belong: bus, bun, rug?”
Children: “Rug does not belong. It doesn’t begin with b.”
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Phoneme Blending
•
Demonstrate oral blending tasks (e.g., /m/ /a/ /t/ = mat)
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Phoneme Segmentation
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•
Demonstrate oral segmenting tasks (e.g., mat = /m/ /a/ /t/)
Demonstrate a proficiency rate of 35 phonemic
segmentations per minute (as set by District)
Reading – Kindergarten
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Table of Contents
Reading – Grade: K
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phoneme Manipulation
•
•
•
•
Recognize the word that remains when a phoneme is
deleted from another word (e.g., What is smile without the
/s/?)
Make a new word by adding a phoneme to an existing
word (e.g., What word do you have if you add /s/ to the
beginning of park? Spark)
Substitute one phoneme for another to make a new word
Identify and make oral rhymes
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Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter Identification
• Identify upper and lower case letters (DIBELS, Letter
Naming Fluency benchmark: fall 8, winter 27, spring 40)
• Match upper and lower case letters
• Identify letter when letter sound is heard orally
Letter-Sound Relationships
• Recognize consonant sounds
• Produce consonant sounds (DIBELS, Letter Sound
Fluency benchmark: winter 27, spring 40)
• Match objects or words to beginning letter sounds
• Recognize and produce short vowel sounds
• Blend sounds in a “cvc” word
• Recognize and produce the “th” digraph
Decoding Strategies
• Follow left to right; use initial sound to sound out a word;
use phonemic awareness, pictures, patterns of text, and
phonics skills
Reading – Kindergarten
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Reading – Grade: K
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Fluency
“Reading orally with rhythm, flow, and expression and showing
understanding of punctuation and other conventions of print”
Expression
• Develop an awareness of fluency and expression through
shared reading experiences
• Engage in repeated oral reading with predictable and
patterned text
Accuracy
• Recognize a few basic sight words (e.g., the, a, is, I, my,
you, are)
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Vocabulary
“The words we must know to communicate effectively”
•
•
•
Begin to understand word relationships (e.g., rhyming
words, antonyms)
Use picture clues to make meaning at a word level
Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences,
and discussions
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Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Retell a story
• Activate prior knowledge (schema)
• Begin to make simple inferences (e.g., predict logical
outcomes)
• Make predictions before, during, and after shared reading
• Begin to identify the main idea or central concept in
various types of texts
• Express own opinion about material read
• Connect literature to self, text, and world
Reading – Kindergarten
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Table of Contents
Reading – Grade: K
ESSENTIAL CONTENT/SKILLS
Literary Elements
• Identify main characters and setting (time and place) in
fiction
• Identify sequence of events in a story
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
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Genre
• Begin to distinguish between fiction/nonfiction
• Experience a variety of genre
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Cultural Influence
• Experience a variety of multi-cultural literature
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Reading – Kindergarten
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Table of Contents
LANGUAGE ARTS
Grade
1
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
•
•
•
Form letters and numbers in print, legibly
Write legibly in correct manuscript form using upper and
lower cases of the alphabet
Use correct body posture when writing
Use correct pencil grip
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Oral Communication
Listening
• Respond to one and two step oral directions
• Use appropriate listening behaviors for a variety of
purposes (e.g., information, entertainment, socialization,
clarification)
• Begin to formulate questions (e.g., about the meaning of a
story, about the meaning of words or ideas)
• Begin to listen for specific information in spoken text
(e.g., plot details, information about character in a short
story read aloud or other form of media)
• Use active listening: personal space, eye contact, and
posture
• Begin to listen for main ideas and supporting details in
spoken text (stories, stories read aloud, presentations of
peers or guest speakers)
Speaking
• Speak clearly with suitable volume, voice, phrasing, and
intonation in different situations or for different audiences
• Share experiences, ideas, and information clearly in small
and large group discussions
• Use appropriate body language (personal space, posture,
eye contact, gestures)
• Participate effectively in discussion (stay on topic, share
relevant information)
• Follow rules of conversation (take turns, allow others to
express opinions, use suitable volume and eye contact)
Language Arts Curriculum – First Grade
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Table of Contents
Language Arts – Grade: First
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
Presentation
• Present for an audience using Reader’s Theatre, poems,
finger plays, verses, jingles
• Present project utilizing poster, diorama, book report
B
C
D
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Written Communication
Mechanics
Capitalization
•
•
•
Capitalize first and last name
Capitalize the word “I”
Capitalize beginning of a sentence, names, days of the
week, and months of the year
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Punctuation
•
•
Use correct ending punctuation: period, question mark,
and exclamation mark
Begin to identify quotation marks and commas
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Spelling
•
•
•
•
Spell first and last name correctly
Use phonetic spelling and begin to use standard spelling
Begin to spell first grade high frequency words correctly
Begin to use common spelling rules and patterns (blends,
digraphs, chunks, vowel combinations, and word families)
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Grammar and Usage
Nouns
•
•
Identify nouns: simple objects, family members,
community workers, and categories
Use correct singular and plural nouns
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Pronouns
•
Become aware of pronouns through teacher direction
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Begin to identify verbs
Begin to use present and past tense verbs
Use verb endings (e.g., –s, -ing, -ed)
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Verbs
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Adjectives
•
Become aware of adjectives through teacher direction
Language Arts Curriculum – First Grade
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E
Table of Contents
Language Arts – Grade: First
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
C
D
E
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Sentences
•
•
•
•
•
Write complete sentences
Use spaces between words and sentences
Write from left to right and top to bottom
Begin to identify three types of sentences: declarative
(telling), interrogative (asking), exclamatory (!)
Write declarative and interrogative sentences
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Writing
6 + 1 Traits
•
•
•
•
•
•
•
(*See first grade report card for description of primary writing
stages)
Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
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Writing Genre
•
•
Narrative (e.g., personal experience, stories, poems,
letters, notes, recounts, responding to literature, picture
supporting text)
Expository (e.g., reports, journals, responding to literature,
letters)
Writing Process
Prewriting:
•
Use prewriting strategies with teacher direction (e.g.,
brainstorming, discussion, webbing, picture, story maps)
Drafting:
•
•
•
•
•
•
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Write sentences to tell about a picture
Write sentences to express self
Write sentences expressing thoughts and ideas
Write key thoughts and questions
Create a title to reflect content
Write a rough draft centered around a main idea
Begin to use creative and descriptive words
Revising:
•
Ask questions and make comments about own and others’
writing
• Discuss ideas with peers
• Give/receive appropriate feedback about written work
*in appendix
Language Arts Curriculum – First Grade
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Table of Contents
Language Arts – Grade: First
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
C
D
E
Editing:
•
Edit for grade level spelling, capitalization, punctuation,
and legibility
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Publishing:
•
Produce a final copy
Research
Process
•
Formulate a question to guide research, with teacher
assistance
Resources
•
•
•
•
•
•
Select books based on a topic or interest, independently
Utilize graphic organizers
Use electronic media sources to find information
Use dictionary, including guide words
Use the table of contents, glossary, and index
Select and use appropriate reference materials
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Note taking
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Take notes from appropriate sources of information
Language Arts Curriculum – First Grade
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Table of Contents
Grade
1
Reading
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Concepts of Print
•
•
•
•
•
Point to words when reading
Indicate directionality: left to right, top to bottom
Demonstrate an understanding that print carries a message
Locate first and last word on a page
Indicate front and back of the book
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Phonemic Awareness
“The ability to notice, think about, and work with the individual sounds in
spoken words”
Phoneme Discrimination
Phoneme Isolation
•
•
Recognize individual sounds in a word
Demonstrate a proficiency rate of 40 correct letter sounds per
minute (as set by District)
Phoneme Identity
•
Recognize the same sounds in different words
Phoneme Categorization
•
Recognize the word in a set of three or four words that has
the “odd” sound
Teacher: “Which word doesn’t belong: Bus, bun, rug?”
Children: “Rug does not belong. It doesn’t begin with b.”
√
√
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Phoneme Blending
•
Demonstrate oral blending tasks (e.g., /m/ /a/ /t/ = mat)
√
Phoneme Segmentation
•
•
Demonstrate oral segmenting tasks (mat = /m/ /a/ /t/)
Demonstrate a proficiency rate of 35 phonemic
segmentations per minute (as set by District)
Reading – First Grade
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Table of Contents
Reading – Grade: 1
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phoneme Manipulation
•
•
•
•
Recognize the word that remains when a phoneme is deleted
from another word (e.g., What is smile without the /s/?)
Make a new word by adding a phoneme to an existing word
(e.g., What word do you have if you add /s/ to the beginning
of park? Spark)
Substitute one phoneme for another to make a new word
Identify and make oral rhymes
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Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter-Sound Relationships
• Recognize consonant sounds, including hard and soft g and c
• Recognize and apply short and long vowel sounds
• Blend sounds in a word (DIBELS, Nonsense Word Fluency
benchmark: fall 24, winter 50, spring 50)
• Recognize and apply blends (pl, br, gr, st, fr, sn, sm, sk, sl,
scr, str, dr, bl, fl, cr)
• Recognize and apply digraphs (th, ck, gh, sh, ch, wh, ph, tch)
• Recognize and apply vowel combinations
• Recognize and apply r-controlled vowels
• Recognize and apply silent letter combinations (e.g., kn, gn)
Decoding Strategies
• Apply appropriate strategies to decode unknown words,
including
o Picture clues, patterns, inflectional and plural endings
(-ed, -ing, -s, -es), onset/rimes, prefix/suffix/base
words
o Sounding out, chunking, rereading, reading on, selfcorrecting
o Using context clues, background knowledge, and
phonics skills
Reading – First Grade
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Table of Contents
Reading – Grade: 1
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Fluency
“Reading orally with rhythm, flow, and expression and showing understanding
of punctuation and other conventions of print”
Rate
•
Read 40 correct wpm (or District set proficiency rate) on 1st
grade reading probe
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print
• Use correct voice inflection to interpret punctuation
Accuracy
• Read and apply 1st grade high-frequency words in isolation
and in context
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Vocabulary
“The words we must know to communicate effectively”
•
•
•
•
•
Begin to understand word relationships (e.g., synonyms,
antonyms, homophones, homonyms, rhyming words)
Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences, and
discussions
Understand word parts (e.g., prefixes, suffixes)
Use context clues to cross-check meaning and accuracy
Reading – First Grade
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Table of Contents
Reading – Grade: 1
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
C
D
E
Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Retell a story using important details in a logical sequence
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension questions
• Begin to make simple inferences (e.g., predict logical
outcomes)
• Make predictions before, during, and after reading
• Begin to identify the main idea or central concept in various
types of text
• Express own opinion about material read
• Connect literature to self, text, and world
• Self-monitor comprehension by
o making predictions or formulating questions while
reading (e.g., Why is the wolf dressed in
grandmother’s clothing? Why are mother bears
dangerous? What will happen next?)
o rereading (e.g., for clarification, confirmation,
correction)
• Begin to draw conclusions based on information presented in
the text (e.g., cause and effect, character motivation)
• Make use of text format and features (e.g., italics, bolding,
headings, table of contents, index, glossary)
Literary Elements
• Identify or describe problem and solution, main characters,
and setting (time and place) in fiction
• Identify sequence of events in a story
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Genre
• Distinguish between fiction/nonfiction
• Recognize features of a variety of genre
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Written Directions
• Begin to complete a simple (1-2 step) task by following
written directions
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Cultural Influence
• Experience a variety of multi-cultural literature
Reading – First Grade
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Page 37
Table of Contents
LANGUAGE ARTS
Grade
2
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
•
•
•
Demonstrate correct letter and number formation
Write legibly in correct manuscript form
Use correct body posture when writing
Use correct pencil grip
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Oral Communication
Listening
• Follow multiple oral directions
• Use appropriate listening behaviors for a variety of
purposes (e.g., information, entertainment, socialization,
clarification)
• Formulate questions (e.g., about the meaning of a story,
about the meaning of words or ideas)
• Listen for specific information in spoken text in order to
formulate questions (e.g., plot details, information about
character in a short story read aloud or other form of
media)
• Use active listening: personal space, eye contact, and
posture
• Listen for main ideas and supporting details in spoken text
(stories, stories read aloud, presentations of peers or guest
speakers)
Language Arts Curriculum – Second Grade
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Page 39
Table of Contents
Language Arts – Grade: Second
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
Speaking
• Speak clearly with suitable volume, voice, phrasing, and
intonation in different situations or for different audiences
• Share experiences, ideas, and information clearly in small
and large group discussions
• Use appropriate body language (personal space, posture,
eye contact, gestures)
• Participate effectively in discussion (stay on topic, share
relevant information)
• Follow rules of conversation (take turns, allow others to
express opinions, use suitable volume and eye contact)
• Ask for clarification of unfamiliar words and ideas
• Express meaning in speaking by generating and
organizing ideas and responding orally to questions
Presentation
• Present to an audience using Reader’s Theatre, poems,
finger plays, verses, jingles
• Present project utilizing a poster, diorama, book report
• Incorporate appropriate body language into presentation
(e.g., posture, eye contact, movement, gestures)
• Begin to use technology in presentation, with teacher
assistance
B
C
D
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Written Communication
Mechanics
Capitalization
•
•
•
•
Capitalize proper names, days of the week, months, cities,
states, countries, holidays, streets, and titles of people
Capitalize the word “I”
Capitalize beginning of sentences
Capitalize greetings and closings of a letter
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Punctuation
•
•
•
•
•
Use correct ending punctuation: period, question mark,
and exclamation mark
Use commas in a series of three or more words, dates,
addresses, and salutations and closings of a letter
Use periods in initials, abbreviations, and titles before
names
Use apostrophes in contractions
Begin to use apostrophes in singular possessive nouns
Language Arts Curriculum – Second Grade
E
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Page 40
Table of Contents
Language Arts – Grade: Second
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
Spelling
•
•
•
Use standard spelling for most words
Begin to spell second grade high frequency words
correctly
Use common spelling rules and patterns (blends, digraphs,
chunks, vowel combinations, and word families)
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Grammar and Usage
Nouns
•
•
•
Identify proper nouns: days of the week, months, cities,
states, countries, holidays, streets, names, and titles of
people
Identify and correctly use singular and plural nouns
Recognize possessive nouns
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Pronouns
•
•
Begin to identify pronouns
Use pronouns correctly
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Identify verbs
Use present and past tense verbs
Use correct verb endings (e.g., -s, -ing, -ed)
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Verbs
•
•
•
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Adjectives
•
Recognize adjectives
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Adverbs
•
Become aware of adverbs through teacher direction
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Sentences
•
•
•
•
•
•
Write complete sentences
Use spaces between words and sentences
Begin to incorporate margins
Identify and write four types of sentences: declarative
(telling), interrogative (asking), exclamatory (!),
imperative (commanding)
Identify the subject and predicate in a sentence
Begin to combine simple sentences
Language Arts Curriculum – Second Grade
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E
Table of Contents
Language Arts – Grade: Second
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Writing
6 + 1 Traits (*See second grade report card for description of primary
writing stages)
•
•
•
•
•
•
•
Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
Writing Genre
•
•
Narrative (e.g., personal experience, stories, poems,
letters, notes, recounts, responding to literature, picture
supporting text)
Expository (e.g., reports, journals, responding to literature,
letters)
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Writing Process
Prewriting:
•
Use prewriting strategies with teacher direction (e.g.,
brainstorming, discussion, webbing, picture, story maps)
Drafting:
•
•
•
•
•
•
•
•
Write short story or composition with a clear beginning,
middle, and end
Write sentences to express self
Write sentences expressing thoughts and ideas
Write key thoughts and questions
Create a title to reflect content
Write a rough draft centered around a main idea using
multiple sentences
Incorporate creative and descriptive vocabulary
Write multiple sentences in a logical sequence
Revising:
•
Ask questions and make comments about own and others’
writing
• Discuss ideas with peers
• Incorporate suggestions from peers and teachers by
deleting extra and/or unneeded information or rearranging
words and sentences to clarify
*in appendix
Language Arts Curriculum – Second Grade
Page 42
Table of Contents
Language Arts – Grade: Second
ESSENTIAL CONTENT/SKILLS
CONTENT Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Editing:
•
Edit for grade level spelling, capitalization, punctuation,
and legibility
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Publishing:
•
Produce a final copy
Research
Process
•
•
Formulate a question to guide research, with teacher
assistance
Seek an appropriate source of information to answer
question, with teacher guidance
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Resources
•
•
•
•
•
•
Select books based on a topic or interest, independently
Utilize graphic organizers
Use electronic media sources to find information
Use dictionary, including guide words (ABC order to
second letter)
Use the table of contents, glossary, and index
Begin to use a variety of reference materials, with teacher
guidance (e.g., map, atlas, encyclopedia, informational
text)
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Note taking
•
•
Take notes from appropriate sources of information
List titles and authors of books and other materials when
used as references, with teacher assistance
Language Arts Curriculum – Second Grade
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Table of Contents
Reading
ESSENTIAL CONTENT/SKILLS
Grade
2
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phonemic Awareness
“The ability to notice, think about, and work with the individual sounds in
spoken words”
Phoneme Blending and Segmentation
• Break words apart (segment) and put them back together
(blend)
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Phoneme Manipulation
• Change sounds and syllables by deleting, adding, and
substituting
• Use sound substitutions on beginning, middle, and ending
sounds
• Produce rhyming words
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Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter-Sound Relationships
Review and Apply
•
•
•
•
•
•
•
•
Consonant sounds, including hard and soft “g” and “c”
Short and long vowel sounds
Diphthongs
Blends (pl, br, gr, st, fr, sn, sm, sk, sl, scr, str, dr, bl, fl, cr)
Digraphs (th, ck, gh, sh, ch, wh, ph, tch)
Vowel combinations
R-controlled vowels (ir, or, ar, ur, er)
Silent letter combinations (e.g., kn, gn)
Reading – Second Grade
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Page 44
Table of Contents
Reading – Grade: 2
Content Standards/Grade Level
Expectations (GLE’s
ESSENTIAL CONTENT/SKILLS
A
Decoding Strategies
• Apply appropriate strategies to decode unknown words,
including
o Picture clues, patterns, inflectional and plural
endings (-ed, -ing, -s, -es), onset/rimes,
prefix/suffix/base words
o Sounding out, chunking, rereading, reading on,
self-correcting
o Using context clues, background knowledge, and
phonics skills
B
C
D
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Fluency
“Reading orally with rhythm, flow, and expression and showing
understanding of punctuation and other conventions of print”
Rate
•
√
Read 90 correct wpm (or District set proficiency rate) on
2nd grade reading probe
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print
• Use correct voice inflection to interpret punctuation
Accuracy
• Read and apply 2nd grade high-frequency words in
isolation and in context
Reading – Second Grade
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Page 45
E
Table of Contents
Reading – Grade: 2
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s
A
B
C
D
E
Vocabulary
“The words we must know to communicate effectively”
•
•
•
•
•
Begin to understand word relationships (e.g., synonyms,
antonyms, homophones, homonyms, rhyming words)
Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences,
and discussions
Understand word parts (e.g., prefixes, suffixes)
Use context clues to cross-check meaning and accuracy
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Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Retell a story using important details
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension
questions
• Begin to make simple inferences (e.g., predict logical
outcomes)
• Make predictions before, during, and after reading
• Begin to identify the main idea or central concept in
various types of texts
• Express own opinion about material read
• Connect literature to self, text, and world
• Self-monitor comprehension by
o Making predictions or formulating questions while
reading (e.g., Why is the wolf dressed in
grandmother’s clothing? Why are mother bears
dangerous? What will happen next?)
o Rereading (e.g., for clarification, confirmation,
correction)
• Draw conclusions based on information presented in the
text (e.g., cause and effect, character motivation)
• Make use of text format and features (italics, bolding,
headings, table of contents, index, glossary)
• Differentiate between fact and opinion
Reading – Second Grade
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Page 46
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Table of Contents
Reading – Grade: 2
ESSENTIAL CONTENT/SKILLS
Literary Elements
• Identify or describe problem and solution, main
characters, and setting (time and place) in fiction
• Identify sequence of events in a story
Genre
• Distinguish between fiction/nonfiction
• Recognize features of a variety of genre
Written Directions
• Complete a simple (1-2 step) task by following written
directions
• Identify the sequence of steps in simple directions
Cultural Influence
• Experience a variety of multi-cultural literature
Reading – Second Grade
Content Standards/Grade Level
Expectations (GLE’s
A
B
C
D
E
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Page 47
Table of Contents
LANGUAGE ARTS
Grade
3
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
•
•
•
Demonstrate correct printing and cursive letter form
Rewrite handwritten work to improve legibility when
producing final drafts, if necessary
Incorporate margins
Write legibly
1.3.4
1.3.4
1.3.4
1.3.4
Oral Communication
Listening
• Follow oral directions
• Listen without interrupting – listen for understanding
• Ask appropriate questions
• Listen for specific information in spoken text (e.g., plot
details or information about character in a short story,
read-aloud, other form of media)
• Recognize and respond to questions and comments (e.g.,
give reasons in support of opinions, respond to others’
ideas)
• Restate, paraphrase
Speaking
• Use appropriate voice, phrasing, and intonation in
different situations (e.g., tone, volume, rate, articulation,
enunciation)
• Share experiences and information clearly
• Restate question in answer
Language Arts Curriculum – Third Grade
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Page 49
Table of Contents
Language Arts – Grade: Three
ESSENTIAL CONTENT/SKILLS
Presentation
• Perform dramatic readings (e.g., forensics, Reader’s
Theater)
• Present project utilizing a visual
• Use appropriate body language (e.g., posture, eye contact,
gestures)
• Incorporate technology into presentation
• Make progress toward speaking from notes or outline
• Stay on topic while sharing information in front of class
• Adapt presentation to audience; demonstrate audience
awareness
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
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Written Communication
Mechanics
Capitalization
•
•
•
•
Capitalize proper nouns: people, places, and things
Capitalize proper names, days of the week, months, cities,
states, countries, holidays, streets, and titles of people
Capitalize literary titles of books, magazines, and poems
Capitalize beginning of sentences
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Punctuation
•
•
•
Use correct ending punctuation: period, question mark,
and exclamation mark
Use commas in dates, addresses, and in a series
Use periods in initials, abbreviations, and titles before
names
Use apostrophes in contractions
Use apostrophes in singular possessive nouns
√
Spell words correctly using common spelling rules and
patterns
Use common prefixes and suffixes as aids to spelling
Spell third grade high frequency words correctly
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•
•
Spelling
•
•
•
Language Arts Curriculum – Third Grade
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Page 50
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Table of Contents
Language Arts – Grade: Three
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Grammar and Usage
Nouns
•
Identify and correctly use singular and plural nouns, both
regular and irregular forms
Use possessive nouns
Identify and use proper nouns
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Identify pronouns
Substitute correct pronouns for nouns
√
Identify and use verb forms that agree with subjects in
simple sentences
Begin to identify and use present and past tense verbs
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Identify and use adjectives that tell
9 How many
9 What kind
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•
•
Pronouns
•
•
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Verbs
•
•
Adjectives
•
√
Adverbs
•
Use adverbs that answer “how, where, when, what, and
why”
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Interjections
•
Use interjections
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Sentences
•
•
•
•
Write complete sentences with a subject and a predicate
Begin to identify four types of sentences: declarative
(telling), interrogative (asking), exclamatory (!),
imperative (commanding)
Identify the subject and predicate in a sentence
Write declarative, interrogative, and exclamatory simple
sentences
Language Arts Curriculum – Third Grade
1.1.1
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1.1.1
1.3.1
Page 51
Table of Contents
Language Arts – Grade: Three
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Writing
6 + 1 Traits
(See Intermediate Rubric for details)
• Ideas and Content
• Organization
• Word Choice
• Voice
• Sentence Fluency
• Conventions
• Presentation
Writing Genre
•
•
•
•
Create or produce writing to communicate with different
audiences for a variety of purposes, incorporating the
writing process
Narrative (e.g., personal experience, stories, poems,
letters, notes, recounts, responding to literature, picture
supporting text)
Expository (e.g., reports, journals, responding to literature,
letters)
Use expressive language when responding to literature or
producing text (e.g., journals, pictures supported by text or
poetry)
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1.2.1
1.2.1
1.2.1
1.2.2
Writing Process
Prewriting:
•
Use prewriting strategies, with teacher direction (e.g.,
brainstorming, discussion, webbing, picture, story maps)
√
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Drafting:
•
•
•
Write a paragraph on a single topic with two or more
supporting details
Write multiple sentences in a logical sequence
Write a short story or composition with a beginning,
middle, and end
1.1.2
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1.1.3
Revising:
•
•
•
•
•
•
Ask questions and make comments about own and others’
writing
Give/receive appropriate feedback about written work
Rearrange and/or add supporting details to improve clarity
Create a title to reflect content
Incorporate creative and descriptive vocabulary
Incorporate suggestions from peers and teachers by
deleting extra and/or unneeded information or rearranging
words and sentences to clarify meaning
Language Arts Curriculum – Third Grade
1.4.2
1.4.2
1.4.1
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1.2.2
1.4.2
Page 52
Table of Contents
Language Arts – Grade: Three
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Editing:
•
Edit for grade level spelling, capitalization, punctuation,
and legibility
•
Identify and/or correct mistakes in spelling (e.g., gradeappropriate, high frequency words)
Identify and/or correct mistakes in punctuation at the end
of sentences and capitalization (i.e., beginning of
sentences and proper nouns)
•
1.3.2
1.3.4
1.3.3
1.3.2
1.3.3
Publishing:
•
Produce a final copy
Research
√
Process
•
•
√
√
Formulate a question to guide research
Seek a variety of sources of information to answer
questions
Select books based on a topic or interest
√
•
Resources
•
•
•
Select and use an appropriate encyclopedia
Use dictionary, including guide words
Use electronic media sources to find information
Use the table of contents and index
•
Note Taking
•
•
•
Take notes from appropriate sources of information
Utilize graphic organizers
List sources or authors and titles of books and other
materials when used as references in written work
Language Arts Curriculum – Third Grade
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1.5.1
Page 53
Table of Contents
Reading
ESSENTIAL CONTENT/SKILLS
Grade
3
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter Sound Relationships
• Recognize and apply all phonics combinations, including
diphthongs, r-controlled vowels, blends, and digraphs
Decoding Strategies
• Apply appropriate strategies to decode unknown words,
including
o Pictures and visual cues, patterns, inflectional
endings, contractions, compound words
o Rereading, reading on, self-correcting, selfmonitoring
o Using context clues, background knowledge, and
phonics skills
• Apply appropriate decoding strategies to solve regularly
spelled three syllable words, such as chunking beyond
onset/rime and prefix/suffix/base words
1.1.1
1.1.1
1.1.3
1.1.4
1.1.5
1.1.1
Fluency
“Reading orally with rhythm, flow, and expression and showing
understanding of punctuation and other conventions of print”
Rate
• Read 110 correct wpm (or District set proficiency rate) on
3rd grade reading probe
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print
• Use correct voice inflection to interpret punctuation
Reading – Third Grade
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1.3.1
1.3.1
1.3.1
1.3.1
Page 54
Table of Contents
Reading – Grade: 3
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
Accuracy
• Read high-frequency words in context (1-300 on *Fry
Instant Word List)
• Read abbreviations in context (e.g., Dr., Mr., Mrs., Ms.)
B
C
D
1.1.2
1.1.2
Vocabulary
“The words we must know to communicate effectively”
•
Understand word relationships (e.g., synonyms, antonyms,
homophones, homonyms, rhyming words)
• Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
• Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences,
and discussions
• Understand word structure (e.g., base and root words,
prefixes, suffixes)
• Use context clues to cross-check meaning and accuracy
• Use known parts of words to make sense of whole word
*in appendix
Reading – Third Grade
1.1.1
1.1.4
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1.1.1
1.1.4
1.1.1
Page 55
E
Table of Contents
Reading – Grade: 3
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Retell or dramatize a story after reading it
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension
questions
• Make simple inferences (e.g., predict logical outcomes)
• Identify the main idea or central concept in various types
of texts
• Express own opinion about material read
• Use knowledge of sentence structure, grammar, and
punctuation to make meaning (syntax)
• Self-monitor comprehension by
o Making predictions or formulating questions while
reading (e.g., Why is the wolf dressed in
grandmother’s clothing? Why are mother bears
dangerous? What will happen next?)
o Rereading (e.g., for clarification, confirmation,
correction)
• Draw conclusions based on information presented in the
text (e.g., cause and effect, character motivation)
• Obtain information using text features, including pictures
(illustrations for text) and visual cues (e.g., bolded or
italicized text, chapter titles)
• Restate information after reading a text or identify
accurate restatements
Literary Elements
• Identify or describe problem and solution, main
characters, and setting in fiction
• Identify sequence of events in a story
Genre
• Distinguish between fiction/nonfiction, prose/poetry, short
story/drama
• Identify use of dialogue or rhyme in common forms of text
Reading – Third Grade
1.4.1
1.2.1
1.2.3
1.5.1
1.9.1
1.1.1
1.2.2
1.2.4
1.1.3
1.4.2
1.8.1
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1.7.1
1.7.2
Page 56
Table of Contents
Reading – Grade: 3
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
Written Directions
• Complete a simple (1-2 step) task by following written
directions
• Identify the sequence of steps in simple directions
Cultural Influences
• Make connections between a text and personal experiences
(e.g., This reminds me of when I gave my favorite toy
away), experiences of others (e.g., sister helps in toy drive),
or other texts (e.g., The March sisters helped others in need)
• Locate details in text to illustrate relevant connections to
personal experience, experience of others, or other texts
• Identify cultural influences in texts (e.g., dialects, customs,
traditions)
Reading – Third Grade
C
D
E
1.6.1
1.6.2
1.10.1
1.10.2
1.11.1
Page 57
Table of Contents
LANGUAGE ARTS
Grade
4
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
Write letters and numbers legibly in cursive form
√
Oral Communication
Listening
• Follow oral directions
• Demonstrate appropriate listening behaviors in a variety of
situations
• Ask appropriate questions
• Listen for specific information in spoken text, as
demonstrated by retelling stories, reporting events in proper
sequence, and paraphrasing
• Recognize and respond to questions and comments, as
demonstrated by giving reasons in support of opinions and
responding to others’ ideas
• Use active listening strategies (e.g., personal space, eye
contact, posture) for a variety of purposes
Speaking
• Use appropriate voice, phrasing, and intonation in
different situations (e.g., tone, volume, rate, articulation,
enunciation)
• Share experiences and information clearly
• Use appropriate grammar and vocabulary
Language Arts Curriculum – Fourth Grade
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Page 59
Table of Contents
Language Arts – Grade: Four
ESSENTIAL CONTENT/SKILLS
Presentation
• Perform dramatic readings (e.g., forensics, Reader’s
Theater)
• Use a student-created visual aid to enhance presentation
• Incorporate appropriate body basics (e.g., posture, eye
contact, movement, gestures)
• Incorporate technology into presentation
• Use notes in presentations
• Stay on topic while sharing information with audience
• Adapt presentation to audience; demonstrate audience
awareness
• Begin to incorporate references
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Written Communication
Mechanics
Capitalization
•
•
•
•
Capitalize proper nouns: people, places, and things
Capitalize proper names, days of the week, months, cities,
states, countries, holidays, streets, and titles of people
Capitalize literary titles of books, magazines, and poems
Capitalize beginning of sentences
√
√
√
√
Punctuation
•
•
•
•
•
•
•
•
Use ending punctuation: periods, question marks, and
exclamations
Use commas in mailing addresses, after introductory
elements, and in a series
Use periods in initials, abbreviations, and titles before
names
Use apostrophes in contractions
Use apostrophes in singular possessive nouns
Use punctuation in direct quotes
Practice using plural possessive nouns
Underline titles of books, magazines, and newspapers
√
√
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√
√
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Spelling
•
•
•
Spell words correctly using common spelling rules and
patterns
Use common prefixes and suffixes as aids to spelling
Use dictionaries, including electronic resources
Language Arts Curriculum – Fourth Grade
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Page 60
Table of Contents
Language Arts – Grade: Four
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Grammar and Usage
Nouns
•
•
•
Identify and correctly use singular and plural nouns, both
regular and irregular forms
Use possessive nouns
Use proper nouns
√
√
√
Pronouns
•
•
•
Identify pronouns
Substitute correct pronouns for nouns
Use correct antecedents with personal pronouns
√
√
√
Identify and use verb forms that agree with subjects in
simple sentences
Begin to identify and use present and past tense verbs
Use state of being verbs (is, are, was, were, am, been) and
other linking verbs (seems, appears, looks, stays, grows,
remains, sounds, smells, tastes, feels)
Identify auxiliary (helping) verbs (i.e., forms of “to be,”
and can, could, do, did, had, has, have, may, might, must,
ought, shall, should, will, would)
√
Verbs
•
•
•
•
√
√
√
Adjectives
•
Identify and use adjectives that tell
9 How many
9 What kind
√
Adverbs
•
Use adverbs that answer “how, where, when, what, and why”
√
Prepositions
•
Identify and use prepositional phrases
√
Interjections
•
Use interjections
√
Sentences
•
•
•
•
•
Write a variety of simple and compound sentences, including
the conjunctions “and, or, but and because”
Identify and write four types of sentences: declarative,
interrogative, exclamatory, imperative
Identify the subject and predicate in a simple sentence
Identify run-on sentences and fragments
Combine sentences into one complete sentence
Language Arts Curriculum – Fourth Grade
2.3.1
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Page 61
Table of Contents
Language Arts – Grade: Four
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Writing
6 + 1 Traits
•
•
•
•
•
•
•
(See *Intermediate AWA Rubric for details)
Ideas and Content
Organization
Word choice
Voice
Sentence Fluency
Conventions
Presentation
√
√
√
√
√
√
√
Writing Genre
•
•
•
•
•
•
•
•
Write an understandable story that incorporates setting,
character, problem, and solution
Narrative (e.g., stories, poems, letters, notes, recounts,
responding to literature)
Expository (e.g., reports, journals, response to literature,
friendly letters)
Use expressive language when responding to literature or
producing text (e.g., writer’s notebook, memoirs, poetry,
plays, or lyrics)
Write a variety of non-fiction forms using appropriate
information and structure (i.e., personal letters, recounts,
descriptions, or observations)
Persuasive (opinion supported by personal insights, facts,
or examples)
Technical (e.g., directions, messages)
Descriptive (use sensory details and begin to use simile
and metaphor)
2.2.1
√
√
2.2.3
2.2.2
√
√
√
Writing Process
Prewriting:
•
Determine genre and use pre-writing strategies (e.g.,
brainstorming, discussion, graphic organizers) to select
topic and collect and organize details
√
√
Drafting:
•
Write a paragraph that maintains a focused idea and includes
details that support the main idea
• Organize ideas logically
• Write a story or composition with a beginning and middle
and ending with a concluding statement
*in appendix
Language Arts Curriculum – Fourth Grade
2.1.1
2.1.2
2.1.3
Page 62
Table of Contents
Language Arts – Grade: Four
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Revising:
•
•
•
•
•
•
•
•
•
•
•
•
Ask questions and make comments about own and others’
writing
Give/receive appropriate feedback and use established
criteria to review own and others’ written work (e.g., peer
conferences, checklists, scoring guides, or rubrics)
Rearrange and/or add details to improve focus and to support
main ideas
Create a title to reflect content
Revise for descriptive adjectives and adverbs
Incorporate suggestions from peers and teachers by
deleting extra and/or unneeded information or rearranging
words and sentences to clarify meaning
Replace commonly used verbs with vivid verb
Use a thesaurus to find synonyms for common words
Substitute appropriate personal pronouns for nouns to avoid
repetition
Incorporate precise nouns
Revise for varied sentence beginnings, structure, and length
Personalize the writing by considering audience and purpose
2.4.2
2.4.2
2.4.1
√
√
√
√
2.6.2
√
√
√
√
Editing:
•
•
•
•
•
•
Edit for grade level use of capitalization, punctuation,
spelling, grammar, sentence structure, paragraphing
Identify and/or correct mistakes in spelling (e.g., grade
appropriate, high-frequency words, homophones, and
contractions)
Identify and/or correct mistakes in punctuation (i.e., end of
sentences, commas in dates, salutations and closings in
letters, and commas in series), and capitalization (i.e., book
titles, beginnings of sentences, and proper nouns)
Identify and/or correct usage mistakes in subject/verb
agreement
Begin to use proofreading marks
Look up spelling or definitions of words in dictionaries
2.3.3
2.3.2
2.3.3
2.3.4
√
2.6.1
Publishing
•
Produce a final copy
Language Arts Curriculum – Fourth Grade
√
Page 63
Table of Contents
Language Arts – Grade: Four
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Research
Process
•
•
•
•
•
•
√
Formulate a question to guide research
Seek a variety of sources of information to answer
questions
Select books based on a topic or interest
Skim/scan for key information
Distinguish between relevant and irrelevant information
Give credit for others’ information by citing title and
source (e.g., author, storyteller, translator, songwriter, or
artist)
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√
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√
2.5.1
Resources
•
•
•
•
•
•
•
•
Select and use an appropriate encyclopedia
Use dictionary, including guide words
Use electronic library to find resources (i.e., Alexandria)
Use the table of contents and index
Use key words and/or phrases to search the Internet
Copy picture and text and paste into the document, with
website URL(s)
Navigate a variety of web sites using teacher-created and
self-selected bookmarks to find information
Use a word processor
√
√
2.6.1
√
√
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√
√
Note Taking
• Take notes from appropriate sources of information
• Utilize graphic organizers
• List sources or authors and titles of books and other materials
when used as references in written work
Language Arts Curriculum – Fourth Grade
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Page 64
Table of Contents
Reading
Grade
4
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter Sound Relationships
• Recognize and apply all phonics combinations, including
diphthongs, r-controlled vowels, blends, and digraphs
• Use knowledge of common letter patterns to decode words
(e.g., th, tion, scious, ough)
Decoding Strategies
• Apply appropriate decoding strategies to solve unknown
words, such as chunking beyond onset/rime and
prefix/suffix/base words
• Apply appropriate strategies to decode unknown words,
including
o Visual cues, patterns, inflectional endings,
contractions, compound words
o Rereading, reading on, self-correcting, selfmonitoring (e.g., sounding words out, adjusting
reading pace)
o Using context clues, background knowledge, and
phonics skills
Fluency
“Reading orally with rhythm, flow, and expression and showing understanding
of punctuation and other conventions of print”
Rate
•
Read 143 words per minute (or District set proficiency rate)
on 4th grade reading probe
Reading – Fourth Grade
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√
2.1.1
2.1.2
2.1.5
2.3.1
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Page 65
Table of Contents
Reading – Grade: 4
ESSENTIAL CONTENT/SKILLS
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print
• Use correct voice inflection to interpret punctuation
• Adjust rate of reading according to purpose
Accuracy
• Read high-frequency words in context (1-400 on *Fry Instant
Word List)
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.3.1
2.3.1
2.3.1
2.3.1
2.3.1
√
Vocabulary
“The words we must know to communicate effectively”
•
Identify relationships among words by categorizing (e.g.,
synonyms, antonyms, homophones, homographs)
• Understand word structure (e.g., base and root words,
prefixes, suffixes, abbreviations)
• Use known parts of words to make sense of whole word
• Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
• Use context clues to cross-check meaning and accuracy
• Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences, and
discussions
*in appendix
Reading – Fourth Grade
2.1.4
2.1.1
2.1.1
2.1.2
2.1.2
2.1.2
Page 66
Table of Contents
Reading – Grade: 4
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension questions
• Select key information
• Self-monitor comprehension by
o Formulating questions while reading (e.g., Why is
this character not telling the truth? Why are bears
with cubs especially dangerous? What will happen
next?)
o Rereading difficult or relevant materials (e.g., for
clarification, confirmation, correction)
• Use knowledge of sentence structure, grammar, and
punctuation to make meaning (syntax)
• Make simple inferences (e.g., predict logical outcomes; deduce
missing information, such as where a story takes place, if not
directly stated)
• Draw conclusions based on information presented in the text
(e.g., cause and effect, character motivation)
• Restate and summarize information or identify accurate
restatements and summaries after reading a text
• Retell a story in correct sequence or identify the correct
sequence of events in a story
• Express own opinion about material read and support opinions
with evidence from text
• Distinguish fact from opinion in a text
• Identify the main idea or central concept in various types of
texts
• Locate information in narrative and informational text to
answer questions related to main ideas or key details
• Identify or describe related experiences to support
understanding of a main idea
• Obtain information using text features including pictures,
illustrations, and text structure (e.g., bolded or italicized text,
graphs, charts, or headings)
Reading – Fourth Grade
2.2.1
2.2.1
2.2.2
2.1.5
2.2.2
2.1.1
2.2.3
2.2.4
2.4.2
2.4.1
2.9.2
2.9.1
2.5.1
2.5.2
2.5.3
2.1.3
Page 67
Table of Contents
Reading – Grade: 4
ESSENTIAL CONTENT/SKILLS
Literary Elements
• Identify the use of literary elements and devices (i.e., dialogue,
rhyme, alliteration, and simile)
• Identify or describe in fiction
o Plot (e.g., main conflict or problem, sequence of
events)
o Settings (e.g., how they affect the characters or
plot)
o Characters (e.g., physical characteristics,
personality traits, motivation)
• Compare and contrast plots, settings, and characters in
different stories across a variety of works by a variety of
authors
Genre
• Identify the four major genre of fiction: short-story, drama
(play), novel, and poetry
• Identify or explain the characteristics of fiction and non-fiction
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.7.3
2.8.1
2.8.2
2.7.1
2.7.2
Written Directions
• Complete a simple task by following written, multi-step
directions (e.g., recipe)
• Identify the sequence of steps in multi-step directions
Cultural Influences/Themes
• Identify cultural influences in texts (e.g., dialects, customs,
traditions)
• Identify author’s message, theme, or purpose (e.g., helping
others brings great rewards)
• Identify themes in texts and make relevant connections to
personal experiences, experiences of others, or other texts
• Identify common ideas, events, and situations in multi-cultural
readings (e.g., trickster tales about Raven)
Reading – Fourth Grade
2.6.1
2.6.2
2.11.1
2.10.1
2.10.2
2.11.2
Page 68
Table of Contents
LANGUAGE ARTS
ESSENTIAL CONTENT/SKILLS
Grade
5
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
Write legibly in cursive form
√
Oral Communication
Listening
• Follow multi-step oral directions
• Demonstrate appropriate listening behaviors in a variety of
situations
• Ask appropriate questions related to the topic
• Recall and relate content presented orally to prior
knowledge (activate schema)
• Acknowledge and respond to questions and comments, as
demonstrated by giving reasons in support of opinions and
responding to others’ ideas
• Develop active listening strategies to comprehend oral
information
Speaking
• Use appropriate voice, phrasing, and intonation in
different situations (e.g., tone, volume, rate, articulation,
enunciation)
• Communicate clearly in an organized and sequential
manner
• Use appropriate grammar and vocabulary
• Practice effective discussion techniques:
9 stay focused on the topic
9 activate prior knowledge
9 make personal connections
9 ask for clarification
9 summarize information
9 respond, acknowledge, and restate the ideas and
opinions of others respectfully
Language Arts Curriculum – Fifth Grade
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Page 70
Table of Contents
Language Arts – Grade: Five
ESSENTIAL CONTENT/SKILLS
Presentation
• Perform dramatic readings (e.g., forensics, Reader’s
Theater)
• Use a student-created audio and/or visual aid to enhance
presentation
• Incorporate appropriate body basics (e.g., posture, eye
contact, movement, gestures)
• Incorporate technology into presentation
• Use notes/outline in presentations
• Stay on topic while sharing information with audience
• Adapt presentation to audience; demonstrate audience
awareness
• Incorporate references
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Written Communication
Mechanics
Capitalization
•
•
•
•
Capitalize proper nouns: people, places, and things
Capitalize proper names, days of the week, months, cities,
states, countries, holidays, streets, and titles of people
Capitalize literary titles of books, magazines, and poems
Capitalize beginning of sentences
√
√
√
√
Punctuation
•
•
•
•
•
•
•
•
Use ending punctuation: periods, question marks, and
exclamations
Use commas after interjections, with appositives, to join
compound sentences, with equal adjectives before a noun,
in mailing addresses, with nouns of address, and in a series
Use periods in initials, abbreviations, and titles before
names
Use apostrophes in contractions
Use apostrophes in singular possessive nouns
Use punctuation in direct quotes
Practice using plural possessive nouns
Underline titles of books, magazines, and newspapers
Language Arts Curriculum – Fifth Grade
√
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Page 71
√
Table of Contents
Language Arts – Grade Five
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
C
D
Spelling
•
•
•
Spell words correctly using common spelling rules and
patterns
Use common prefixes and suffixes as aids to spelling
Use dictionaries, including electronic resources
√
√
√
Grammar and Usage
Nouns
•
•
•
Identify and correctly use singular and plural nouns, both
regular and irregular forms
Use possessive nouns
Use proper nouns
√
√
√
Pronouns
•
•
•
Identify pronouns
Substitute correct pronouns for nouns
Use correct antecedents with personal pronouns
√
Identify and use present and past tense verbs
Identify and use verb forms that agree with subjects in
simple sentences
Use state of being verbs (is, are, was, were, am, been) and
other linking verbs (seems, appears, looks, stays, grows,
remains, sounds, smells, tastes, feels)
Identify auxiliary (helping) verbs (i.e., forms of “to be,”
and can, could, do, did, had, has, have, may, might, must,
ought, shall, should, will, would)
Conjugate the correct form of irregular verbs (i.e., present,
past)
√
√
√
Verbs
•
•
•
•
•
√
√
√
√
Adjectives
•
•
Identify and use adjectives that tell
9 How many
9 What kind
Use comparative and superlative adjectives (e.g., taller,
tallest)
√
√
Adverbs
•
•
Identify and use adverbs that answer “how, where, when,
what, and why”
Use adverbs to make comparisons (e.g., faster, fastest)
√
√
Prepositions
•
Identify and use prepositional phrases
Language Arts Curriculum – Fifth Grade
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Page 72
E
Table of Contents
Language Arts – Grade: Five
Content Standards/Grade Level
Expectations (GLE’s)
ESSENTIAL CONTENT/SKILLS
A
B
C
D
Conjunctions
•
Identify and use conjunctions (e.g., and, or, but, nor, so,
for, yet, because) to link ideas
√
Interjections
•
Use interjections
√
Sentences
•
•
•
•
•
•
Write a variety of simple, compound, and complex
sentences
Identify and write four types of sentences: declarative,
interrogative, exclamatory, imperative
Identify the subject and predicate in simple and compound
sentences
Identify and correct run-on sentences and fragments
Combine sentences into one complete sentence
Vary the beginnings, lengths, and patterns of sentences to
improve flow and to enhance meaning of writing
√
√
√
2.3.4
√
2.3.1
Writing
6 + 1 Traits
•
•
•
•
•
•
•
(See Intermediate AWA Rubric for details)
Ideas and Content
Organization
Word choice
Voice
Sentence Fluency
Conventions
Presentation
Language Arts Curriculum – Fifth Grade
√
√
√
√
√
√
√
Page 73
E
Table of Contents
Language Arts – Grade: Five
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Writing Genre
•
•
•
•
•
•
•
•
Write an understandable story that incorporates setting,
character, and basic plot
Narrative (e.g., stories, poems, letters, notes, recounts,
responding to literature)
Expository (e.g., reports, journals, response to literature,
friendly and business letters)
Use expressive language when responding to literature or
producing text (e.g., writer’s notebook, memoirs, poetry,
plays, or lyrics)
Write a variety of non-fiction forms using appropriate
information and structure (i.e., step-by-step directions,
descriptions, observations, or report writing)
Persuasive (opinion supported by personal insights, facts,
or examples)
Technical (e.g., directions, messages, informational
publications)
Descriptive (use sensory details and begin to use simile
and metaphor)
2.2.1
√
√
2.2.3
2.2.2
√
√
√
Writing Process
Pre-writing:
•
Determine genre and use pre-writing strategies (e.g.,
brainstorming, discussion, graphic organizers) to select
topic and collect and organize details
√
√
Drafting:
•
•
•
•
Write more than one paragraph stating and maintaining a
focused idea and including details that support the main
idea of each paragraph
Use paragraph form: indent or use paragraph breaks
Organize ideas logically to establish clear relationships
within and between paragraphs (e.g., using transition
words and phrases that reveal order or chronology)
Write a concluding statement
Language Arts Curriculum – Fifth Grade
2.1.1
2.1.2
2.1.3
2.1.4
Page 74
Table of Contents
Language Arts – Grade: Five
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Revising:
•
•
•
•
•
•
•
•
•
•
•
•
Ask questions and make comments about own and others’
writing
Give/receive appropriate feedback and use established
criteria to review own and others’ written work (e.g., peer
conferences, checklists, scoring guides, or rubrics)
Rearrange and/or add details to improve focus, to support
main ideas, and to make sequence clear
Create a title to reflect content
Revise for descriptive adjectives and adverbs
Incorporate suggestions from peers and teachers by
deleting extra and/or unneeded information or rearranging
words and sentences to clarify meaning
Replace commonly used verbs with vivid verbs
Use a thesaurus to find synonyms for common words
Substitute appropriate personal pronouns for nouns to avoid
repetition
Incorporate precise nouns
Revise for varied sentence beginnings, structure, and length
Personalize the writing by considering audience and purpose
2.4.2
2.4.2
2.4.1
√
√
2.4.2
√
2.6.2
√
√
√
√
√
Editing
•
•
•
•
•
•
Edit for grade level use of capitalization, punctuation,
spelling, grammar, sentence structure, paragraphing
Identify and/or correct mistakes in spelling (e.g., grade
appropriate, high-frequency words, homophones, and
contractions)
Identify and/or correct mistakes in punctuation (i.e., end of
sentences, commas in dates, salutations and closings in
letters, and commas in series), and capitalization
Identify and/or correct mistakes in usage (i.e., subject/verb
agreement, verb tense, sentence fragments and run-on
sentences, and possessives)
Use proofreading marks
Look up spelling or definitions of words in dictionaries, or
correct misspellings using software programs
√
2.3.2
2.3.3
2.3.4
√
2.6.1
√
Publishing
•
Produce a final copy
Language Arts Curriculum – Fifth Grade
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Table of Contents
Language Arts – Grade: Five
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Research
Process
•
•
•
•
•
•
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Formulate a question to guide research
Seek a variety of sources of information to answer
questions
Select books based on a topic or interest, independently
Skim/scan for key information
Distinguish between relevant and irrelevant information
Give credit for others’ ideas, images, and information by
citing title and source (e.g., author, storyteller, translator,
songwriter, or artist)
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2.5.1
Resources
•
•
•
•
•
•
•
•
Select and use an appropriate encyclopedia
Use dictionary, including guide words
Use electronic library to find resources (i.e., Alexandria)
Use the table of contents and index
Use key words and/or phrases to search the Internet
Copy picture and text and paste into the document with
website URL(s)
Navigate a variety of web sites using self-selected
bookmarks to find information
Use a word processor
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2.6.3
Note Taking
•
•
•
•
Take notes from appropriate sources of information
Organize information into a workable format using
outlining, graphic organizers, note cards, or visuals
List sources or authors and titles of books and other
materials when used as references in written work
Write key information in own words
Language Arts Curriculum – Fifth Grade
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Table of Contents
Reading
Grade
5
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter Sound Relationships
• Recognize and apply all phonics combinations, including
diphthongs, r-controlled vowels, blends, and digraphs
• Use knowledge of common letter patterns to decode words
(e.g., th, tion, scious, ough)
Decoding Strategies
• Apply appropriate decoding strategies to solve unknown
words, such as chunking beyond onset/rime,
prefix/suffix/base words, and syllables
• Apply appropriate strategies to decode unknown words,
including
o Visual cues, patterns, inflectional endings,
contractions, compound words
o Rereading, reading on, self-correcting, selfmonitoring
o Using context clues, background knowledge, and
phonics skills
Fluency
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2.1.1
2.1.2
2.1.2
2.1.5
2.3.1
“Reading orally with rhythm, flow, and expression and showing
understanding of punctuation and other conventions of print”
Rate
• Read 151 words per minute (or District set proficiency rate)
on 5th grade reading probe
Reading – Fifth Grade
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Table of Contents
Reading – Grade: 5
ESSENTIAL CONTENT/SKILLS
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print and key
words
• Use correct voice inflection to interpret punctuation
• Adjust rate of reading according to purpose
Accuracy
• Read high-frequency words in context (1-500 on Fry Instant
Word List)
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.3.1
2.3.1
2.3.1
2.3.1
2.3.1
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Vocabulary
“The words we must know to communicate effectively”
• Identify relationships among words by categorizing (e.g.,
synonyms, antonyms, homophones, homographs) and
identifying shades of meaning (e.g., hot, warm)
• Understand word structure (e.g., base and root words,
prefixes, suffixes, abbreviations)
• Use known parts of words to make sense of whole word
• Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
• Use context clues to cross-check meaning and accuracy
• Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences, and
discussions
Reading – Fifth Grade
2.1.4
2.1.1
2.1.1
2.1.2
2.1.2
2.1.2
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Table of Contents
Reading – Grade: 5
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension
questions
• Select key information and discern less relevant material
• Self-monitor comprehension by
o Formulating questions while reading (e.g., Why
do characters react to the same situation
differently?)
o Rereading difficult or relevant materials (e.g., for
clarification, confirmation, correction)
• Use knowledge of sentence structure, grammar, and
punctuation to make meaning (syntax)
• Make inferences (e.g., predict logical outcomes, such as
how would the story be different if. . .; deduce missing
outcome or information, such as where a story takes place,
if not directly stated)
• Draw conclusions based on information presented explicitly
in the text (e.g., cause and effect, character motivation)
• Restate and summarize main ideas or events in correct
sequence after reading a text (e.g., paraphrase, construct a
topic outline, use graphic organizers) or identify accurate
restatements and summaries of main ideas or events or
generalizations of a text
• Express own opinion about material read and support
opinions with evidence from text
• Distinguish fact from opinion in a text
• Identify the main idea or central concept in various types of
texts
• Locate information in narrative and informational text to
answer questions related to main ideas or key details
• Identify or describe related experiences and events to
support understanding of a main idea (e.g., What event in
history is similar to this one?)
• Obtain information using text features including pictures,
illustrations, text structure (e.g., bolded or italicized text,
graphs, charts, or headings)
Reading – Fifth Grade
2.2.1
2.2.1
2.1.5
2.2.2
2.1.1
2.2.3
2.2.4
2.4.1
2.9.2
2.9.1
2.5.1
2.5.2
2.5.3
2.1.3
Page 79
Table of Contents
Reading – Grade: 5
ESSENTIAL CONTENT/SKILLS
Literary Elements
• Identify or explain use of literary elements and devices (i.e.,
dialogue, rhyme, alliteration, simile, or metaphor
• Identify or describe in fiction
o Plot (e.g., main conflict or problem, sequence of
events, resolution)
o Settings (e.g., how they affect the characters or
plot)
o Characters (e.g., physical characteristics,
personality traits, motivation)
o Point of view (Who is telling the story?)
• Compare and contrast plots, settings, and characters in
different stories across a variety of works by a variety of
authors
Genre
• Identify or explain the characteristics of the four major
genre of fiction: short-story, drama (play), novel, and poetry
• Identify or explain the characteristics of fiction and nonfiction, prose and poetry
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.7.3
2.8.1
2.8.2
2.7.1
2.7.2
2.7.4
Written directions
• Complete a simple task by following written, multi-step
directions (e.g., origami)
• Identify the sequence of steps in multi-step directions
Cultural Influences/Themes
• Identify cultural influences in texts (e.g., dialects, customs,
traditions, geography)
• Identify author’s message, theme, or purpose, stated or
implied (e.g., helping others brings great rewards)
• Identify themes in texts and make relevant connections to
personal experiences, experiences of others, and other texts
• Identify common ideas, events, and situations in multicultural readings (e.g., trickster tales about Anansi the
Spider and Coyote)
Reading – Fifth Grade
2.6.1
2.6.2
2.11.1
2.10.1
2.10.2
2.11.2
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Table of Contents
LANGUAGE ARTS
Grade
6
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Handwriting
•
Write legibly in cursive form
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Oral Communication
Listening
• Follow multi-step oral directions
• Demonstrate appropriate listening behaviors in a variety of
situations
• Ask appropriate questions to seek elaboration and
clarification of ideas
• Recall and relate content presented orally to prior
knowledge (activate schema)
• Acknowledge and respond to questions and comments, as
demonstrated by giving reasons in support of opinions and
responding to others’ ideas
• Develop active listening strategies to comprehend oral
information
Speaking
• Use appropriate voice, phrasing, and intonation in
different situations (e.g., tone, volume, rate, articulation,
enunciation)
• Communicate clearly in an organized and sequential
manner
• Use appropriate grammar and vocabulary
• Practice effective discussion techniques:
9 stay focused on the topic
9 activate prior knowledge
9 make personal connections
9 ask for clarification
9 summarize information
9 respond, acknowledge, and restate the ideas and
opinions of others respectfully
Language Arts Curriculum – Sixth Grade
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Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Presentation
• Perform dramatic readings (e.g., forensics, Reader’s
Theater)
• Use diagrams, charts, or illustrations with captions/labels
in research projects
• Incorporate appropriate body basics (e.g., posture, eye
contact, movement, gestures)
• Use multi-media to enhance presentation
• Use notes/outline in presentations
• Stay on topic while sharing information with audience
• Adapt presentation to audience; demonstrate audience
awareness
• Incorporate references
• Incorporate effective attention-grabbing opener; use strong
lead to grab audience’s attention
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
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Written Communication
Mechanics
Capitalization
•
•
•
•
Capitalize proper nouns: people, places, and things
Capitalize proper names, days of the week, months, cities,
states, countries, holidays, streets, and titles of people
Capitalize literary titles of books, magazines, and poems
Capitalize beginning of sentences
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Punctuation
•
•
•
•
•
•
•
•
•
•
•
Use ending punctuation: periods, question marks, and
exclamations
Use commas after interjections, with appositives, to join
compound sentences, with equal adjectives before a noun,
in mailing addresses, with nouns of address, and in a series
Use periods in initials, abbreviations, and titles before
names
Use apostrophes in contractions
Use apostrophes in singular possessive nouns
Use punctuation in direct quotes
Use plural possessive nouns
Underline titles of books, magazines, and newspapers
Use quotation marks (e.g., to indicate titles of articles,
song titles, chapter headings, poems, excerpts from books)
Use colons before lists
Use semi-colons in compound sentences
Language Arts Curriculum – Sixth Grade
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Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Spelling
•
•
•
Spell words correctly using common spelling rules and
patterns
Use common prefixes and suffixes as aids to spelling
Use dictionaries, including electronic resources
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Grammar and Usage
Nouns
•
•
•
•
•
Identify and correctly use singular and plural nouns, both
regular and irregular forms
Use possessive nouns
Use proper nouns
Identify and use concrete (e.g., sister, year, cup) and
abstract (e.g., curiosity, love, freedom) nouns
Identify and use nouns as direct objects, indirect objects,
and objects of prepositions
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Pronouns
•
•
•
•
•
Identify and use subject and object pronouns (e.g., He and
I are here. They see him and me)
Substitute correct pronouns for nouns
Use correct antecedents with personal pronouns
Identify and use possessive pronouns (e.g., his, hers,
whose, theirs, mine)
Identify and use first, second, and third-person pronouns
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Identify and use present, past, and future tense verbs of
regular and irregular verbs
Identify and use verb forms that agree with subjects in
simple sentences
Use state of being verbs (is, are, was, were, am, been) and
other linking verbs (seems, appears, looks, stays, grows,
remains, sounds, smells, tastes, feels)
Use auxiliary (helping) verbs (i.e., forms of “to be,” and
can, could, do, did, had, has, have, may, might, must,
ought, shall, should, will, would)
Identify and use transitive and intransitive verbs (e.g., I
took [v.t.] the leftovers. He stays [v.i.] at home)
Identify and use active and passive voice verbs
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Verbs
•
•
•
•
•
•
Language Arts Curriculum – Sixth Grade
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Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Adjectives
•
•
Identify and use adjectives that tell
9 How many
9 What kind
Identify and use regular and irregular comparative and
superlative adjectives (e.g., tall, taller, tallest; good, better,
best)
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Adverbs
•
•
•
Identify and use adverbs that answer how, where, when,
what, and why
Identify and use regular and irregular comparative and
superlative adverbs (e.g., badly, worse, worst)
Identify and use adverbs to modify adjectives, verbs, and
other adverbs
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Prepositions
• Identify and use prepositional phrases
Conjunctions
•
Identify and use conjunctions (e.g., and, or, but, nor, so,
for, yet, because) to link ideas
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Interjections
•
Use interjections
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Sentences
•
•
•
•
•
•
•
Write a variety of simple, compound, and complex
sentences
Identify and write four types of sentences: declarative,
interrogative, exclamatory, imperative
Identify the subject and predicate in simple, compound,
and complex sentences
Identify and correct run-on sentences and fragments
Combine sentences for fluency selecting precise,
descriptive words to improve the quality and effectiveness
of writing
Vary the beginnings, lengths, and patterns of sentences to
improve flow and to enhance meaning of writing
Write simple sentences with multiple subjects and/or verbs
Language Arts Curriculum – Sixth Grade
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2.4.3
2.3.1
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Page 85
Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Writing
6 + 1 Traits
•
•
•
•
•
•
•
(See Intermediate AWA Rubric for details)
Ideas and Content
Organization
Word choice
Voice
Sentence Fluency
Conventions
Presentation
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Writing Genre
•
•
•
•
•
•
•
•
Write an understandable story that incorporates story
elements and literary devices (e.g., dialogue, descriptive
details)
Narrative (e.g., stories, poems, letters, notes, recounts,
responding to literature)
Expository (e.g., reports, journals, response to literature,
friendly and business letters)
Use expressive language when responding to literature or
producing text (e.g., writer’s notebook, memoirs, poetry,
plays, or lyrics)
Write in a variety of non-fiction forms using appropriate
information and structure (i.e., step-by-step directions,
descriptions, observations, or report writing)
Persuasive (e.g., opinion supported by personal insights,
facts, or examples)
Technical (e.g., directions, messages, informational
publications)
Descriptive (use similes, metaphors, and sensory details)
2.2.1
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2.2.3
2.2.2
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Writing Process
Pre-writing:
•
Determine genre and use pre-writing strategies (e.g.,
brainstorming, discussion, graphic organizers) to select
topic and collect and organize details
Language Arts Curriculum – Sixth Grade
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Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Drafting:
•
•
•
•
Write a story or composition of at least two paragraphs
with a topic sentence (which may include a lead or hook),
maintaining a focused idea, and including supporting
details
Use paragraph form: indent or use paragraph breaks, and
place paragraph breaks appropriately
Organize and sequence ideas logically to establish clear
relationships within and between paragraphs (e.g., using
transition words and phrases that reveal order or
chronology, comparison/contrast)
Write a concluding statement
2.1.1
2.1.2
2.1.3
2.1.4
Revising:
•
•
•
•
•
•
•
•
•
•
•
•
Ask questions and make comments about own and others’
writing
Give/receive appropriate feedback and use established
criteria to review own and others’ written work (e.g., peer
conferences, checklists, scoring guides, or rubrics)
Rearrange and/or add details to improve focus and to
support main ideas, to clarify topic sentence, and to make
sequence clear
Create a title to reflect content
Revise for descriptive adjectives and adverbs
Reread and rearrange words, sentences, and sequence of
ideas to clarify meaning
Replace commonly used verbs with vivid verbs
Use a thesaurus to find synonyms for common words
Substitute appropriate personal pronouns for nouns to avoid
repetition
Incorporate precise nouns
Revise for varied sentence beginnings, structure, and length
Personalize the writing by considering audience and purpose
Language Arts Curriculum – Sixth Grade
2.4.2
2.4.2
2.4.1
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2.6.2
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Page 87
Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Editing
•
•
•
•
•
•
Edit for grade level use of capitalization, punctuation,
spelling, grammar, sentence structure, paragraphing
Identify and/or correct mistakes in spelling (e.g., grade
appropriate, high-frequency words, homophones, and
contractions)
Identify and/or correct mistakes in punctuation (i.e.,
quotation marks for dialogue, commas in dates, salutations
and closings in letters, and commas in a series), and
capitalization
Identify and/or correct mistakes in usage (i.e., subject/verb
agreement, verb tense, sentence fragments and run-on
sentences, possessives, and pronouns)
Use proofreading marks
Look up spelling or definitions of words in dictionaries or
correct misspellings using software programs, including
choosing the correct spelling option among several choices
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2.3.2
2.3.3
2.3.4
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2.6.1
Publishing:
•
Produce a final copy
√
Research
Process
•
•
•
•
•
•
√
Formulate a question to guide research
Seek a variety of sources of information to answer
questions
Select books based on a topic or interest, independently
Skim/scan for key information
Distinguish between relevant and irrelevant information
Give credit for others’ ideas, images, and information by
citing title and source (e.g., author, storyteller, translator,
songwriter, or artist)
√
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√
√
√
√
√
2.5.1
Resources
•
•
•
•
•
•
•
•
Select and use an appropriate encyclopedia
Use dictionary, including guide words
Use electronic library to find resources (i.e., Alexandria)
Use the table of contents and index
Use key words and/or phrases to search the Internet
Copy picture and text and paste into the document, with
website URL(s)
Navigate a variety of web sites using self-selected
bookmarks to find information
Use a word processor’s formatting features to produce a
final draft
Language Arts Curriculum – Sixth Grade
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2.6.3
Page 88
Table of Contents
Language Arts – Grade: Six
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Note Taking
•
•
•
•
Take notes from appropriate sources of information
Organize information into a workable format using
outlining, graphic organizers, note cards, or visuals
List sources or authors and titles of books and other
materials when used as references in written work
Utilize note-taking strategies: words, phrases, fragments,
paraphrasing
Language Arts Curriculum – Sixth Grade
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Page 89
Table of Contents
Reading
ESSENTIAL CONTENT/SKILLS
Grade
6
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Phonics
“The relationship between letters of written language and sounds of spoken
language”
Letter Sound Relationships
• Recognize and apply all phonics combinations, including
diphthongs, r-controlled vowels, blends, and digraphs
• Use knowledge of common letter patterns to decode words
(e.g., th, tion, scious, ough)
Decoding Strategies
• Apply appropriate decoding strategies automatically to
decode unknown words, such as chunking beyond onset/rime,
prefix/suffix/base words, and syllables
• Apply appropriate strategies automatically to decode
unknown words, including
o Visual cues, patterns, inflectional endings,
contractions, compound words
o Rereading, reading on, self-correcting, selfmonitoring
o Using context clues, background knowledge, and
phonics skills
√
√
2.1.1
2.1.2
2.1.1
2.1.5
Fluency
“Reading orally with rhythm, flow, and expression and showing
understanding of punctuation and other conventions of print”
Rate
• Read a minimum of 151 words per minute (or District set
proficiency rate) on 6th grade reading probe
Reading – Sixth Grade
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Page 90
Table of Contents
Reading – Grade: 6
ESSENTIAL CONTENT/SKILLS
Expression
• Read with appropriate phrasing
• Show expression in oral reading
• Use correct voice inflection to recognize special print and key
words
• Use correct voice inflection to interpret punctuation
• Adjust rate of reading according to purpose
Accuracy
• Read high-frequency words in context (1-600 on Fry Instant
Word List)
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.3.1
2.3.1
2.3.1
2.3.1
2.3.1
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Vocabulary
“The words we must know to communicate effectively”
• Identify relationships among words by categorizing (e.g.,
synonyms, antonyms, homophones, homographs),
identifying shades of meaning (e.g., happy, ecstatic), and
analogies
• Understand word structure (e.g., base and root words,
prefixes, suffixes, abbreviations)
• Use known parts of words to make sense of whole word
• Make meaning at the word level (e.g., identify multiple
meanings of same word, use context clues)
• Use context clues to cross-check meaning and accuracy
• Build grade-level vocabulary in response to literature,
content-area reading, current events, class experiences, and
discussions
Reading – Sixth Grade
2.1.4
2.1.1
2.1.1
2.1.2
2.1.2
2.1.2
Page 91
Table of Contents
Reading – Grade: 6
ESSENTIAL CONTENT/SKILLS
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
Comprehension
“The reason for reading”
Comprehend Meaning from Text
• Locate information explicitly stated in narrative and
informational text to answer literal comprehension
questions
• Select key information and discern less relevant material
• Self-monitor comprehension by
o Formulating questions while reading (e.g., What
circumstances influenced a character to make a
specific decision)
o Rereading difficult or relevant materials (e.g., for
clarification, confirmation, correction)
• Use knowledge of sentence structure, grammar, and
punctuation to make meaning (syntax)
• Make inferences (e.g., predict logical outcomes, such as
how would the story be different if. . .; deduce missing
outcome or information, such as where a story takes place,
if not directly stated)
• Draw conclusions based on information presented explicitly
in the text (e.g., cause and effect, character motivation,
predictions)
• Restate and summarize main ideas or events in correct
sequence after reading a text (e.g., paraphrase, construct a
topic outline, use graphic organizers) or identify accurate
restatements and summaries of main ideas or events or
generalizations of a text
• Express own opinion about material read and support
opinions with evidence from text
• Distinguish fact from opinion in a text
• Identify the main idea or central concept in various types of
texts
• Locate information in narrative and informational text to
answer questions related to main ideas or key details
• Locate references from the text that support understanding
of a main idea (e.g., What event in history is similar to this
one?)
• Obtain information using text features including pictures,
illustrations, text structure (e.g., bolded or italicized text,
graphs, charts, headings, or subheadings)
Reading – Sixth Grade
2.2.1
2.2.1
2.1.5
2.2.2
2.1.1
2.2.3
2.2.4
2.4.1
2.9.3
2.9.1
2.5.1
2.5.2
2.5.3
2.1.3
Page 92
Table of Contents
Reading – Grade: 6
ESSENTIAL CONTENT/SKILLS
Literary Elements
• Identify or explain use of literary elements and devices
appropriate to genre (i.e., dialogue, rhyme, alliteration,
simile, metaphor, and personification)
• Identify or describe in fiction:
o Plot (e.g., main conflict or problem, sequence of
events, resolution)
o Settings (e.g., how they affect the characters or
plot)
o Characters (e.g., physical characteristics,
personality traits, motivation, growth and change)
o Point of view (Who is telling the story?)
• Compare and contrast plots, settings, and characters in a
variety of works by a variety of authors
Genre
• Identify or explain the characteristics of the four major
genre of fiction: short-story, drama (play), novel, and poetry
• Identify or explain the characteristics of fiction and nonfiction, prose and poetry
Content Standards/Grade Level
Expectations (GLE’s)
A
B
C
D
E
2.7.3
2.8.1
2.8.2
2.7.1
2.7.2
Written Directions
• Complete a simple task by following written, multi-step
directions (e.g., basic science experiment)
• Identify the sequence of steps in multi-step directions
Cultural Influences/Themes
• Compare and contrast cultural events, ideas, settings, and
influences in one story or text to similar stories or texts
from other cultures (e.g., coming-of-age stories)
• Identify author’s message, theme, or purpose, stated or
implied (e.g., helping others brings great rewards)
• Identify themes in texts and make relevant connections to
personal experiences, experiences of others, or other texts
• Identify bias/propaganda by citing textual evidence
• Synthesize themes across texts
Reading – Sixth Grade
2.6.1
2.6.2
2.11.1
2.10.1
2.10.2
2.9.2
√
√
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of Contents
LANGUAGE ARTS
1st Grade
Kindergarten
Handwriting
•
•
•
•
Copy letters, shapes, and
words from model
Form letters and numbers in
print
•
•
Begin to use correct body
posture when writing
Use correct pencil grip
•
Respond to one and two step
oral directions
Attend to teacher directed
activities
•
•
Form letters and numbers in print,
legibly
Write legibly in correct manuscript
form using upper and lower cases of
the alphabet
Use correct body posture when
writing
Use correct pencil grip
2nd Grade
•
•
•
Demonstrate correct letter and
number formation
Write legibly in correct
manuscript form
•
Use correct body posture when
writing
Use correct pencil grip
•
Follow multiple oral directions
•
Use appropriate listening
behaviors for a variety of
purposes (e.g., information,
entertainment, socialization,
clarification)
Formulate questions (e.g., about
the meaning of a story, about the
meaning of words or ideas)
Listen for specific information in
spoken text in order to formulate
questions (e.g., plot details,
information about character in a
short story read aloud or other
form of media)
Use active listening: personal
space, eye contact, and posture
Listen for main ideas and
supporting details in spoken text
(stories, stories read aloud,
presentations of peers or guest
speakers)
Oral
Communication
Listening
•
•
•
•
Begin to think about questions
related to topic
•
•
Follow topic of conversation
•
•
Use active listening: personal
space, eye contact, and posture
•
•
Language Arts Curriculum – K-2
Respond to one and two step oral
directions
Use appropriate listening behaviors
for a variety of purposes (e.g.,
information, entertainment,
socialization, clarification)
Begin to formulate questions (e.g.,
about the meaning of a story, about
the meaning of words or ideas)
Begin to listen for specific
information in spoken text (e.g., plot
details, information about character
in a short story read aloud or other
form of media)
•
Use active listening: personal space,
eye contact, and posture
Begin to listen for main ideas and
supporting details in spoken text
(stories, stories read aloud,
presentations of peers or guest
speakers)
•
•
•
Page 95
of Contents
LANGUAGE ARTS
1st Grade
Kindergarten
Speaking
•
•
•
•
•
Speak clearly with suitable
volume, voice, phrasing, and
intonation in different situations
or for different audiences
Share experiences and ideas in
small and large group
discussions
Use appropriate body language
(personal space, eye contact,
posture)
Begin to participate effectively
in discussion (stay on topic,
share relevant information)
Begin to follow rules of
conversation (take turns, allow
others to express opinions, use
suitable volume and eye contact)
•
•
•
•
•
Speak clearly with suitable volume,
voice, phrasing, and intonation in
different situations or for different
audiences
Share experiences, ideas, and
information clearly in small and large
group discussions
Use appropriate body language
(personal space, posture, eye contact,
gestures)
Participate effectively in discussion
(stay on topic, share relevant
information)
Follow rules of conversation (take
turns, allow others to express opinions,
use suitable volume and eye contact)
2nd Grade
•
•
•
•
•
•
•
Language Arts Curriculum – K-2
Speak clearly with suitable
volume, voice, phrasing, and
intonation in different situations
or for different audiences
Share experiences, ideas, and
information clearly in small and
large group discussions
Use appropriate body language
(personal space, posture, eye
contact, gestures)
Participate effectively in
discussion (stay on topic, share
relevant information)
Follow rules of conversation
(take turns, allow others to
express opinions, use suitable
volume and eye contact)
Ask for clarification of
unfamiliar words and ideas
Express meaning in speaking by
generating and organizing ideas
and responding orally to
questions
Page 96
of Contents
LANGUAGE ARTS
1st Grade
Kindergarten
Presentation
•
Begin to present to an
audience using poems, finger
plays, verses, jingles, personal
items, or experiences
2nd Grade
•
Present for an audience using
Reader’s Theatre, poems, finger
plays, verses, jingles
•
Present to an audience using
Reader’s Theatre, poems,
finger plays, verses, jingles
•
Present project utilizing poster,
diorama, book report
•
Present project utilizing a
poster, diorama, book report
Incorporate appropriate body
language into presentation
(e.g., posture, eye contact,
movement, gestures)
Begin to use technology in
presentation, with teacher
assistance
•
•
Written
Communication
Mechanics
Capitalization
•
Capitalize beginning letter of
own name
•
Capitalize first and last name
•
•
Begin to capitalize the word
“I”
Begin to capitalize the first
word of a sentence
•
Capitalize the word “I”
•
•
Capitalize beginning of a sentence,
names, days of the week, and months
of the year
•
Capitalize beginning of
sentences
•
Capitalize greetings and
closings of a letter
•
Language Arts Curriculum – K-2
Capitalize proper names, days
of the week, months, cities,
states, countries, holidays,
streets, and titles of people
Capitalize the word “I”
Page 97
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LANGUAGE ARTS
1st Grade
Kindergarten
•
Punctuation
Begin to identify ending
punctuation: period, question
mark, and exclamation mark
2nd Grade
•
Use correct ending punctuation: period,
question mark, and exclamation mark
•
•
Begin to identify quotation marks and
commas
•
•
•
•
Spelling
•
•
Spell first name correctly
Begin to use phonetic spelling,
including letters to represent most
sounds
•
•
Spell first and last name correctly
Use phonetic spelling and begin to use
standard spelling
•
Begin to spell first grade high
frequency words correctly
Begin to use common spelling rules
and patterns (blends, digraphs, chunks,
vowel combinations, and word
families)
•
Language Arts Curriculum – K-2
Use correct ending punctuation:
period, question mark, and
exclamation mark
Use commas in a series of three
or more words, dates,
addresses, and salutations and
closings of a letter
Use periods in initials,
abbreviations, and titles before
names
Use apostrophes in contractions
Begin to use apostrophes in
singular possessive nouns
•
Use standard spelling for most
words
•
Begin to spell second grade
high frequency words correctly
Use common spelling rules and
patterns (blends, digraphs,
chunks, vowel combinations,
and word families)
•
Page 98
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LANGUAGE ARTS
1st Grade
Kindergarten
2nd Grade
Grammar and
Usage
Nouns
•
Become aware of nouns through
teacher direction
Pronouns
Verbs
•
Become aware of verbs through
teacher direction
•
Identify nouns: simple objects, family
members, community workers, and
categories
•
•
Use correct singular and plural nouns
•
Adverbs
Language Arts Curriculum – K-2
•
•
Use pronouns correctly
Identify verbs
Use present and past tense
verbs
Use correct verb endings (e.g.,
–s, -ing, -ed)
Recognize adjectives
•
Become aware of pronouns through
teacher direction
•
Begin to identify verbs
•
Begin to use present and past tense
verbs
Use verb endings (e.g., –s, -ing, -ed)
•
Become aware of adjectives through
teacher direction
•
•
Adjectives
•
•
Identify proper nouns: days of
the week, months, cities, states,
countries, holidays, streets,
names, and titles of people
Identify and correctly use
singular and plural nouns
Recognize possessive nouns
Begin to identify pronouns
•
•
•
Become aware of adverbs
through teacher direction
Page 99
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LANGUAGE ARTS
1st Grade
Kindergarten
Sentences
•
•
•
Begin to write a complete
sentence
Begin to use spaces between
words
Begin to write from left to right
and top to bottom
2nd Grade
•
Write complete sentences
•
Write complete sentences
•
Use spaces between words and
sentences
Write from left to right and top to
bottom
Begin to identify three types of
sentences: declarative (telling),
interrogative (asking), exclamatory (!)
•
Use spaces between words and
sentences
Begin to incorporate margins
•
•
•
Write declarative and interrogative
sentences
•
•
•
•
Identify and write four types of
sentences: declarative (telling),
interrogative (asking),
exclamatory (!), imperative
(commanding)
Identify the subject and
predicate in a sentence
Begin to combine simple
sentences
Writing
6 + 1 Traits
Writing Genre
•
•
•
•
•
•
•
•
•
Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
Narrative (e.g., personal
experience, stories, poems,
letters, notes, recounts,
responding to literature, picture
supporting text)
Expository (e.g., journals,
responding to literature, letters)
Language Arts Curriculum – K-2
•
•
•
•
•
•
•
•
Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
Narrative (e.g., personal experience,
stories, poems, letters, notes, recounts,
responding to literature, picture
supporting text)
•
•
•
•
•
•
•
•
•
Expository (e.g., reports, journals,
responding to literature, letters)
•
Ideas and Content
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Presentation
Narrative (e.g., personal
experience, stories, poems,
letters, notes, recounts,
responding to literature, picture
supporting text)
Expository (e.g., reports,
journals, responding to
literature, letters)
Page 100
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LANGUAGE ARTS
1st Grade
Kindergarten
Writing Process
Prewriting:
Drafting:
•
•
•
•
Use prewriting strategies with
teacher direction (e.g.,
brainstorming, discussion,
picture, story maps)
Write about a picture or event
•
Draw pictures and write to
express self
Begin to write a sentence
expressing a thought or idea
2nd Grade
•
•
Use prewriting strategies with teacher
direction (e.g., brainstorming,
discussion, webbing, picture, story
maps)
Write sentences to tell about a picture
•
Write sentences to express self
•
•
Write sentences expressing thoughts
and ideas
Write key thoughts and questions
•
•
•
•
•
•
Create a title to reflect content
Write a rough draft centered around a
main idea
•
•
•
Begin to use creative and descriptive
words
•
•
Language Arts Curriculum – K-2
Use prewriting strategies with
teacher direction (e.g.,
brainstorming, discussion,
webbing, picture, story maps)
Write short story or
composition with a clear
beginning, middle, and end
Write sentences to express self
Write sentences expressing
thoughts and ideas
Write key thoughts and
questions
Create a title to reflect content
Write a rough draft centered
around a main idea using
multiple sentences
Incorporate creative and
descriptive vocabulary
Write multiple sentences in a
logical sequence
Page 101
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LANGUAGE ARTS
1st Grade
Kindergarten
•
Revising:
•
Editing:
•
Publishing:
•
Ask questions and make
comments about own and
others’ writing
Discuss ideas with peers
Begin to edit for capital letters
at beginning of sentence, for
the word “I”, and for legibility
Produce a final copy
2nd Grade
•
Ask questions and make comments
about own and others’ writing
•
•
•
Discuss ideas with peers
Give/receive appropriate feedback
about written work
•
•
•
Edit for grade level spelling,
capitalization, punctuation, and
legibility
Produce a final copy
•
Formulate a question to guide
research, with teacher assistance
•
•
•
Ask questions and make
comments about own and
others’ writing
Discuss ideas with peers
Incorporate suggestions from
peers and teachers by deleting
extra and/or unneeded
information or rearranging
words and sentences to clarify
Edit for grade level spelling,
capitalization, punctuation,
and legibility
Produce a final copy
Research
Process
•
Formulate a question to guide
research, with teacher assistance
•
•
Language Arts Curriculum – K-2
Formulate a question to guide
research, with teacher
assistance
Seek an appropriate source of
information to answer
question, with teacher
guidance
Page 102
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LANGUAGE ARTS
1st Grade
Kindergarten
Resources
•
•
•
Select books based on a topic
or interest, with teacher
assistance
Utilize graphic organizers
Use electronic media sources
to find information, with
teacher assistance
•
Select books based on a topic or
interest, independently
•
Select books based on a topic or
interest, independently
•
•
Utilize graphic organizers
Use electronic media sources to
find information
•
•
Utilize graphic organizers
Use electronic media sources to find
information
•
Use dictionary, including guide
words
Use the table of contents,
glossary, and index
Select and use appropriate
reference materials
•
Take notes from appropriate
sources of information
•
Use dictionary, including guide
words (ABC order to second letter)
Use the table of contents, glossary,
and index
Begin to use a variety of reference
materials, with teacher guidance
(e.g., map, atlas, encyclopedia,
informational text)
Take notes from appropriate sources
of information
List titles and authors of books and
other materials when used as
references, with teacher assistance
•
•
Note Taking
2nd Grade
•
•
•
•
Language Arts Curriculum – K-2
Page 103
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LANGUAGE ARTS
3rd Grade
Handwriting
Oral Communication
Listening
Language Arts Curriculum – 3-6
4th Grade
5th Grade
6th Grade
Demonstrate correct
printing and cursive
letter form
Rewrite handwritten work
to improve legibility
when producing final
drafts, if necessary
Incorporate margins
Write legibly
Write letters and numbers
legibly in cursive form
Write legibly in cursive
form
Write legibly in cursive
form
Follow oral directions
Follow oral directions
Listen without
interrupting – listen for
understanding
Ask appropriate questions
Demonstrate appropriate
listening behaviors in a
variety of situations
Ask appropriate questions
Follow multi-step oral
directions
Demonstrate appropriate
listening behaviors in a
variety of situations
Ask appropriate questions
related to the topic
Listen for specific
information in spoken text
(e.g., plot details or
information about
character in a short story,
read-aloud, other form of
media)
Recognize and respond to
questions and comments
(e.g., give reasons in
support of opinions,
respond to others’ ideas)
Listen for specific
information in spoken text,
as demonstrated by
retelling stories, reporting
events in proper sequence,
and paraphrasing
Recall and relate content
presented orally to prior
knowledge (activate
schema)
Follow multi-step oral
directions
Demonstrate appropriate
listening behaviors in a
variety of situations
Ask appropriate questions
to seek elaboration and
clarification of ideas
Recall and relate content
presented orally to prior
knowledge (activate
schema)
Recognize and respond to
questions and comments,
as demonstrated by giving
reasons in support of
opinions and responding
to others’ ideas
Restate, paraphrase
Use active listening
strategies (e.g., personal
space, eye contact,
posture) for a variety of
purposes
Acknowledge and
respond to questions and
comments, as
demonstrated by giving
reasons in support of
opinions and responding
to others’ ideas
Develop active listening
strategies to comprehend
oral information
Acknowledge and
respond to questions and
comments, as
demonstrated by giving
reasons in support of
opinions and responding
to others’ ideas
Develop active listening
strategies to comprehend
oral information
Page 105
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LANGUAGE ARTS
3rd Grade
Speaking
Presentation
4th Grade
Use appropriate voice,
phrasing, and intonation
in different situations
(e.g., tone, volume, rate,
articulation, enunciation)
Share experiences and
information clearly
Use appropriate voice,
phrasing, and intonation
in different situations
(e.g., tone, volume, rate,
articulation, enunciation)
Share experiences and
information clearly
Restate question in answer
Use appropriate grammar
and vocabulary
Perform dramatic readings
(e.g., forensics, Reader’s
Theater)
Present project utilizing a
visual
Perform dramatic readings
(e.g., forensics, Reader’s
Theater)
Use a student-created
visual aid to enhance
presentation
Incorporate appropriate
body basics (e.g., posture,
eye contact, movement,
gestures)
Use appropriate body
language (e.g., posture,
eye contact, gestures)
Language Arts Curriculum – 3-6
5th Grade
Use appropriate voice,
phrasing, and intonation
in different situations
(e.g., tone, volume, rate,
articulation, enunciation)
Communicate clearly in
an organized and
sequential manner
Use appropriate grammar
and vocabulary
Practice effective
discussion techniques:
√ stay focused on the
topic
√ activate prior
knowledge
√ make personal
connections
√ ask for clarification
√ summarize information
√ respond, acknowledge,
and restate the ideas
and opinions of others
respectfully
Perform dramatic readings
(e.g., forensics, Reader’s
Theater)
Use a student-created
audio and/or visual aid to
enhance presentation
Incorporate appropriate
body basics (e.g., posture,
eye contact, movement,
gestures)
6th Grade
Use appropriate voice,
phrasing, and intonation
in different situations
(e.g., tone, volume, rate,
articulation, enunciation)
Communicate clearly in
an organized and
sequential manner
Use appropriate grammar
and vocabulary
Practice effective
discussion techniques:
√ stay focused on the
topic
√ activate prior
knowledge
√ make personal
connections
√ ask for clarification
√ summarize information
√ respond, acknowledge,
and restate the ideas
and opinions of others
respectfully
Perform dramatic readings
(e.g., forensics, Reader’s
Theater)
Use diagrams, charts, or
illustrations with captions/
labels in research projects
Incorporate appropriate
body basics (e.g., posture,
eye contact, movement,
gestures)
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LANGUAGE ARTS
3rd Grade
Presentation
Incorporate technology
into presentation
Make progress toward
speaking from notes or
outline
Stay on topic while
sharing information in
front of class
Adapt presentation to
audience; demonstrate
audience awareness
4th Grade
5th Grade
6th Grade
Incorporate technology
into presentation
Use notes in presentations
Incorporate technology
into presentation
Use notes/outline in
presentations
Use multi-media to enhance
presentation
Use notes/outline in
presentations
Stay on topic while
sharing information with
audience
Adapt presentation to
audience; demonstrate
audience awareness
Begin to incorporate
references
Stay on topic while
sharing information with
audience
Adapt presentation to
audience; demonstrate
audience awareness
Incorporate references
Stay on topic while
sharing information with
audience
Adapt presentation to
audience; demonstrate
audience awareness
Incorporate references
Incorporate effective
attention-grabbing opener;
use strong lead to grab
audience’s attention
Language Arts Curriculum – 3-6
Page 107
of Contents
LANGUAGE ARTS
3rd Grade
4th Grade
5th Grade
6th Grade
Written
Communication
Mechanics
Capitalization
Punctuation
Capitalize proper nouns:
people, places, and things
Capitalize proper names,
days of the week, months,
cities, states, countries,
holidays, streets, and
titles of people
Capitalize literary titles of
books, magazines, and
poems
Capitalize beginning of
sentences
Use correct ending
punctuation: period,
question mark, and
exclamation mark
Use commas in dates,
addresses, and in a series
Capitalize proper nouns:
people, places, and things
Capitalize proper names,
days of the week, months,
cities, states, countries,
holidays, streets, and
titles of people
Capitalize literary titles of
books, magazines, and
poems
Capitalize beginning of
sentences
Use ending punctuation:
periods, question marks,
and exclamations
Capitalize proper nouns:
people, places, and things
Capitalize proper names,
days of the week, months,
cities, states, countries,
holidays, streets, and
titles of people
Capitalize literary titles of
books, magazines, and
poems
Capitalize beginning of
sentences
Use ending punctuation:
periods, question marks,
and exclamations
Capitalize proper nouns:
people, places, and things
Capitalize proper names,
days of the week, months,
cities, states, countries,
holidays, streets, and
titles of people
Capitalize literary titles of
books, magazines, and
poems
Capitalize beginning of
sentences
Use ending punctuation:
periods, question marks,
and exclamations
Use commas in mailing
addresses, after
introductory elements,
and in a series
Use periods in initials,
abbreviations, and titles
before names
Use apostrophes in
contractions
Use periods in initials,
abbreviations, and titles
before names
Use apostrophes in
contractions
Use commas after
interjections, with
appositives, to join
compound sentences,
with equal adjectives
before a noun, in mailing
addresses, with nouns
of address, and in a series
Use periods in initials,
abbreviations, and titles
before names
Use apostrophes in
contractions
Use commas after
interjections, with
appositives, to join
compound sentences,
with equal adjectives
before a noun, in mailing
addresses, with nouns
of address, and in a series
Use periods in initials,
abbreviations, and titles
before names
Use apostrophes in
contractions
Language Arts Curriculum – 3-6
Page 108
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LANGUAGE ARTS
3rd Grade
Punctuation
Spelling
Use apostrophes in
singular possessive nouns
Spell words correctly
using common spelling
rules and patterns
Use common prefixes
and suffixes as aids to
spelling
Spell third grade high
frequency words correctly
Language Arts Curriculum – 3-6
4th Grade
5th Grade
Use apostrophes in
singular possessive nouns
Use punctuation in direct
quotes
Practice using plural
possessive nouns
Underline titles of books,
magazines, and
newspapers
Use apostrophes in
singular possessive nouns
Use punctuation in direct
quotes
Practice using plural
possessive nouns
Underline titles of books,
magazines, and
newspapers
Spell words correctly
using common spelling
rules and patterns
Use common prefixes
and suffixes as aids to
spelling
Use dictionaries, including
electronic resources
Spell words correctly
using common spelling
rules and patterns
Use common prefixes
and suffixes as aids to
spelling
Use dictionaries, including
electronic resources
6th Grade
Use apostrophes in
singular possessive nouns
Use punctuation in direct
quotes
Use plural possessive nouns
Underline titles of books,
magazines, and
newspapers
Use quotation marks (e.g.,
to indicate titles of articles,
song titles, chapter
headings, poems, excerpts
from books)
Use colons before lists
Use semi-colons in
compound sentences
Spell words correctly
using common spelling
rules and patterns
Use common prefixes
and suffixes as aids to
spelling
Use dictionaries, including
electronic resources
Page 109
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LANGUAGE ARTS
3rd Grade
4th Grade
5th Grade
6th Grade
Grammar & Usage
Nouns
Pronouns
Identify and correctly use
singular and plural nouns,
both regular and irregular
forms
Use possessive nouns
Identify and use proper
nouns
Identify and correctly use
singular and plural nouns,
both regular and irregular
forms
Use possessive nouns
Use proper nouns
Identify and correctly use
singular and plural nouns,
both regular and irregular
forms
Use possessive nouns
Use proper nouns
Identify pronouns
Identify pronouns
Identify pronouns
Substitute correct
pronouns for nouns
Substitute correct
pronouns for nouns
Use correct antecedents
with personal pronouns
Substitute correct
pronouns for nouns
Use correct antecedents
with personal pronouns
Language Arts Curriculum – 3-6
Identify and correctly use
singular and plural nouns,
both regular and irregular
forms
Use possessive nouns
Use proper nouns
Identify and use concrete
(e.g., sister, year, cup) and
abstract (e.g., curiosity,
love, freedom) nouns
Identify and use nouns as
direct objects, indirect
objects, and objects of
prepositions
Identify and use subject
and object pronouns (e.g.,
He and I are here. They
see him and me.)
Substitute correct
pronouns for nouns
Use correct antecedents
with personal pronouns
Identify and use possessive
pronouns (e.g., his, hers,
whose, theirs, mine)
Identify and use first,
second, and third person
pronouns
Page 110
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LANGUAGE ARTS
3rd Grade
Verbs
Identify and use verb
forms that agree with
subjects in simple
sentences
Begin to identify and use
present and past tense
verbs
4th Grade
5th Grade
Identify and use verb
forms that agree with
subjects in simple
sentences
Identify and use present
and past tense verbs
Identify and use present
and past tense verbs
Use state of being verbs
(is, are, was, were, am,
been) and other linking
verbs (seems, appears,
looks, stays, grows,
remains, sounds, smells,
tastes, feels)
Identify auxiliary
(helping) verbs (i.e.,
forms of “to be,” and can,
could, do, did, had, has,
have, may, might, must,
ought, shall, should, will,
would)
Adjectives
Identify and use adjectives
that tell
How many
What kind
Language Arts Curriculum – 3-6
Identify and use adjectives
that tell
How many
What kind
Identify and use verb
forms that agree with
subjects in simple
sentences
Use state of being verbs
(is, are, was, were, am,
been) and other linking
verbs (seems, appears,
looks, stays, grows,
remains, sounds, smells,
tastes, feels)
Identify auxiliary
(helping) verbs (i.e.,
forms of “to be,” and can,
could, do, did, had, has,
have, may, might, must,
ought, shall, should, will,
would)
Conjugate the correct
form of irregular verbs
(i.e., present, past)
Identify and use adjectives
that tell
How many
What kind
6th Grade
Identify and use present,
past, and future tense verbs
of regular and irregular
verbs
Identify and use verb
forms that agree with
subjects in simple
sentences
Use state of being verbs
(is, are, was, were, am,
been) and other linking
verbs (seems, appears,
looks, stays, grows,
remains, sounds, smells,
tastes, feels)
Identify auxiliary
(helping) verbs (i.e.,
forms of “to be,” and can,
could, do, did, had, has,
have, may, might, must,
ought, shall, should, will,
would)
Identify and use transitive
and intransitive verbs
(e.g., I took [v.t.] the
leftovers. He stays [v.t.]
at home)
Identify and use action
and passive voice verbs
Identify and use adjectives
that tell
How many
What kind
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LANGUAGE ARTS
3rd Grade
4th Grade
Use comparative and
superlative adjectives
(e.g., taller, tallest)
Use adverbs that answer
“how, where, when, what,
and why”
Prepositions
Use adverbs that answer
“how, where, when, what,
and why”
Identify and use adverbs
that answer “how, where,
when, what, and why”
Use adverbs to make
comparisons (e.g., faster,
fastest)
Identify and use
prepositional phrases
Identify and use
prepositional phrases
Identify and use
conjunctions (e.g., and, or,
but, nor, so, for, yet,
because) to link ideas
Use interjections
Write a variety of simple,
compound, and complex
sentences
Identify and write four
types of sentences:
declarative, interrogative,
exclamatory, imperative
Identify and write four
types of sentences:
declarative, interrogative,
exclamatory, imperative
Conjunctions
Interjections
Sentences
Use interjections
Write complete sentences
with a subject and a
predicate
Begin to identify four
types of sentences:
declarative (telling),
interrogative (asking),
exclamatory (!),
imperative (commanding)
Language Arts Curriculum – 3-6
6th Grade
Identify and use regular
and irregular comparative
and superlative adjectives
(e.g., tall, taller, tallest;
good, better, best)
Identify and use adverbs
that answer “how, where,
when, what, and why”
Identify and use regular and
irregular comparative and
superlative adverbs (e.g.,
badly, worse, worst)
Identify and use adverbs to
modify adjectives, verbs,
and other adverbs
Identify and use
prepositional phrases
Identify and use
conjunctions (e.g., and, or,
but, nor, so, for, yet,
because) to link ideas
Use interjections
Write a variety of simple,
compound, and complex
sentences
Adjectives
Adverbs
5th Grade
Use interjections
Write a variety of simple
and compound sentences,
including the conjunctions
“and, or, but, and
because”
Identify and write four
types of sentences:
declarative, interrogative,
exclamatory, imperative
Page 112
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LANGUAGE ARTS
Sentences
3rd Grade
4th Grade
5th Grade
Identify the subject and
predicate in a sentence
Identify the subject and
predicate in a simple
sentence
Identify the subject and
predicate in simple and
compound sentences
Write declarative,
interrogative, and
exclamatory simple
sentences
Identify run-on sentences
and fragments
Identify and correct run-on
sentences and fragments
Combine sentences into
one complete sentence
Combine sentences into
one complete sentence
Vary the beginnings,
lengths, and patterns of
sentences to improve flow
and to enhance meaning
of writing
6th Grade
Identify the subject and
predicate in simple,
compound, and complex
sentences
Identify and correct run-on
sentences and fragments
Combine sentences for
fluency selecting precise,
descriptive words to
improve the quality and
effectiveness of writing
Vary the beginnings,
lengths, and patterns of
sentences to improve flow
and to enhance meaning
of writing
Write simple sentences
with multiple subjects
and/or verbs
Writing
6 + 1 Traits
Ideas and content
Organization
Voice
Sentence fluency
Conventions
Presentation
Language Arts Curriculum – 3-6
Ideas and content
Organization
Voice
Sentence fluency
Conventions
Presentation
Ideas and content
Organization
Voice
Sentence fluency
Conventions
Presentation
Ideas and content
Organization
Voice
Sentence fluency
Conventions
Presentation
Page 113
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LANGUAGE ARTS
3rd Grade
Writing Genre
4th Grade
5th Grade
Create or produce writing
to communicate with
different audiences for a
variety of purposes,
incorporating the writing
process
Narrative (e.g., personal
experience, stories,
poems, letters, notes,
recounts, responding to
literature, picture
supporting text)
Expository (e.g., reports,
journals, responding to
literature, letters)
Write an understandable
story that incorporates
setting, character,
problem, and solution
Write an understandable
story that incorporates
setting, character, and
basic plot
Write an understandable
story that incorporates
story elements and literary
devices (e.g., dialogue,
descriptive, details)
Narrative (e.g., stories,
poems, letters, notes,
recounts, responding to
literature)
Narrative (e.g., stories,
poems, letters, notes,
recounts, responding to
literature)
Narrative (e.g., stories,
poems, letters, notes,
recounts, responding to
literature)
Expository (e.g., reports,
journals, response to
literature, friendly letters)
Use expressive language
when responding to
literature or producing
text (e.g., journals,
pictures supported by
text or poetry)
Use expressive language
when responding to
literature or producing
text (e.g., writer’s
notebook, memoirs,
poetry, plays, or lyrics)
Write a variety of nonfiction forms using
appropriate information
and structure (i.e.,
personal letters, recounts,
descriptions, or
observations)
Expository (e.g., reports,
journals, response to
literature, friendly and
business letters)
Use expressive language
when responding to
literature or producing
text (e.g., writer’s
notebook, memoirs,
poetry, plays, or lyrics)
Write a variety of nonfiction forms using
appropriate information
and structure (i.e., stepby-step directions,
descriptions,
observations, or report
writing)
Persuasive (opinion
supported by personal
insights, facts, or
examples)
Expository (e.g., reports,
journals, response to
literature, friendly and
business letters)
Use expressive language
when responding to
literature or producing
text (e.g., writer’s
notebook, memoirs,
poetry, plays, or lyrics)
Write in a variety of nonfiction forms using
appropriate information
and structure (i.e., stepby-step directions,
descriptions,
observations, or report
writing
Persuasive (opinion
supported by personal
insights, facts, or
examples)
Persuasive (opinion
supported by personal
insights, facts, or
examples)
Language Arts Curriculum – 3-6
6th Grade
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LANGUAGE ARTS
3rd Grade
4th Grade
Technical (e.g., directions,
messages)
5th Grade
6th Grade
Technical (e.g., directions,
messages, informational
publications)
Descriptive (use sensory
details and begin to use
simile and metaphor)
Technical (e.g., directions,
messages, informational
publications)
Descriptive (use similes,
metaphors, and sensory
details)
Determine genre and use
pre-writing strategies
(e.g., brainstorming,
discussion, graphic
organizers) to select topic
and collect and organize
details
Write a paragraph that
maintains a focused idea
and includes details that
support the main idea
Determine genre and use
pre-writing strategies
(e.g., brainstorming,
discussion, graphic
organizers) to select topic
and collect and organize
details
Write more than one
paragraph stating and
maintaining a focused
idea and including details
that support the main idea
of each paragraph
Write a multiple sentences
in a logical sequence
Organize ideas logically
Use paragraph form:
indent or use paragraph
breaks
Write a short story or
composition with a
beginning, middle, and
end
Write a story or
composition with a
beginning and middle and
ending with a concluding
statement
Organize ideas logically
to establish clear
relationships within and
between paragraphs (e.g.,
using transition words and
phrases that reveal order
or chronology)
Determine genre and use
pre-writing strategies
(e.g., brainstorming,
discussion, graphic
organizers) to select topic
and collect and organize
details
Write a story or
composition of at least two
paragraphs with a topic
sentence (which may
include a lead or hook),
maintaining a focused idea,
and including supporting
details
Use paragraph form: indent
or use paragraph breaks,
and place paragraph breaks
appropriately
Organize and sequence
ideas logically to establish
clear relationships within
and between paragraphs
(e.g., using transition words
and phrases that reveal
order or chronology,
comparison/contrast)
Writing Genre
Descriptive (use sensory
details and begin to use
simile and metaphor)
Writing Process
Prewriting:
Use prewriting strategies,
with teacher direction
(e.g., brainstorming,
discussion, webbing,
picture, story maps)
Drafting:
Write a paragraph on a
single topic with two or
more supporting details
Language Arts Curriculum – 3-6
Page 115
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LANGUAGE ARTS
3rd Grade
4th Grade
Drafting:
Revising:
Ask questions and make
comments about own and
others’ writing
Give/receive appropriate
feedback about written
work
Rearrange and/or add
supporting details to
improve clarity
Create a title to reflect
content
Incorporate creative and
descriptive vocabulary
Incorporate suggestions
from peers and teachers
by deleting extra and/or
unneeded information or
rearranging words and
sentences to clarify
meaning
Language Arts Curriculum – 3-6
5th Grade
Ask questions and make
comments about own and
others’ writing
Give/receive appropriate
feedback and use
established criteria to
review own and others’
written work (e.g., peer
conferences, checklists,
scoring guides, or rubrics)
Rearrange and/or add
details to improve focus
and to support main ideas
Write a concluding
statement
Ask questions and make
comments about own and
others’ writing
Give/receive appropriate
feedback and use
established criteria to
review own and others’
written work (e.g., peer
conferences, checklists,
scoring guides, or rubrics)
Rearrange and/or add
details to improve focus,
to support main ideas,
and to make sequence
clear
Create a title to reflect
content
Revise for descriptive
adjectives and adverbs
Incorporate suggestions
from peers and teachers
by deleting extra and/or
unneeded information or
rearranging words and
sentences to clarify
meaning
Replace commonly used
verbs with vivid verbs
Use a thesaurus to find
synonyms for common
words
Create a title to reflect
content
Revise for descriptive
adjectives and adverbs
Incorporate suggestions
from peers and teachers
by deleting extra and/or
unneeded information or
rearranging words and
sentences to clarify
meaning
Replace commonly used
verbs with vivid verbs
Use a thesaurus to find
synonyms for common
words
6th Grade
Write a concluding
statement
Ask questions and make
comments about own and
others’ writing
Give/receive appropriate
feedback and use
established criteria to
review own and others’
written work (e.g., peer
conferences, checklists,
scoring guides, or rubrics)
Rearrange and/or add
details to improve focus
and to support main ideas,
to clarify topic sentence,
and to make sequence
clear
Create a title to reflect
content
Revise for descriptive
adjectives and adverbs
Reread and rearrange
words, sentences, and
sequence of ideas to
clarify meaning
Replace commonly used
verbs with vivid verbs
Use a thesaurus to find
synonyms for common
words
Page 116
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LANGUAGE ARTS
3rd Grade
Revising:
Editing:
Edit for grade level
spelling, capitalization,
punctuation, and legibility
Identify and/or correct
mistakes in spelling (e.g.,
grade-appropriate, high
frequency words)
Identify and/or correct
mistakes in punctuation at
the end of sentences and
capitalization (i.e.,
beginning of sentences
and proper nouns)
Language Arts Curriculum – 3-6
4th Grade
Substitute appropriate
personal pronouns for
nouns to avoid repetition
Incorporate precise nouns
Revise for varied sentence
beginnings, structure, and
length
Personalize the writing by
considering audience and
purpose
Edit for grade level use of
capitalization,
punctuation, spelling,
grammar, sentence
structure, paragraphing
Identify and/or correct
mistakes in spelling (e.g.,
grade-appropriate, high
frequency words,
homophones, and
contractions)
Identify and/or correct
mistakes in punctuation
(i.e., end of sentences,
commas in dates,
salutations and closings in
letters, and commas in a
series), and capitalization
(i.e., book titles,
beginnings of sentences,
and proper nouns)
5th Grade
Substitute appropriate
personal pronouns for
nouns to avoid repetition
Incorporate precise nouns
Revise for varied sentence
beginnings, structure, and
length
Personalize the writing by
considering audience and
purpose
Edit for grade level use of
capitalization,
punctuation, spelling,
grammar, sentence
structure, paragraphing
Identify and/or correct
mistakes in spelling (e.g.,
grade-appropriate, high
frequency words,
homophones, and
contractions)
Identify and/or correct
mistakes in punctuation
(i.e., end of sentences,
commas in dates,
salutations and closings in
letters, and commas in a
series), and capitalization
6th Grade
Substitute appropriate
personal pronouns for
nouns to avoid repetition
Incorporate precise nouns
Revise for varied sentence
beginnings, structure, and
length
Personalize the writing by
considering audience and
purpose
Edit for grade level use of
capitalization,
punctuation, spelling,
grammar, sentence
structure, paragraphing
Identify and/or correct
mistakes in spelling (e.g.,
grade-appropriate, high
frequency words,
homophones, and
contractions)
Identify and/or correct
mistakes in punctuation
(i.e., quotation marks for
dialogue, commas in dates,
salutations and closings in
letters, and commas in a
series), and capitalization
Page 117
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LANGUAGE ARTS
3rd Grade
Editing:
4th Grade
5th Grade
Identify and/or correct
usage mistakes in
subject/verb agreement
Identify and/or correct
mistakes in usage
(i.e., subject/verb
agreement, verb tense,
sentence fragments and
run-on sentences, and
possessives)
Use proofreading marks
Identify and/or correct
mistakes in usage
(i.e., subject/verb
agreement, verb tense,
sentence fragments and
run-on sentences,
possessives, and pronouns)
Use proofreading marks
Look up spelling or
definitions of words in
dictionaries, or correct
misspellings using
software programs
Begin to use proofreading
marks
Look up spelling or
definitions of words in
dictionaries
Publishing:
6th Grade
Produce a final copy
Produce a final copy
Produce a final copy
Look up spelling or
definitions of words in
dictionaries, or correct
misspellings using
software programs,
including choosing the
correct spelling option
among several choices
Produce a final copy
Formulate a question to
guide research
Seek a variety of sources
of information to answer
questions
Select books based on a
topic or interest
Formulate a question to
guide research
Seek a variety of sources
of information to answer
questions
Select books based on a
topic or interest
Formulate a question to
guide research
Seek a variety of sources
of information to answer
questions
Select books based on a
topic or interest,
independently
Skim/scan for key
information
Distinguish between
relevant and irrelevant
information
Formulate a question to
guide research
Seek a variety of sources
of information to answer
questions
Select books based on a
topic or interest,
independently
Skim/scan for key
information
Distinguish between
relevant and irrelevant
information
Research
Process
Skim/scan for key
information
Distinguish between
relevant and irrelevant
information
Language Arts Curriculum – 3-6
Page 118
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LANGUAGE ARTS
3rd Grade
Give credit for others’
information by citing title
and source (e.g., author,
storyteller, translator,
songwriter, or artist)
Process
Resources
4th Grade
Select and use an
appropriate encyclopedia
Use dictionary, including
guide words
Use electronic media
sources to find
information
Use the table of contents
and index
Language Arts Curriculum – 3-6
Select and use an
appropriate encyclopedia
Use dictionary, including
guide words
Use electronic library to
find resources (i.e.,
Alexandria)
Use the table of contents
and index
Use key words and/or
phrases to search the
Internet
Copy picture and text and
paste into the document,
with website URL(s)
Navigate a variety of web
sites using teacher-created
and self-selected
bookmarks to find
information
Use a word processor
5th Grade
6th Grade
Give credit for others’
ideas, images, and
information by citing title
and source (e.g., author,
storyteller, translator,
songwriter, or artist)
Select and use an
appropriate encyclopedia
Use dictionary, including
guide words
Use electronic library to
find resources (i.e.,
Alexandria)
Use the table of contents
and index
Use key words and/or
phrases to search the
Internet
Copy picture and text and
paste into the document,
with website URL(s)
Navigate a variety of web
sites using self-selected
bookmarks to find
information
Give credit for others’
ideas, images, and
information by citing title
and source (e.g., author,
storyteller, translator,
songwriter, or artist)
Select and use an
appropriate encyclopedia
Use dictionary, including
guide words
Use electronic library to
find resources (i.e.,
Alexandria)
Use the table of contents
and index
Use key words and/or
phrases to search the
Internet
Copy picture and text and
paste into the document,
with website URL(s)
Navigate a variety of web
sites using self-selected
bookmarks to find
information
Use a word processor
Use a word processor’s
formatting features to
produce a final draft
Page 119
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LANGUAGE ARTS
3rd Grade
Note Taking
4th Grade
Take notes from
appropriate sources of
information
Utilize graphic organizers
Take notes from
appropriate sources of
information
Utilize graphic organizers
List sources or authors and
titles of books and other
materials when used as
references in written work
List sources or authors and
titles of books and other
materials when used as
references in written work
Language Arts Curriculum – 3-6
5th Grade
Take notes from
appropriate sources of
information
Organize information into
a workable format using
outlining, graphic
organizers, note cards, or
visuals
List sources or authors and
titles of books and other
materials when used as
references in written work
Write key information in
own words
6th Grade
Take notes from
appropriate sources of
information
Organize information into
a workable format using
outlining, graphic
organizers, note cards, or
visuals
List sources or authors and
titles of books and other
materials when used as
references in written work
Utilize note-taking
strategies: words, phrases,
fragments, paraphrasing
Page 120
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READING
K
Concepts of Print
1st Grade
Identify the difference
between a letter and a
word
Indicate directionality:
left to right, top to bottom
Demonstrate an
understanding that print
carries a message
Locate first and last word
on a page
Identify the front and back
of the book
Recognize own name or
part of it in print
Point to words when
reading
Recognize individual
sounds in a word
Demonstrate a proficiency
rate of 40 correct letter
sounds per minute (as set
by District
Recognize the same
sounds in different words
Recognize the word in a
set of three or four words
that has the “odd” sound.
Teacher: “Which
word doesn’t belong:
Bus, bun, rug?”
Children: “Rug does
not belong. It doesn’t
begin with b.”
Recognize individual
sounds in a word
Demonstrate a proficiency
rate of 40 correct letter
sounds per minute (as set
by District
Recognize the same
sounds in different words
Recognize the word in a
set of three or four words
that has the “odd” sound
Teacher: “Which
word doesn’t belong:
Bus, bun, rug?”
Children: “Rug does
not belong. It doesn’t
begin with b.”
2nd Grade
3rd Grade
Indicate directionality:
left to right, top to bottom
Demonstrate an
understanding that print
carries a message
Locate first and last word
on a page
Indicate front and back of
the book
Phonemic Awareness
Phoneme Discrimination
Phoneme Isolation
Phoneme Identity
Phoneme Categorization
Reading – K-3
Page 122
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READING
K
1st Grade
Phoneme Blending
Demonstrate oral blending
tasks (/m/ /a/ /t/ = mat)
Demonstrate oral blending
tasks (/m/ /a/ /t/ = mat)
Phoneme Segmentation
Demonstrate oral
segmenting tasks
(mat = /m/ /a/ /t/)
Demonstrate a
proficiency rate of 35
phonemic segmentations
per minute (as set by
District)
Recognize the word that
remains when a phoneme
is deleted from another
word (What is smile
without the /s/?)
Make a new word by
adding a phoneme to an
existing word (e.g., What
word do you have if you
add /s/ to the beginning of
park? Spark)
Substitute one phoneme for
another to make a new
word
Identify and make oral
rhymes
Demonstrate oral
segmenting tasks
(mat = /m/ /a/ /t/)
Demonstrate a
proficiency rate of 35
phonemic segmentations
per minute (as set by
District)
Recognize the word that
remains when a phoneme
is deleted from another
word (What is smile
without the /s/?)
Make a new word by
adding a phoneme to an
existing word (e.g., What
word do you have if you
add /s/ to the beginning of
park? Spark)
Substitute one phoneme
for another to make a new
word
Identify and make oral
rhymes
Phoneme Manipulation
Reading – K-3
2nd Grade
3rd Grade
Break words apart
(segment) and put
them back together
(blend)
Change sounds and
syllables by deleting,
adding, and substituting
Use sound substitutions
on beginning, middle, and
ending sounds
Produce rhyming words
Page 123
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READING
K
1st Grade
2nd Grade
3rd Grade
Recognize consonant
sounds, including hard
and soft g and c
Review and apply
consonant sounds,
including hard and soft
g and c
Review and apply short
and long vowel sounds
Review and apply all
phonics combinations,
including diphthongs,
r-controlled vowels,
blends, and digraphs
Phonics
Letter Identification
Letter-Sound
Relationships
Identify upper and lower
case letters (DIBELS,
Letter Naming Fluency
benchmark: fall 8, winter
27, spring 40)
Match upper and lower
case letters
Identify letter when letter
sound is heard orally
Recognize consonant
sounds
Produce consonant
sounds (DIBELS,
Letter Sound Fluency
benchmark:
winter 27, spring 40)
Match objects or words to
beginning letter sounds
Recognize and produce
short vowel sounds
Blend sounds in a
“cvc” word
Recognize and produce
the “th” digraph
Reading – K-3
Recognize and apply short
and long vowel sounds
Blend sounds in a
word (DIBELS, NWF
benchmark: fall 24,
winter 50, spring 50)
Recognize and apply
blends (pl, br, gr, st, fr,
sn, sm, sk, sl, scr, str,
dr, bl, fl, cr)
Recognize and apply
digraphs (th, ck, gh, sh,
ch, wh, ph, tch)
Recognize and apply
vowel combinations
Review and apply
diphthongs
Review and apply
blends (pl, br, gr, st, fr,
sn, sm, sk, sl, scr, str,
dr, bl, fl, cr)
Review and apply
digraphs (th, ck, gh, sh,
ch, wh, ph, tch)
Recognize and apply
vowel combinations
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READING
K
Recognize and apply
r-controlled vowels
Letter-Sound
Relationships
Decoding Strategies
1st Grade
Follow left to right; use
initial sound to sound
out a word; use phonemic
awareness, pictures,
patterns of text, and
phonic skills
Recognize and apply
silent letter combinations
(e.g., kn, gn,)
Apply appropriate
strategies to decode
unknown words,
including:
Picture clues,
patterns, inflectional and
plural endings (-ed, -ing,
-s, -es), onset/rimes,
prefix/suffix/base words
Sounding out,
chunking, rereading,
reading on, self-correcting
Using context clues,
background knowledge,
and phonics skills
2nd Grade
Review and apply
r-controlled vowels
(ir, or, ar, ur, er)
Review and apply
silent letter combinations
(e.g., kn, gn,)
Apply appropriate
strategies to decode
unknown words,
including:
Picture clues,
patterns, inflectional and
plural endings (-ed, -ing,
-s, -es), onset/rimes,
prefix/suffix/base words
Sounding out,
chunking, rereading,
reading on, self-correcting
Using context clues,
background knowledge,
and phonics skills
3rd Grade
Apply appropriate
strategies to decode
unknown words,
including:
Pictures and visual
cues, patterns, inflectional
endings, contractions,
compound words
Rereading, reading
on, self-correcting,
self-monitoring
Using context clues,
background knowledge,
and phonics skills
Apply appropriate
decoding strategies to
solve regularly spelled
three syllable words,
such as chunking beyond
onset/rime and
prefix/suffix/base words
Reading – K-3
Page 125
of Contents
READING
K
1st Grade
2nd Grade
3rd Grade
Fluency
Rate
Expression
Accuracy
Reading – K-3
Develop an awareness of
fluency and expression
through shared reading
experiences
Engage in repeated oral
reading with predictable
and patterned text
Recognize a few basic
sight words (e.g., the, a,
is, I, my, you, are)
Read 40 correct wpm (or
District set proficiency
rate) on 1st grade
reading probe
Read with appropriate
phrasing
Read 90 correct wpm (or
District set proficiency
rate) on 2nd grade
reading probe
Read with appropriate
phrasing
Read 110 correct wpm (or
District set proficiency
rate) on 3rd grade
reading probe
Read with appropriate
phrasing
Show expression in oral
reading
Show expression in oral
reading
Show expression in oral
reading
Use correct voice
inflection to recognize
special print
Use correct voice
inflection to interpret
punctuation
Read and apply 1st grade
high-frequency words in
isolation and in context
Use correct voice
inflection to recognize
special print
Use correct voice
inflection to interpret
punctuation
Read and apply 2nd grade
high-frequency words in
isolation and in context
Use correct voice
inflection to recognize
special print
Use correct voice
inflection to interpret
punctuation
Read high-frequency
words in context (1-300
on Fry Instant Word List)
Read abbreviations in
context (e.g., Dr., Mr.,
Mrs., Ms.)
Page 126
of Contents
READING
K
Vocabulary
Begin to understand word
relationships (e.g.,
rhyming words,
antonyms)
Use picture clues to make
meaning at a word level
Build grade-level
vocabulary in response to
literature, content-area
reading, current events,
class experiences, and
discussions
Reading – K-3
1st Grade
2nd Grade
Begin to understand word
relationships (e.g.,
synonyms, antonyms,
homophones, homonyms,
rhyming words)
Make meaning at the word
level (e.g., identify
multiple meanings of
same word, use context
clues)
Build grade-level
vocabulary in response to
literature, content-area
reading, current events,
class experiences, and
discussions
Understand word parts
(e.g., prefixes, suffixes)
Begin to understand word
relationships (e.g.,
synonyms, antonyms,
homophones, homonyms,
rhyming words)
Make meaning at the word
level (e.g., identify
multiple meanings of
same word, use context
clues)
Build grade-level
vocabulary in response to
literature, content-area
reading, current events,
class experiences, and
discussions
Understand word parts
(e.g., prefixes, suffixes)
Use context clues to
cross-check meaning
and accuracy
Use context clues to
cross-check meaning
and accuracy
3rd Grade
Understand word
relationships (e.g.,
synonyms, antonyms,
homophones, homonyms,
rhyming words)
Make meaning at the word
level (e.g., identify
multiple meanings of
same word, use context
clues)
Build grade-level
vocabulary in response to
literature, content-area
reading, current events,
class experiences, and
discussions
Understand word structure
(e.g., base and root words,
prefixes, suffixes)
Use context clues to
cross-check meaning
and accuracy
Use known parts of
words to make sense of
whole word
Page 127
of Contents
READING
K
1st Grade
2nd Grade
3rd Grade
Comprehension
Comprehend Meaning
From Text
Retell a story
Activate prior knowledge
(schema)
Begin to make simple
inferences (e.g., predict
logical outcomes)
Make predictions before,
during, and after shared
reading
Begin to identify the
main idea or central
concept in various types
of texts
Express own opinion
about material read
Connect literature to self,
text, and world
Reading – K-3
Retell a story using
important details in a
logical sequence
Locate information
explicitly stated in
narrative and
informational text to
answer literal
comprehension questions
Begin to make simple
inferences (e.g., predict
logical outcomes)
Make predictions before,
during, and after reading
Retell a story using
important details
Retell or dramatize a story
after reading it
Locate information
explicitly stated in
narrative and
informational text to
answer literal
comprehension questions
Begin to make simple
inferences (e.g., predict
logical outcomes)
Make predictions before,
during, and after reading
Locate information
explicitly stated in
narrative and
informational text to
answer literal
comprehension questions
Make simple
inferences (e.g., predict
logical outcomes)
Begin to identify the
main idea or central
concept in various types
of texts
Express own opinion
about material read
Connect literature to self,
text, and world
Begin to identify the
main idea or central
concept in various types
of texts
Express own opinion
about material read
Connect literature to self,
text, and world
Identify the main idea or
central concept in various
types of texts
Express own opinion
about material read
Use knowledge of
sentence structure,
grammar, and
punctuation to make
meaning (syntax)
Page 128
of Contents
READING
K
Comprehend Meaning
From Text
1st Grade
Self-monitor
comprehension by
making
predictions or formulating
questions while reading
(e.g., Why is the wolf
dressed in grandmother’s
clothing? Why are
mother bears dangerous?
What will happen next?)
rereading (e.g., for
clarification,
confirmation, correction)
Begin to draw conclusions
based on information
presented in the text
(e.g., cause and effect,
character motivation)
Make use of text format
and features (italics,
bolding, headings, table
of contents, index,
glossary)
2nd Grade
Self-monitor
comprehension by
making
predictions or formulating
questions while reading
(e.g., Why is the wolf
dressed in grandmother’s
clothing? Why are
mother bears dangerous?
What will happen next?)
rereading (e.g., for
clarification,
confirmation, correction)
Draw conclusions based
on information presented
in the text (e.g., cause and
effect, character
motivation)
Make use of text format
and features (italics,
bolding, headings, table
of contents, index,
glossary)
Differentiate between
fact and opinion
Reading – K-3
3rd Grade
Self-monitor
comprehension by
making
predictions or formulating
questions while reading
(e.g., Why is the wolf
dressed in grandmother’s
clothing? Why are
mother bears dangerous?
What will happen next?)
rereading (e.g., for
clarification,
confirmation, correction)
Draw conclusions based
on information presented
in the text (e.g., cause and
effect, character
motivation)
Obtain information using
text features, including
pictures (illustrations for
text) and visual cues (e.g.,
bolded or italicized text,
chapter titles)
Restate information after
reading a text or
identify accurate
restatements
Page 129
of Contents
READING
Literary Elements
Genre
K
1st Grade
2nd Grade
3rd Grade
Identify main characters
and setting (time and
place) in fiction
Identify or describe
problem and solution,
main characters, and
setting (time and place)
in fiction
Identify sequence of
events in a story
Distinguish between
fiction/nonfiction
Identify or describe
problem and solution,
main characters, and
setting (time and place)
in fiction
Identify sequence of
events in a story
Distinguish between
fiction/nonfiction
Identify or describe
problem and solution,
main characters, and
setting in fiction
Recognize features of a
variety of genre
Recognize features of a
variety of genre
Begin to complete a
simple (1-2 step) task by
following written
directions
Complete a simple (1-2
step) task by following
written directions
Identify sequence of
events in a story
Distinguish between
fiction/nonfiction,
prose/poetry, short
story/drama
Identify use of dialogue or
rhyme in common forms
of text
Complete a simple (1-2
step) task by following
written directions
Identify the sequence of
steps in simple directions
Identify the sequence of
steps in simple directions
Identify sequence of
events in a story
Begin to distinguish
between fiction/
nonfiction
Experience a variety of
genre
Written Directions
Reading – K-3
Page 130
of Contents
READING
Cultural Influences
Reading – K-3
K
1st Grade
2nd Grade
Experience a variety of
multi-cultural literature
Experience a variety of
multi-cultural literature
Experience a variety of
multi-cultural literature
3rd Grade
Make connections
between a text and
personal experiences
(e.g., This reminds me of
when I gave my favorite
toy away), experiences of
others (e.g., sister helps in
toy drive), or other texts
(e.g., The March sisters
helped others in need)
Locate details in text to
illustrate relevant
connections to personal
experience, experience of
others, and other texts
Identify cultural
influences in texts (e.g.,
dialects, customs,
traditions)
Page 131
of Contents
READING
4th Grade
5th Grade
6th Grade
Recognize and apply all phonics
combinations, including diphthongs,
r-controlled vowels, blends, and
digraphs
Use knowledge of common letter
patterns to decode words (e.g., th,
tion, scious, ough)
Apply appropriate decoding
strategies to solve unknown words,
such as chunking beyond onset/rime
and prefix/suffix/base words
Recognize and apply all phonics
combinations, including diphthongs,
r-controlled vowels, blends, and
digraphs
Use knowledge of common letter
patterns to decode words (e.g., th,
tion, scious, ough)
Apply appropriate decoding
strategies to solve unknown words,
such as chunking beyond onset/rime,
prefix/suffix/base words, and
syllables
Apply appropriate strategies to
decode unknown words, including
Visual cues, patterns, inflectional
endings, contractions, compound
words
Rereading, reading on, selfcorrecting, self-monitoring
Using context clues, background
knowledge, and phonics skills
Recognize and apply all phonics
combinations, including diphthongs,
r-controlled vowels, blends, and
digraphs
Use knowledge of common letter
patterns to decode words (e.g., th,
tion, scious, ough)
Apply appropriate decoding
strategies automatically to decode
unknown words, such as chunking
beyond onset/rime, prefix/suffix/base
words, and syllables
Apply appropriate strategies
automatically to decode unknown
words, including
Visual cues, patterns, inflectional
endings, contractions, compound
words
Rereading, reading on, selfcorrecting, self-monitoring
Using context clues, background
knowledge, and phonics skills
Read 151 words per minute (or
District set proficiency rate) on 5th
grade probe
Read with appropriate phrasing
Show expression in oral reading
Use correct voice inflection to
recognize special print and key words
Use correct voice inflection to
interpret punctuation
Adjust rate of reading according to
purpose
Read high-frequency words in context
(1-500 on Fry Instant Word List)
Read a minimum of 151 words per
minute (or District set proficiency rate)
on 6th grade probe
Read with appropriate phrasing
Show expression in oral reading
Use correct voice inflection to
recognize special print and key words
Use correct voice inflection to
interpret punctuation
Adjust rate of reading according to
purpose
Read high-frequency words in context
(1-600 on Fry Instant Word List)
Phonics
Letter-Sound
Relationships
Decoding Strategies
Apply appropriate strategies to
decode unknown words, including
Visual cues, patterns, inflectional
endings, contractions, compound
words
Rereading, reading on, selfcorrecting, self-monitoring (e.g.,
sounding words out, adjusting
reading pace)
Using context clues, background
knowledge, and phonics skills
Fluency
Rate
Expression
Accuracy
Reading – 4-6
Read 143 words per minute (or
District set proficiency rate) on 4th
grade probe
Read with appropriate phrasing
Show expression in oral reading
Use correct voice inflection to
recognize special print
Use correct voice inflection to
interpret punctuation
Adjust rate of reading according to
purpose
Read high-frequency words in context
(1-400 on Fry Instant Word List)
Page 133
of Contents
READING
4th Grade
5th Grade
6th Grade
Vocabulary
Identify relationships among
words by categorizing (e.g.,
synonyms, antonyms, homophones,
homographs)
Understand word structure (e.g., base
and root words, prefixes, suffixes,
abbreviations)
Use known parts of words to make
sense of whole word
Make meaning at the word level
(e.g., identify multiple meanings of
same word, use context clues)
Use context clues to cross-check
meaning and accuracy
Build grade-level vocabulary in
response to literature, content-area
reading, current events, class
experiences, and discussions
Identify relationships among words by
categorizing (e.g., synonyms,
antonyms, homophones, homographs)
and identifying shades of meaning
(e.g., hot, warm)
Understand word structure (e.g., base
and root words, prefixes, suffixes,
abbreviations)
Use known parts of words to make
sense of whole word
Make meaning at the word level
(e.g., identify multiple meanings of
same word, use context clues)
Use context clues to cross-check
meaning and accuracy
Build grade-level vocabulary in
response to literature, content-area
reading, current events, class
experiences, and discussions
Identify relationships among words by
categorizing (e.g., synonyms,
antonyms, homophones, homographs)
identifying shades of meaning
(e.g., happy, ecstatic), and analogies
Understand word structure (e.g., base
and root words, prefixes, suffixes,
abbreviations)
Use known parts of words to make
sense of whole word
Make meaning at the word level
(e.g., identify multiple meanings of
same word, use context clues)
Use context clues to cross-check
meaning and accuracy
Build grade-level vocabulary in
response to literature, content-area
reading, current events, class
experiences, and discussions
Locate information explicitly stated
in narrative and informational text
to answer literal comprehension
questions
Select key information and discern
less relevant material
Self-monitor comprehension by
Formulating questions while
reading (e.g., Why do characters
react to the same situation
differently?)
Rereading difficult or relevant
materials (e.g., for clarification,
confirmation, correction)
Locate information explicitly stated
in narrative and informational text
to answer literal comprehension
questions
Select key information and discern
less relevant material
Self-monitor comprehension by
Formulating questions while
reading (e.g., What circumstances
influenced a character to make a
specific decision?)
Rereading difficult or relevant
materials (e.g., for clarification,
confirmation, correction)
Comprehension
Comprehend Meaning
From Text
Locate information explicitly stated
in narrative and informational text
to answer literal comprehension
questions
Select key information
Self-monitor comprehension by
Formulating questions while
reading (e.g., Why is this
character not telling the truth?
Why are bears with cubs
especially dangerous? What will
happen next?)
Rereading difficult or relevant
materials (e.g., for clarification,
confirmation, correction)
Reading – 4-6
Page 134
of Contents
READING
4th Grade
Comprehend Meaning
From Text
Use knowledge of sentence structure,
grammar, and punctuation to make
meaning (syntax)
Make simple inferences (e.g., predict
logical outcomes; deduce missing
information such as where a story
takes place, if not directly stated)
Draw conclusions based on
information presented in the text
(e.g., cause and effect, character
motivation)
Restate and summarize information
or identify accurate restatements
and summaries after reading a text
Retell a story in correct sequence or
identify the correct sequence of
events in a story
Express own opinion about material
read and support opinions with
evidence from text
Distinguish fact from opinion in a text
Identify the main idea or central
concept in various types of texts
Locate information in narrative and
informational text to answer
questions related to main ideas or key
details
Identify or describe related
experiences to support understanding
of a main idea
Reading – 4-6
5th Grade
6th Grade
Use knowledge of sentence structure,
grammar, and punctuation to make
meaning (syntax)
Make inferences (e.g., predict
logical outcomes, such as how would
the story be different if…; deduce
missing outcome or information, such
as where a story takes place, if not
directly stated)
Draw conclusions based on
information presented explicitly in
text (e.g., cause and effect,
character motivation)
Restate and summarize main ideas or
events in correct sequence after
reading a text (e.g., paraphrase,
construct a topic outline, use graphic
organizers) or identify accurate
restatements and summaries of main
ideas or events or generalizations of a
text
Use knowledge of sentence structure,
grammar, and punctuation to make
meaning (syntax)
Make inferences (e.g., predict
logical outcomes, such as how would
the story be different if…; deduce
missing outcome or information, such
as where a story takes place, if not
directly stated)
Draw conclusions based on
information presented explicitly in
text (e.g., cause and effect,
character motivation, predictions)
Restate and summarize main ideas or
events in correct sequence after
reading a text (e.g., paraphrase,
construct a topic outline, use graphic
organizers) or identify accurate
restatements and summaries of main
ideas or events or generalizations of a
text
Express own opinion about material
read and support opinions with
evidence from text
Distinguish fact from opinion in a text
Identify the main idea or central
concept in various types of texts
Locate information in narrative and
informational text to answer
questions related to main ideas or key
details
Identify or describe related
experiences and events to support
understanding of a main idea (e.g.,
What event in history is similar to
this one?)
Express own opinion about material
read and support opinions with
evidence from text
Distinguish fact from opinion in a text
Identify the main idea or central
concept in various types of texts
Locate information in narrative and
informational text to answer
questions related to main ideas or key
details
Locate references from the text that
support understanding of a main idea
(e.g., What event in history is similar
to this one?)
Page 135
of Contents
READING
4th Grade
5th Grade
Comprehend Meaning
From Text
Obtain information using text features
including pictures, illustrations, and text
structure (e.g., bolded or italicized
text, graphs, charts, or headings)
Obtain information using text features
including pictures, illustrations, text
structure (e.g., bolded or italicized
text, graphs, charts, or headings)
Literary Elements
Identify the use of literary elements and
devices (i.e., dialogue, rhyme,
alliteration, and simile)
Identify or explain the use of literary
elements and devices (i.e., dialogue,
rhyme, alliteration, simile, or metaphor)
Identify or describe in fiction:
Plot (e.g., main conflict or
problem, sequence of events)
Settings (e.g., how they affect the
characters or plot)
Characters (e.g., physical
characteristics, personality traits,
motivation)
Identify or describe in fiction:
Plot (e.g., main conflict or
problem, sequence of events,
resolution)
Settings (e.g., how they affect the
characters or plot)
Characters (e.g., physical
characteristics, personality traits,
motivation)
Point of view (Who is telling the
story?)
Compare and contrast plots, settings,
and characters in different stories
across a variety of works by a variety
of authors
Identify or explain the characteristics
of the four major genre of fiction:
short-story, drama (play), novel,
and poetry
Identify or explain the characteristics
of fiction and non-fiction, prose and
poetry
Genre
Compare and contrast plots, settings,
and characters in different stories
across a variety of works by a variety
of authors
Identify the four major genre of
fiction: short-story, drama (play),
novel, and poetry
Identify or explain the characteristics
of fiction and non-fiction
Reading – 4-6
6th Grade
Obtain information using text features
including pictures, illustrations, and text
structure (e.g., bolded or italicized
text, graphs, charts, headings, or
subheadings)
Identify or explain the use of literary
elements and devices appropriate to
genre (i.e., dialogue, rhyme,
alliteration, simile, metaphor, and
personification)
Identify or describe in fiction:
Plot (e.g., main conflict or
problem, sequence of events,
resolution)
Settings (e.g., how they affect the
characters or plot)
Characters (e.g., physical
characteristics, personality traits,
motivation, growth and change)
Point of view (Who is telling the
story?)
Compare and contrast plots, settings,
and characters in a variety of works
by a variety of authors
Identify or explain the characteristics
of the four major genre of fiction:
short-story, drama (play), novel,
and poetry
Identify or explain the characteristics
of fiction and non-fiction, prose and
poetry
Page 136
of Contents
READING
Written Directions
Cultural
Influences/Themes
4th Grade
5th Grade
6th Grade
Complete a simple task by following
written multi-step directions
(e.g., recipe)
Identify the sequence of steps in
multi-step directions
Identify cultural influences in texts
(e.g., dialects, customs, traditions)
Complete a simple task by following
written multi-step directions
(e.g., origami)
Identify the sequence of steps in
multi-step directions
Identify cultural influences in texts
(e.g., dialects, customs, traditions,
geography)
Identify author’s message, theme, or
purpose (e.g., helping others brings
great rewards)
Identify themes in texts and make
relevant connections to personal
experiences, experiences of others, or
other texts
Identify common ideas, events, and
situations in multi-cultural readings
(e.g., trickster tales about Raven)
Identify author’s message, theme, or
purpose, stated or implied (e.g.,
helping others brings great rewards)
Identify themes in texts and make
relevant connections to personal
experiences, experiences of others, or
other texts
Identify common ideas, events, and
situations in multi-cultural readings
(e.g., trickster tales about
Anansi the Spider and Coyote)
Complete a simple task by following
written multi-step directions
(e.g., basic science experiment)
Identify the sequence of steps in
multi-step directions
Compare and contrast cultural events,
ideas, settings, and influences in one
story or text to similar stories or texts
from other cultures (e.g., coming-ofage stories)
Identify author’s message, theme, or
purpose, stated or implied (e.g.,
helping others brings great rewards)
Identify themes in texts and make
relevant connections to personal
experiences, experiences of others, or
other texts
Identify bias/propaganda by citing
textual evidence
Synthesize themes across texts
Reading – 4-6
Page 137
Table of Contents
FRY INSTANT WORD LIST
First 100
the
a
is
you
to
and
we
that
in
not
for
at
with
it
on
can
will
are
of
this
your
as
but
be
have
Words
he
I
they
one
good
me
about
had
if
some
up
her
do
when
so
my
very
all
would
any
been
out
there
from
day
Second 100 Words
go
see
then
us
no
him
by
was
come
get
or
two
man
little
has
them
how
like
our
what
know
make
which
much
his
who
an
their
she
new
said
did
boy
three
down
work
put
were
before
just
long
here
other
old
take
cat
again
give
after
many
saw
home
soon
stand
box
upon
first
came
girl
house
find
because
made
could
book
look
mother
run
school
people
night
into
say
think
back
big
where
am
ball
morning
live
four
last
color
away
red
friend
pretty
eat
want
year
white
got
play
found
left
men
bring
wish
black
may
let
use
these
right
present
tell
next
please
leave
hand
more
why
better
under
while
should
never
each
best
another
seem
tree
name
dear
ran
five
read
over
such
way
too
shall
own
most
sure
thing
only
near
than
open
kind
must
high
far
both
end
also
until
call
Table of Contents
FRY INSTANT WORD LIST
Third 100 Words
Fourth 100 Words
ask
small
yellow
show
goes
clean
buy
thank
sleep
letter
jump
hat
car
write
try
myself
longer
those
hold
full
carry
eight
off
sister
happy
once
didn't
set
round
dress
fall
wash
start
fire
ten
order
part
early
fat
third
same
love
hear
yesterday
told
Miss
father
children
land
interest
time
yet
TRUE
above
still
meet
government since
feet
number
garden
state
done
matter
country
line
word
almost
thought
send
receive
pay
nothing
need
mean
late
half
wear
Mr.
side
poor
lost
outside
wind
Mrs.
learn
held
front
help
fly
don't
fast
cold
today
does
face
green
every
brown
coat
six
gave
sing
warm
sit
dog
ride
hot
grow
cut
seven
woman
funny
yes
ate
stop
always
anything
around
close
walk
money
turn
might
hard
along
bed
fine
sat
hope
eyes
door
clothes
though
o'clock
second
water
town
took
pair
now
keep
head
food
different
bad
across
yard
winter
table
story
fight
enough
feel
during
gone
hundred
week
between
change
being
care
answer
course
against
built
family
began
air
young
ago
world
airplane
without
kill
ready
stay
won't
paper
sometimes
I'm
tried
horse
something
brought
shoes
remember
large
few
bit
cover
window
even
city
together
sun
life
street
party
suit
Table of Contents
FRY INSTANT WORD LIST
Fifth 100 Words
hour
glad
follow
company
believe
begin
mind
pass
reach
month
point
rest
sent
talk
went
bank
ship
business
whole
short
certain
fair
reason
summer
fill
grade
brother
remain
milk
several
war
able
charge
either
less
train
cost
evening
note
past
room
flew
office
cow
visit
wait
teacher
spring
picture
bird
egg
ground
afternoon
feed
boat
plan
question
fish
return
sir
fell
hill
wood
add
ice
chair
watch
alone
low
arm
dinner
hair
service
class
quite
spell
beautiful
sick
became
cry
finish
catch
floor
stick
great
guess
bridge
church
lady
tomorrow
snow
whom
women
among
road
farm
cousin
bread
wrong
age
Sixth 100 Words
become
body
chance
act
die
real
speak
already
doctor
step
itself
nine
baby
minute
ring
wrote
happen
appear
heart
swim
felt
fourth
I'll
kept
well
herself
idea
drop
river
smile
son
bat
fact
sort
king
dark
demand
however
figure
case
increase
enjoy
rather
sound
eleven
music
human
themselves court
whose
force
study
plant
fear
suppose
move
law
stood
husband
himself
moment
strong
person
knew
result
often
continue
toward
price
serve
wonder
national
twenty
important wife
aunt
system
lie
cause
marry
possible
supply
thousand
pen
condition
perhaps
produce
twelve
rode
uncle
labor
public
consider
thus
least
power
mark
president
voice
whether
Table of Contents
PRIMARY WRITING
Topic: The Cat
1
Draws randomly, scribbles. No connection to given topic.
2
Draws picture related to a topic. Can retell a story about the
topic picture.
3
Draws picture about topic. Writes using scribble writing. Retells
story about topic picture.
4
Draws picture about topic. Writes using random letters, copies
environmental print, and/or writes unrelated sight word vocabulary.
Retells story about picture.
5
Draws picture about topic. Writes using first/last consonants.
Beginning sounds may be extended by random strings of letters.
Copies print from around the room. Retells story about topic
picture.
6
Draws picture about topic. Uses phonetic spelling (including letters
to represent most sounds). Copies print from around the room.
Retells story about topic picture.
Table of Contents
PRIMARY WRITING
Topic: The Cat
7
Draws picture about topic. Uses phonetic spelling with most
consonants and some vowels. Copies words from around the room.
Begins using spaces between words. Writes multiple words/phrases
about topic. Retells story about topic.
8
Draws picture about topic. Uses phonetic spelling with most
consonants and some vowels. Copies words from around the room.
Uses spaces between words more frequently. Writes multiple
phrases/sentences about topic.
9
Writes using phonetic spelling and begins using standard spelling.
Uses spaces between words consistently. Writes multiple
phrases/sentences about topic with emerging sense of story.
10
Writes using phonetic and standard spelling. Writes multiple
phrases/sentences about topic with emerging sense of story.
Writes related phrases/sentences in a logical sequence. Makes
beginning attempts at punctuation and capitalization.
11
Writes using phonetic and standard spelling. Uses some appropriate
end punctuation and capitalization. Writes in a logical sequence
with sense of beginning and ending. Begins to use creative and
descriptive words. Communicates voice/feeling to an audience.
12
Writes using standard spelling for many words. Uses mostly
appropriate ending punctuation/capitalization. Writes longer more
complex sentences. Writes ideas that show clear beginning, middle,
and end. Includes details. Uses creative and descriptive
vocabulary. Writing communicates voice to the reader.
of Contents
Kenai Peninsula Borough School District
ANALYTIC WRITING ASSESSMENT RUBRIC (AWA)
Intermediate Level
IDEAS
The meaning and development of the message
ORGANIZATION
The internal structure of the piece
WORD CHOICE
The specific vocabulary the writer uses to convey meaning
5 This paper is clear and focused with relevant details
that enrich the central theme.
5 This paper has a beginning, middle, and end. The
structure enhances the main idea.
5 Words give the intended message in a precise and
interesting way.
____ Main idea is clear
____ Ideas are original
____ Relevant, quality details
____ Writing from experience
____ An introduction grabs the reader’s attention, and the
conclusion smoothly wraps up loose ends
____Transitions work well
____Order is logical and effective
____The title, if desired, is unique
____Words are specific and accurate
____Words and phrases create pictures in the reader’s mind
____Strong verbs give energy
____Words and phrases often catch the reader’s eye
____Vocabulary is colorful, striking, or unusual, but not overdone
3 The writer is beginning to define the topic, even though
development is still general.
3 The structure of the paper makes it readable without too
many confusing parts.
3
____Main idea is present but unclear; not developed thoroughly
____Idea is clear but not especially original
____Details are attempted, but they are general, repetitive
____The writer generally stays on topic
____Introduction and/or conclusion unclear or weak
____Transitions work well at times
____Order is mostly logical
____Organization sometimes supports the main idea
____The paper has a title, if needed
1 The paper has no clear sense of purpose or central
theme.
1 It is hard to see where the author is going with his/her
writing.
____No main idea or purpose to writing
____Information is limited and unclear; the length is too short
for development
____Ideas are not original
____The writer wanders from the topic
____Random thoughts
____No introduction and/or no conclusion
____Lacks connecting ideas
____Order is out of sequence
____Main idea/story is lost due to organizational problems
____The paper has no title (if needed)
Key question: Did the writer stay focused and share original
and fresh information or perspective about the topic?
Key question: Does the organizational structure enhance the
ideas and make them easier to understand or does it overpower
them?
Language Arts Curriculum – AWA Rubric
The language is functional, even if it lacks much energy.
____Words are generally correct
____General, everyday words and phrases
____Passive verbs, everyday nouns and adjectives
____The words and phrases are functional with only a moment
or two of sparkle
1
The writer struggles with a limited vocabulary.
____Language is vague
____Words are used incorrectly
____Limited vocabulary
____Clichés are used
____The writer doesn’t use words that would help the reader
have a better understanding
Key question: Do the words and phrases create vivid pictures
that linger in your mind?
Page 144
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Kenai Peninsula Borough School District
ANALYTIC WRITING ASSESSMENT RUBRIC (AWA)
Intermediate Level
VOICE
The writer’s individual perspective and point of view
5
The writer speaks directly to the reader in an individual,
engaging manner.
SENTENCE FLUENCY
The way the words and phrases flow throughout the text
5
The writing has an easy flow and rhythm.
CONVENTIONS
The mechanical correctness of the piece: spelling, grammar,
paragraphing, use of capitals, and punctuation
5 The writer demonstrates a good grasp of standard
writing conventions.
____Sentence structure enhances the meaning
____Sentences vary in length as well as structure
____Purposeful and varied sentence beginnings
____Creative and appropriate connectives
____The writing has a good oral cadence
____No fragments, run-ons, or awkward sentences
_____Spelling is generally correct
_____Punctuation is accurate
_____Capitalization is correct
_____Grammar and usage are correct
_____Paragraphing tends to be sound
3 The writer seems sincere, but not fully engaged or
involved.
3 The writing hums along with a steady beat, but tends to be
mechanical rather than fluid.
3 The writer shows reasonable control over a limited
range of standard writing conventions.
____Only one or two moments here or there surprise, delight, or
move the reader
____Narrative writing seems sincere but lacks personal voice
____Expository or persuasive writing lacks consistent
engagement
____Emerges strongly at some places, but is often too general
or repetitious
____Writing lacks individuality
____Sentences are routine
____Sentences have similar construction
____Sentence beginnings are not ALL alike; they vary at times
____Some good connectives are used
____Parts of the writing have a good oral cadence
____Occasional run-ons and fragments are present
____Spelling is usually correct
____Punctuation is usually correct
____Most words are capitalized correctly
____Grammar and usage problems are not serious
____Paragraphing is attempted
1 The writer seems uninvolved with the topic and/or the
audience.
1
1 Errors in spelling, punctuation, capitalization, usage,
and grammar and/or paragraphing repeatedly distract the
reader and make text difficult to read.
____The tone and point of view are appropriate for the purpose
and audience
____Narrative writing seems honest, personal.
____ Expository or persuasive writing reflects a strong
commitment to the topic
____The writer’s enthusiasm, interest, and honesty bring the
topic to life
The paper is difficult to read aloud.
____Writer speaks in a kind of monotone
____Writer is not concerned with the audience
____Writing is lifeless or mechanical
____Writing has no personality
____Sentences are choppy, incomplete, rambling
____Run-ons and fragments abound
____Sentences mostly begin the same
____Sentences have similar lengths
____Endless connectives are used
____Does not invite expressive oral reading
Key question: Would you keep reading this piece if it were
longer? MUCH longer?
Key question: Do you FEEL the words and phrases flow together
as you read it aloud?
Language Arts Curriculum – AWA Rubric
____Spelling errors are frequent
____Punctuation missing or incorrect
____Capitalization is inconsistent
____Errors in grammar or usage are very noticeable
____Paragraphing is missing
____So many errors that paper is difficult to understand
Key question: How much editing would have to be done to be
ready to share with an outside source?
•
A whole lot? Score in the 1-2 range
•
A moderate amount? Score in the 3 range
•
Very little? Score in the 4-5 range
Page 145
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Kenai Peninsula Borough School District
ANALYTIC WRITING ASSESSMENT RUBRIC (AWA)
Secondary Level
IDEAS
The heart of the message, the content of the piece, the main
theme, with details that enrich and develop that theme
5 This paper is clear and conveys interesting, original
ideas that hold the reader’s attention. Relevant examples,
anecdotes, or details develop and enrich the central idea.
____The topic is narrow and manageable
____Relevant, telling, quality details go beyond the obvious
____Reasonably accurate details
____Writing from knowledge or experience; ideas are
fresh and original
____Reader’s questions are anticipated and answered
____Insight
ORGANIZATION
The internal structure, the thread of central meaning, the logical
and sometimes intriguing pattern of the ideas
5 The organizational structure of this paper enhances and
showcases the central idea or theme of the paper. Paragraphs
are sequential, and there is a satisfying introduction and
conclusion.
____An inviting introduction draws the reader in; a satisfying
conclusion leaves the reader with a sense of closure and
resolution
____Transitions work well
____Sequencing is logical and effective
____Pacing is well controlled
____The title, if desired, is original
____ Flows so smoothly, the reader hardly thinks about it
WORD CHOICE
The use of rich, colorful, precise language that moves and
enlightens the reader
5 Words convey the intended message in a precise,
interesting, and natural way.
____Words are specific and accurate
____Words and phrases create pictures and linger in your mind
____The language is natural and never overdone
____Striking words and phrases often catch the reader’s eye
____Lively verbs, precise nouns, and modifiers are used
consistently
____Precision is obvious
____Imagery is strong
3 The writer is beginning to define the topic, even though
development is still basic or general.
3 The organizational structure is strong enough to move the
reader through the text without too much confusion.
____The topic is fairly broad
____Support is attempted, but details are repetitive, general,
mundane
____Ideas are reasonably clear
____Writer has difficulty going from general observations to
specifics
____The reader is left with questions
____The writer generally stays on topic
____The paper has a recognizable introduction and conclusion
____Transitions often work well
____Sequencing shows some logic, yet structure takes attention
away from the content
____Pacing is fairly well controlled
____Organization sometimes supports the main point or story line
____A title (if desired) is present
____Words are adequate and correct in a general sense
____Familiar words and phrases communicate
____Attempts at colorful language are made
____Passive verbs, everyday nouns and adjectives, lack of
interesting adverbs are the norm
____The words are only occasionally refined
____The words and phrases are functional with only a moment
or two of sparkle
____Imagery, while present, is weak and ineffective
1 The paper has no clear sense of purpose or central
theme. The reader must make inferences based on sketchy
or missing details.
1
1
____The writer is still in search of a topic
____Information is limited or unclear or the length is not
adequate for development
____The idea is a simple restatement or a simple answer to the
question
____The writer has not begun to define the topic
____Everything seems as important as everything else
____The text may be repetitious, disconnected, and contain too
many random thoughts
Key question: Did the writer stay focused and share original
and fresh information or perspective about the topic?
Language Arts Curriculum – AWA Rubric
The writing lacks a clear sense of direction.
3
The language is functional, even if it lacks much energy.
The writer struggles with a limited vocabulary.
____No real lead
____Connections between ideas are confusing
____Sequencing needs work
____Pacing feels awkward
____No title is present (if requested)
____Problems with organization make it hard for the reader to get a
grip on the main point or story line
____Language is vague
____Dull, bland, negating
____Words are used incorrectly
____Limited vocabulary, misuse of parts of speech
____Jargon or clichés, persistent redundancy
____The words just don’t work in this piece
____No (or extremely weak) imagery present
Key question: Does the organizational structure enhance the
ideas and make them easier to understand or does it overpower
them?
Key question: Do the words and phrases create vivid pictures
and linger in your mind?
Page 146
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Kenai Peninsula Borough School District
ANALYTIC WRITING ASSESSMENT RUBRIC (AWA)
Secondary Level
VOICE
The unique perspective of the writer coming through in the piece
through honesty, conviction, integrity, and believability
5
The writer of this paper speaks directly to the reader in
a manner that is individual, compelling, and engaging,
and respects purpose and audience for the writing.
SENTENCE FLUENCY
The rhythm and flow of the language, the sound of word patterns,
the way in which the writing plays to the ear, not just to the eye
CONVENTIONS
The mechanical correctness of the piece: spelling, grammar and
usage, paragraphing, use of capitals, and punctuation
5 The writing has an easy flow, rhythm, and cadence.
Sentences tend to be mature and sophisticated with a varied
structure that makes reading them enjoyable.
5 The writer demonstrates a good grasp of standard
writing conventions (e.g., spelling, punctuation,
capitalization, grammar, usage, paragraphing.)
____The reader feels a strong interaction with the writer
____The writer takes a risk
____The tone and voice give flavor and texture to the
message and are appropriate for the purpose and
audience
____Narrative writing seems honest, personal. Expository or
persuasive writing reflects a strong commitment to this
topic
____Sentences are well built; no fragments, run-ons, or awkward
constructions
____Sentences enhance the writing’s meaning
____Sentences vary in length as well as structure
____Purposeful and varied sentence beginnings
____Creative and appropriate connectives
____The writing has cadence
_____Spelling is generally correct
_____Punctuation is accurate
_____Capitalization skills are present
_____Grammar and usage are correct
_____Paragraphing tends to be sound
_____The writer may manipulate conventions for stylistic effect,
and it works!
_____The writer avoids the indefinite “you”
3 The writer seems sincere, but not fully engaged or
involved. The result is pleasant or even personable, but not
compelling.
3 The text hums along with a steady beat, but tends to be
more pleasant or businesslike than musical.
3 The writer shows reasonable control over a limited
range of standard writing conventions.
____Sentences get the job done in a routine fashion
____Occasional run-ons and fragments are present
____Simple sentences are usually constructed correctly; complex
patterns show variable control
____Sentence beginnings are not ALL alike; some variety is
attempted
____The reader sometimes has to hunt for clues
____Parts of the text invite expressive oral reading; others may be
stiff, awkward, choppy, or gangly
____Spelling is usually correct or reasonably phonetic on
common words
____End punctuation is usually correct
____Most words are capitalized correctly
____Problems with grammar and usage are not serious
____Paragraphing is attempted
____Moderate (a little of this, a little of that) editing
____The writer generally avoids the indefinite “you”
1 The writer seems indifferent, uninvolved, or distanced
from the topic and/or the audience.
1 The reader has to practice quite a bit in order to give this
paper a fair interpretive reading.
1 Errors in spelling, punctuation, capitalization, usage,
and grammar and/or paragraphing repeatedly distract the
reader and make text difficult to read.
____Writer speaks in a kind of monotone
____Writing is humdrum and “risk-free”
____Writer is not concerned with the audience; writer’s style is a
complete mismatch for the intended reader
____Writing is lifeless or mechanical
____No point of view is reflected
____Sentences are choppy, incomplete, rambling, or awkward;
Phrasing does not sound natural
____Run-ons and fragments abound
____Sentences begin the same way; little variety
____Sentence construction follows the same pattern (Subject-Verb
or Subject-Verb-Object)
____Endless connectives
____Does not invite expressive oral reading
Key question: Would you keep reading this piece if it were
longer? MUCH longer?
Key question: Do you FEEL the words and phrases flow together
as you read it aloud?
____The writing communicates in an earnest, pleasing manner
____Only one or two moments here or there surprise, delight, or
move the reader
____Writer weighs ideas carefully and discards personal
insights in favor of safe generalities
____Narrative writing seems sincere; expository or persuasive
writing lacks consistent engagement
____Emerges strongly at some places, but is often obscured
behind vague generalities
Language Arts Curriculum – AWA Rubric
____Spelling errors are frequent, even on common words
____Punctuation is missing or incorrect
____Capitalization is random
____Errors in grammar or usage are very noticeable
____Paragraphing is missing or extremely weak
____The reader must read once to decode, then again for
meaning
____The writer frequently uses the indefinite “you”
Key question: How much editing would have to be done to be
ready to share with an outside source?
•
A whole lot? Score in the 1-2 range
•
A moderate amount? Score in the 3 range
•
Very little? Score in the 4-5 range
Page 147
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DIBELS~2
Measure
Kindergarten: Early Literacy Measures
Letter Naming Fluency
Benchmark Goal: Fall
8
Benchmark Goal: Winter
Benchmark Goal: Spring
27
27
18
13
40
40
35
25
35
50
27
50
40
44
68
90
77
92
110
125
133
143
126
143
151
Letter Sound Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
First Grade: Early Literacy Measures
Letter Naming Fluency
Letter Sound Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
37
37
35
24
R-CBM
Second Grade
R-CBM
Third Grade
R-CBM
Fourth Grade
R-CBM
Fifth Grade
R-CBM
Sixth Grade
R-CBM
>151
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COMMENTS
Date:
KENAI PENINSULA BOROUGH SCHOOL DISTRICT
148 N. Binkley, Soldotna, AK 99669 (907) 714-8888
Date:
STUDENT NAME:
Date:
SCHOOL:
Date:
SCHOOL YEAR:
TEACHER:
Grade
K
Benchmark 1
Beginning/Fall
Rev. 10/11/05
Benchmark 2
Middle/Winter
Benchmark 3
End/Spring
Goal: 27
Goal: 40
Goal: 27
Goal: 40
Goal: 18
Goal: 35
Goal: 13
Goal: 25
Date
ATTENDANCE
Days Enrolled
Days Present
Days Absent
Times Tardy
Conference Attendance
Placement for Next Year:
1
2
3
4
Letter Sound
Fluency
Letter Naming
Fluency
Phoneme
Segmentation
Fluency
Nonsense
Word Fluency
Goal: 8
of Contents
ASSESSMENT:
SCORE/DATE:
PRIMARY READING -
Students move to next phase when all accomplishments are demonstrated.
Phase 1
Phase 2
Phase 3
Phase 4
Role Play
Experimental
Early Reader
Transitional
ƒ Knows how books work: right
side up & front to back
ƒ Chooses books to listen to or
look at
ƒ Focuses on a story
ƒ Acts like a reader
ƒ Makes up a story when
looking at the pictures of a
book
ƒ Recognizes own name or part
of it in print
ƒ Identifies capital & lower
case letters in random order
ƒ Is aware of consonants &
vowel sounds
ƒ Recognizes a few basic sight
words (e.g., the, a, is, I, my,
you, are)
ƒ Reads signs & labels in
surroundings
ƒ Develops vocabulary to label
the environment
ƒ Begins pointing to words
ƒ Begins to identify sounds in
spoken words
ƒ Identifies most sounds in
spoken words
ƒ Reads frequently-used words,
including sight word list
ƒ Identifies all letters & letter
sounds, including lower case
ƒ Reads unfamiliar text slowly
& deliberately
ƒ Focuses on reading exactly
what is on the page
ƒ Begins to use a variety of
strategies to solve unfamiliar
words
ƒ Produces first, middle, & last
sounds in words & blends
them together to read
ƒ Reads with fluency and expression
ƒ Sounds out to decode words
ƒ Uses initial letter as a cue to
decoding
ƒ Sounds out words by syllables
ƒ Reads on when encountering
difficult text
Comprehension:
ƒ Makes personal connections
to stories
ƒ Realizes that print carries a
message, but may read the
writing differently each time
ƒ Responses reflect
understanding
Comprehension:
ƒ Realizes that print carries a
constant message
ƒ Recalls details, retells, &
makes predictions while
listening to a story
ƒ Uses prior knowledge of
context & personal
experience to make meaning
ƒ Begins to predict what will
happen next in a story
ƒ Listens to & retells stories in
a sequence
Comprehension:
ƒ Begins to comment on &
question fiction & non-fiction
text
ƒ Recalls details, sequences
events, makes & justifies
predictions while reading
ƒ Identifies a range of
different text forms (e.g.,
letters, lists, recipes,
stories)
Comprehension:
ƒ Responds to questions which
involve higher order thinking
skills: predictive, inferential, and
evaluative
ƒ Makes predictions and is able to
back them up
ƒ Self-corrects when reading
ƒ Rereads to clarify meaning
LETTER
/ Emerging
C
Aa
Bb
Cc
Dd
Ee
Ff
Gg
Hh
Ii
Jj
Kk
Ll
Mm
Nn
Oo
Pp
Qq
Rr
Tt
Uu
Vv
Ww
Xx
Yy
Zz
QUARTER
1
2
3
4
SOUND RECOGNITION
Not Yet Observed
(left blank)
L = Lowercase
S = Sound
C = Capital
Ss
READING PHASE
AND
X Proficient
L
S
Word
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PRIMARY WRITING
PRIMARY MATHEMATICS
/ Emerging
Not Yet Observed
(Left Blank)
X Proficient
Draws randomly, scribbles. No connection to given topic.
Numeration:
1
2
3
Draws picture related to a topic. Can retell a story about the
topic picture.
4
5
Draws picture about topic. Writes using first/last consonants.
Beginning sounds may be extended by random strings of letters.
Copies print from around the room. Retells story about topic picture.
6
Draws picture about topic. Uses phonetic spelling (including letters to
represent most sounds). Copies print from around the room. Retells
story about topic picture.
8
9
10
11
12
2
3
4
Draws picture about topic. Writes using scribble writing.
Retells story about topic picture.
Draws picture about topic. Writes using random letters, copies
environmental print, and/or writes unrelated sight word vocabulary.
Retells story about picture.
7
1
1
2
3
4
Writes using phonetic and standard spelling. Uses some appropriate
end punctuation and capitalization. Writes in a logical sequence with
sense of beginning and ending. Begins to use creative and descriptive
words. Communicates voice/feeling to an audience.
Writes using standard spelling for many words. Uses mostly
appropriate ending punctuation/capitalization. Writes longer more
complex sentences. Writes ideas that show clear beginning, middle,
and end. Includes details. Uses creative and descriptive vocabulary.
Writing communicates voice to the reader.
3
3
4
ƒ Makes reasonable
estimates of “how
many” and “how
much” with 0-10
items.
1
2
3
4
ƒ Uses directional
and positional
words: above,
below, inside,
outside, in, on.
ƒ Identifies and
describes a square,
triangle, circle, and
rectangle.
1
2
3
4
ƒ Uses guess and
check, acting out,
modeling, and/or
drawing pictures to
solve a problem.
ƒ Tells reasoning.
4
ƒ Uses pennies, cubes,
hands, etc. to
measure and
compare lengths.
ƒ Names days of the
week and uses
terms: yesterday,
today, tomorrow,
morning, afternoon.
ƒ Identifies penny,
states its value, and
adds pennies
together.
Algebraic
Functions:
1
2
3
4
ƒ Recognizes,
describes, extends,
and creates
patterns of color,
shape, and size.
ƒ Sorts one set of
objects in several
different ways.
Statistics and
Probability:
1
2
3
4
ƒ Collects and records
data.
ƒ Recognizes, reads,
and helps construct
graphs with
pictures and
objects.
1
2
3
4
ƒ Uses math skills in
real life scenarios.
Problem Solving:
WRITING STAGE
2
2
Geometry:
Writes using phonetic and standard spelling. Writes multiple
phrases/sentences about topic with emerging sense of story.
Writes related phrases/sentences in a logical sequence. Makes
beginning attempts at punctuation and capitalization.
1
Measurement:
1
Estimation and
Computation:
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Begins using
spaces between words. Writes multiple words/phrases about topic.
Retells story about topic.
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Uses spaces
between words more frequently. Writes multiple phrases/sentences
about topic.
Writes using phonetic spelling and begins using standard spelling.
Uses spaces between words consistently. Writes multiple
phrases/sentences about topic with emerging sense of story.
QUARTER
ƒ Knows,
understands, and
writes numbers for
objects (0-20) with
one to one
correspondence.
ƒ Compares sets
using more than,
less than, and equal
to.
ƒ Understands
addition and
subtraction with
real objects.
Connections:
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SCIENCE, SOCIAL STUDIES,
AND
HEALTH UNITS
Quarter 1:
CLASSROOM COMMUNITY SKILLS
/
Emerging
X
Proficient
Quarter 2:
Not Yet Observed
Quarter 3:
Quarter:
Respects others
Quarter 4:
Works cooperatively
Follows directions
Uses time well
Is responsible for tools
Is responsible for belongings
SPECIALS PARTICIPATION KEY
Has appropriate playground conduct
3
Shows outstanding interest and participation; is always on task; is
helpful and encouraging to others
2
Is on task, cooperative, respectful of others and equipment; follows
directions the majority of the time; exhibits self control
1
Sometimes participates and follows directions; not yet able to
maintain appropriate conduct (keeping body in control, showing
respect for others and equipment, raising hand, and listening)
Demonstrates self control
Works independently
Is willing to try new tasks
Participates in conflict resolution
Participates in class discussions
Uses effective oral communication
Quarter
Physical Education
Music
Library
Art
1
2
3
4
Listens while others speak
Writes legibly
Completes homework
1
2
3
4
of Contents
100 MOST FREQUENTLY USED WORDS
KENAI PENINSULA BOROUGH SCHOOL DISTRICT
1-25
148 N. Binkley, Soldotna, AK 99669 (907) 714-8888
STUDENT NAME:
SCHOOL:
SCHOOL YEAR:
TEACHER:
ATTENDANCE
1
2
3
4
Days Enrolled
Days Present
Days Absent
Times Tardy
Conference Attendance
Placement for Next Year:
1st
Grade
26-50
Rev. 10/11/05
Benchmark 1
Beginning/Fall
Benchmark 2
Middle/Winter
Benchmark 3
End/Spring
Date
Letter Naming
Fluency
Goal: 37
Letter Sound
Fluency
Goal: 37
Phoneme
Segmentation
Goal: 35
Goal: 35
Nonsense Word
Fluency
Goal: 24
Goal: 50
Goal: 50
Goal: 27
Goal: 40
Reading
CBM
© 2002 Dynamic Measurement Group, Inc.
Read
Spell
the
of
and
a
to
in
is
you
that
it
he
was
for
on
are
as
with
his
they
I
at
be
this
have
from
or
one
had
by
word
but
not
what
all
were
we
when
your
can
said
there
use
an
each
which
she
do
how
their
if
X = PROFICIENT
51-75
Read
Spell
Read
Spell
will
up
other
about
out
many
then
them
these
so
some
her
would
make
like
him
into
time
has
look
two
more
write
go
see
Read
Spell
76-100
number
no
way
could
people
my
than
first
water
been
call
who
oil
now
find
long
down
day
did
get
come
made
may
part
over
of Contents
ASSESSMENT:
SCORE/DATE:
PRIMARY READING - Students move to next phase when all accomplishments are demonstrated.
Phase 1
Phase 2
Phase 3
Role Play
Experimental
Early Reader
ƒ Knows how books work: right
side up & front to back
ƒ Chooses books to listen to or
look at
ƒ Focuses on a story
ƒ Acts like a reader
ƒ Makes up a story when
looking at the pictures of a
book
ƒ Recognizes own name or part
of it in print
ƒ Identifies capital & lower
case letters in random order
ƒ Is aware of consonants &
vowel sounds
ƒ Recognizes a few basic sight
words (e.g., the, a, is, I, my,
you, are)
ƒ Reads signs & labels in
surroundings
ƒ Develops vocabulary to label
the environment
ƒ Begins pointing to words
ƒ Begins to identify sounds in
spoken words
ƒ Identifies most sounds in
spoken words
ƒ Reads frequently-used words,
including sight word list
ƒ Identifies all letters & letter
sounds, including lower case
ƒ Reads unfamiliar text slowly
& deliberately
ƒ Focuses on reading exactly
what is on the page
ƒ Begins to use a variety of
strategies to solve unfamiliar
words
ƒ Produces first, middle, & last
sounds in words & blends
them together to read
Comprehension:
ƒ Makes personal connections
to stories
ƒ Realizes that print carries a
message, but may read the
writing differently each time
ƒ Responses reflect
understanding
Comprehension:
ƒ Realizes that print carries a
constant message
ƒ Recalls details, retells, &
makes predictions while
listening to a story
ƒ Uses prior knowledge of
context & personal
experience to make meaning
ƒ Begins to predict what will
happen next in a story
ƒ Listens to & retells stories in
a sequence
Comprehension:
ƒ Begins to comment on &
question fiction & non-fiction
text
ƒ Recalls details, sequences
events, makes & justifies
predictions while reading
ƒ Identifies a range of
different text forms (e.g.,
letters, lists, recipes,
stories)
READING PHASE
QUARTER
1
2
3
4
Phase 4
Transitional
ƒ Reads with fluency &
expression
ƒ Sounds out to decode words
ƒ Uses initial letter as a cue to
decoding
ƒ Sounds out words by syllables
ƒ Reads on when encountering
difficult text
Comprehension:
ƒ Responds to questions which
involve higher order thinking
skills: predictive, inferential,
and evaluative
ƒ Makes predictions & is able to
back them up
ƒ Self-corrects when reading
ƒ Rereads to clarify meaning
Phase 5
Independent Reader
ƒ Demonstrates a knowledge
& appropriate use of the
following:
» graphophonics
» word patterns
» word derivations
» prefixes
» suffixes
» morphographs
» syllabification
Comprehension:
ƒ Uses a range of strategies
automatically when
constructing meaning from
text
ƒ Recognizes & discusses
elements & purposes of
different text structures
such as reports,
procedures, biographies,
narratives, &
advertisements
ƒ Reads & comprehends text
that is abstract & removed
from personal experience
ƒ Makes & supports
inferences based on implicit
information drawn from
text
ƒ Makes critical comparisons
between texts
ƒ Discusses an alternative
reading of a text and
offers possible reasons why
a text may be interpreted
differently by different
readers
Phase 6
Advanced Reader
ƒ Uses word identification
strategies appropriately when
encountering an unknown word
Comprehension:
ƒ Reflects personal interpretation through oral reading
ƒ Demonstrates ability to do
the following:
» compare & contrast
different points of view
» identify and integrate
layers of facts & concepts
within a text
» identify & discuss
different authors’ styles
» synthesize information
within & across texts
» select, use, monitor, &
reflect on strategies for
different rdg. purposes
» interrogate texts,
articulating problems &
formulating questions
» formulate & apply research
strategies
ƒ Reflects & responds to
» text, providing different
levels of interpretation &
adopting alternative
viewpoints
» authors’ beliefs & purpose
ƒ Recognizes & analyzes
» the cultural beliefs
underpinning texts
» the purpose & structure of
different genres
» language forms, such as
figurative language,
jargon, & technical
language
» text complexity such as
ambiguity & conflicting
messages
» important information
» bias, propaganda &
stereotyping
of Contents
PRIMARY MATHEMATICS
PRIMARY WRITING
Draws randomly, scribbles. No connection to given topic.
1
1
2
3
4
Draws picture about topic. Writes using scribble writing.
Retells story about topic picture.
6
Draws picture about topic. Uses phonetic spelling (including letters to
represent most sounds). Copies print from around the room. Retells
story about topic picture.
7
8
9
10
11
12
1
1
1
3
4
2
3
4
2
3
4
Problem Solving:
ƒ Predict & compare
results for
reasonableness.
1
2
3
Communications:
ƒ Translate problems
from everyday
WRITING STAGE
2
3
Geometry:
ƒ Identify, sort,
describe, model, &
compare shapes
regardless of
orientation.
Writes using phonetic and standard spelling. Writes multiple
phrases/sentences about topic with emerging sense of story.
Writes related phrases/sentences in a logical sequence. Makes
beginning attempts at punctuation and capitalization.
Writes using phonetic and standard spelling. Uses some appropriate
end punctuation and capitalization. Writes in a logical sequence with
sense of beginning and ending. Begins to use creative and descriptive
words. Communicates voice/feeling to an audience.
Writes using standard spelling for many words. Uses mostly
appropriate ending punctuation/capitalization. Writes longer more
complex sentences. Writes ideas that show clear beginning, middle,
and end. Includes details. Uses creative and descriptive vocabulary.
Writing communicates voice to the reader.
1
2
Estimation and
Computation:
ƒ Make reasonable
estimates of how
many & how much.
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Begins using
spaces between words. Writes multiple words/phrases about topic.
Retells story about topic.
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Uses spaces
between words more frequently. Writes multiple phrases/sentences
about topic.
Writes using phonetic spelling and begins using standard spelling.
Uses spaces between words consistently. Writes multiple
phrases/sentences about topic with emerging sense of story.
QUARTER
4
ƒ Model fact families
to 10.
ƒ Model ordinal &
cardinal numbers.
ƒ Identify, model, &
label simple
fractions.
ƒ Orally skip count by
2’s, 5’s, & 10’s.
ƒ Add by 10’s.
ƒ Identify even &
odd numbers 0-20.
1
X Proficient
2
3
4
Measurement:
ƒ Compare & order
objects by various
measurable
attributes (calendar,
temperature, length,
weight).
Not Yet Observed
(Left Blank)
ƒ Estimate & measure
to the nearest inch
& foot. Tell time to
the nearest hour
(morning, afternoon
& evening).
ƒ Identify coins,
their values, & value
of given sets of
coins (penny, nickel,
& dime).
ƒ
Draws picture about topic. Writes using random letters, copies
environmental print, and/or writes unrelated sight word vocabulary.
Retells story about picture.
5
3
Numeration:
ƒ Read, write, order,
count, model one to
one correspondence
with whole numbers
0-100.
ƒ Model place value
positions of 1’s & 10’s.
Draws picture related to a topic. Can retell a story about the
topic picture.
Draws picture about topic. Writes using first/last consonants.
Beginning sounds may be extended by random strings of letters.
Copies print from around the room. Retells story about topic picture.
2
/ Emerging
4
ƒ Recall & use basic
addition &
subtraction facts
on paper & orally.
ƒ Add & subtract
numbers to 20.
ƒ Compare & describe
basic shapes as
larger, smaller, or
congruent
ƒ Model lines of
symmetry.
ƒ Use directional &
positional words.
ƒ Draw & build
familiar shapes.
ƒ Develop & apply
strategies using
guess & check,
modeling & acting
out, drawing &
extending patterns
to solve the
problem.
4
1
3
4
Functions and
Relationships:
ƒ Complete open space
sentences with
missing numbers &
use appropriate
vocabulary >, <, and =.
1
2
3
4
Statistics and
Probability:
ƒ Collect, record,
organize, display &
explain data.
1
2
3
Connections:
Uses math skills in
real life scenarios.
2
3
ƒ Describe data using
tallies, tables,
pictographs, bar
graphs, & Venn
diagrams. Find &
record possibilities
in probability
experiments.
ƒ Conduct a survey &
tally the results.
4
ƒ Uses math skills in
relationship to
literature.
ƒ
1
language into math
language & symbols
2
Recognize, describe,
extend, and create
repeating &
increasing patterns
with symbols &
manipulatives.
ƒ Solve simple
functions by
identifying &
applying addition
patterns.
4
Reasoning:
ƒ Draw conclusions
about mathematical
problems.
ƒ Explain why a
prediction,
estimation, or
solution is
reasonable.
of Contents
SCIENCE, SOCIAL STUDIES,
CLASSROOM COMMUNITY SKILLS
/
Emerging
X
Proficient
Quarter 1:
Not Yet Observed
Quarter:
1
2
3
AND
4
Respects others
Quarter 2:
Works cooperatively
Follows directions
Uses time well
Quarter 3:
Is responsible for tools
Is responsible for belongings
Has appropriate playground conduct
Demonstrates self control
Quarter 4:
Works independently
Is willing to try new tasks
Participates in conflict resolution
Participates in class discussions
Uses effective oral communication
COMMENTS
Listens while others speak
Date:
Writes legibly
Completes homework
Date:
SPECIALS PARTICIPATION KEY
Shows outstanding interest and participation; is always on task; is
helpful and encouraging to others
2
Is on task, cooperative, respectful of others and equipment; follows
directions the majority of the time; exhibits self control
1
Sometimes participates and follows directions; not yet able to
maintain appropriate conduct (keeping body in control, showing
respect for others and equipment, raising hand, and listening)
Quarter
Physical Education
Music
Library
Art
Date:
3
1
2
3
4
Date:
HEALTH UNITS
of Contents
51 - 200 MOST FREQUENTLY USED WORDS
KENAI PENINSULA BOROUGH SCHOOL DISTRICT
REVIEW
148 N. Binkley, Soldotna, AK 99669 (907) 714-8888
51-75
STUDENT NAME:
SCHOOL:
SCHOOL YEAR:
TEACHER:
ATTENDANCE
1
2
3
Days Enrolled
Days Present
Days Absent
Times Tardy
Conference Attendance
Placement for Next Year:
2nd
76-100
Rev. 10/11/05
Benchmark 1
Beginning/Fall
Benchmark 2
Middle/Winter
Benchmark 3
End/Spring
Goal: 44
Goal: 68
Goal: 90
Date
© 2002 Dynamic Measurement Group, Inc.
1ST
Read
GRADE
Spell
will
up
other
about
out
many
then
them
these
so
some
her
would
make
like
him
into
time
has
look
two
more
write
go
see
REVIEW
Grade
Reading
CBM
4
FROM
number
no
way
could
people
my
than
first
water
been
call
who
oil
now
find
long
down
day
did
get
come
made
may
part
over
101125
X = PROFICIENT
Read
Spell
new
sound
take
only
little
work
know
place
year
live
me
back
give
most
very
after
thing
our
just
name
good
sentence
man
think
say
FROM
Read
1ST
GRADE
Spell
126150
great
where
help
through
much
before
line
right
too
mean
old
any
same
tell
boy
follow
came
want
show
also
around
form
three
small
set
151175
Read
Spell
Read
Spell
put
end
does
another
well
large
must
big
even
such
because
turn
here
why
ask
went
men
read
need
land
different
home
us
move
try
Read
Spell
176200
kind
hand
picture
again
change
off
play
spell
air
away
animal
house
point
page
letter
mother
answer
found
study
still
learn
should
America
world
high
of Contents
ASSESSMENT:
SCORE/DATE:
PRIMARY READING -
Students move to next phase when all accomplishments are demonstrated.
Phase 1
Phase 2
Phase 3
Role Play
Experimental
Early Reader
ƒ Knows how books work: right
side up & front to back
ƒ Chooses books to listen to or
look at
ƒ Focuses on a story
ƒ Acts like a reader
ƒ Makes up a story when
looking at the pictures of a
book
ƒ Recognizes own name or part
of it in print
ƒ Identifies capital & lower
case letters in random order
ƒ Is aware of consonants &
vowel sounds
ƒ Recognizes a few basic sight
words (e.g., the, a, is, I, my,
you, are)
ƒ Reads signs & labels in
surroundings
ƒ Develops vocabulary to label
the environment
ƒ Begins pointing to words
ƒ Begins to identify sounds in
spoken words
ƒ Identifies most sounds in
spoken words
ƒ Reads frequently-used words,
including sight word list
ƒ Identifies all letters & letter
sounds, including lower case
ƒ Reads unfamiliar text slowly
& deliberately
ƒ Focuses on reading exactly
what is on the page
ƒ Begins to use a variety of
strategies to solve unfamiliar
words
ƒ Produces first, middle, & last
sounds in words & blends
them together to read
Comprehension:
ƒ Makes personal connections
to stories
ƒ Realizes that print carries a
message, but may read the
writing differently each time
ƒ Responses reflect
understanding
Comprehension:
ƒ Realizes that print carries a
constant message
ƒ Recalls details, retells, &
makes predictions while
listening to a story
ƒ Uses prior knowledge of
context & personal
experience to make meaning
ƒ Begins to predict what will
happen next in a story
ƒ Listens to & retells stories in
a sequence
Comprehension:
ƒ Begins to comment on &
question fiction & non-fiction
text
ƒ Recalls details, sequences
events, makes & justifies
predictions while reading
ƒ Identifies a range of
different text forms (e.g.,
letters, lists, recipes,
stories)
READING PHASE
QUARTER
1
2
3
4
Phase 4
Phase 5
Phase 6
Transitional
Independent Reader
Advanced Reader
ƒ Reads with fluency &
expression
ƒ Sounds out to decode words
ƒ Uses initial letter as a cue to
decoding
ƒ Sounds out words by syllables
ƒ Reads on when encountering
difficult text
Comprehension:
ƒ Responds to questions which
involve higher order thinking
skills: predictive, inferential,
and evaluative
ƒ Makes predictions & is able to
back them up
ƒ Self-corrects when reading
ƒ Rereads to clarify meaning
ƒ Demonstrates a knowledge
& appropriate use of the
following:
» graphophonics
» word patterns
» word derivations
» prefixes
» suffixes
» morphographs
» syllabification
Comprehension:
ƒ Uses a range of strategies
automatically when
constructing meaning from
text
ƒ Recognizes & discusses
elements & purposes of
different text structures
such as reports,
procedures, biographies,
narratives, &
advertisements
ƒ Reads & comprehends text
that is abstract & removed
from personal experience
ƒ Makes & supports
inferences based on implicit
information drawn from
text
ƒ Makes critical comparisons
between texts
ƒ Discusses an alternative
reading of a text and
offers possible reasons why
a text may be interpreted
differently by different
readers
ƒ Uses word identification
strategies appropriately when
encountering an unknown word
Comprehension:
ƒ Reflects personal interpretation through oral reading
ƒ Demonstrates ability to do
the following:
» compare & contrast
different points of view
» identify and integrate
layers of facts & concepts
within a text
» identify & discuss
different authors’ styles
» synthesize information
within & across texts
» select, use, monitor, &
reflect on strategies for
different rdg. purposes
» interrogate texts,
articulating problems &
formulating questions
» formulate & apply research
strategies
ƒ Reflects & responds to
» text, providing different
levels of interpretation &
adopting alternative
viewpoints
» authors’ beliefs & purpose
ƒ Recognizes & analyzes
» the cultural beliefs
underpinning texts
» the purpose & structure of
different genres
» language forms, such as
figurative language,
jargon, & technical
language
» text complexity, such as
ambiguity & conflicting
messages
» important information
» bias, propaganda, &
stereotyping
of Contents
PRIMARY WRITING
PRIMARY MATHEMATICS
/ Emerging
X Proficient
Not Yet Observed
(Left Blank)
Draws randomly, scribbles. No connection to given topic.
1
2
3
4
Numeration:
ƒ Read, write, order,
count, model one to one
correspondence with
whole #’s 0-999
ƒ Model place value
positions of 1’s, 10’s &
100’s
ƒ Model ordinal &
cardinal numbers.
ƒ Model fact families to
20
1
2
3
Draws picture related to a topic. Can retell a story about the
topic picture.
Draws picture about topic. Writes using scribble writing.
Retells story about topic picture.
4
Draws picture about topic. Writes using random letters, copies
environmental print, and/or writes unrelated sight word vocabulary.
Retells story about picture.
5
Draws picture about topic. Writes using first/last consonants.
Beginning sounds may be extended by random strings of letters.
Copies print from around the room. Retells story about topic picture.
6
Draws picture about topic. Uses phonetic spelling (including letters to
represent most sounds). Copies print from around the room. Retells
story about topic picture.
7
8
9
10
11
12
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Begins using
spaces between words. Writes multiple words/phrases about topic.
Retells story about topic.
Draws picture about topic. Uses phonetic spelling with most consonants
and some vowels. Copies words from around the room. Uses spaces
between words more frequently. Writes multiple phrases/sentences
about topic.
Writes using phonetic spelling and begins using standard spelling.
Uses spaces between words consistently. Writes multiple
phrases/sentences about topic with emerging sense of story.
Writes using phonetic and standard spelling. Writes multiple
phrases/sentences about topic with emerging sense of story.
Writes related phrases/sentences in a logical sequence. Makes
beginning attempts at punctuation and capitalization.
Writes using phonetic and standard spelling. Uses some appropriate
end punctuation and capitalization. Writes in a logical sequence with
sense of beginning and ending. Begins to use creative and descriptive
words. Communicates voice/feeling to an audience.
Writes using standard spelling for many words. Uses mostly
appropriate ending punctuation/capitalization. Writes longer more
complex sentences. Writes ideas that show clear beginning, middle,
and end. Includes details. Uses creative and descriptive vocabulary.
Writing communicates voice to the reader.
WRITING STAGE
QUARTER
1
2
3
4
ƒ Identify, model &
label simple fractions
ƒ Skip count by 2’s, 5’s
& 10’s orally & written
ƒ Add & subtract by
10’s
ƒ Identify even & odd
numbers
ƒ Demonstrate the
commutative &
identity properties of
addition
1
2
3
4
Estimation and
Computation:
ƒ Estimate addition &
subtraction problems
as > or < 10
ƒ Add & subtract
numbers to 100
ƒ Recall & use basic
addition & subtraction facts on
paper & orally to 20
ƒ Model multiplication
as repeated addition
& grouping objects
ƒ Understand division
as sharing equally &
grouping objects
1
2
3
4
Geometry:
ƒ Identify basic shapes
regardless of
orientation & recognize
parallelogram,
trapezoid & hexagon
ƒ Identify, sort,
describe, model &
compare plane & solid
figures (cube, cylinder
& sphere)
ƒ Draw & build familiar
shapes
ƒ Compare & describe
basic shapes as
larger, smaller, or
congruent
ƒ Identify & create
lines of symmetry
ƒ Demonstrate
conservation of area
using drawings or
manipulatives
ƒ Describe & identify
geometric
transformations
(slides, flips & turns)
ƒ Use directional &
positional words
1
2
3
4
Problem Solving:
ƒ Formulate problems
from practical & mathematical activities
ƒ Predict & compare
results for
reasonableness
ƒ Develop & apply
strategies using
guess & check,
modeling & acting out,
drawing & extending
patterns to solve the
problem.
1
2
3
4
Measurement:
ƒ Compare & order
objects by various
measurable attributes
(calendar, temperature,
length, weight,
capacity, area, volume)
ƒ Estimate & measure to
the nearest inch, foot
& yard. Begin to
understand centimeter
& meter
ƒ Tell time to the
nearest ½ hour
(morning, afternoon &
evening). Begin to
understand elapsed
time to the hour
ƒ Identify coins, their
values & value of given
sets of coins (penny,
nickel, dime &
quarter)
1
2
3
4
Functions and
Relationships:
ƒ Recognize, describe,
extend, and create
repeating & increasing
patterns with symbols
& manipulatives
ƒ Complete open space
sentences with missing
numbers
ƒ Complete open space
sentences using
symbols >, <, and = to
ƒ Generate & solve
simple functions by
identifying & applying
addition & subtraction
patterns
ƒ Introduce a calculator
to find & extend
patterns in the
number system
1
2
3
4
Statistics and
Probability:
ƒ Collect, record,
organize, display &
explain data
ƒ Use terms: maximum,
minimum, more or less,
fewer, same as, or
equal to
ƒ Describe data using
tallies, tables,
pictographs, bar
graphs & Venn
diagrams
ƒ Find & record
possibilities of &
explain probability
experiments
ƒ Conduct a survey &
tally the results
1
2
3
4
Reasoning:
ƒ Find examples that
agree or disagree with
mathematical
statements
ƒ Draw conclusions
about mathematical
problems
ƒ Explain why a
prediction, estimation,
or solution is
reasonable
1
2
3
4
Connections:
ƒ Uses math skills in real
life scenarios
ƒ Uses math skills in
relationship to
literature
1
2
3
4
Communications:
ƒ Translate problems
from everyday
language into math
language & symbols
of Contents
SCIENCE, SOCIAL STUDIES,
CLASSROOM COMMUNITY SKILLS
/
Emerging
X
Proficient
Quarter 1:
Not Yet Observed
Quarter:
1
2
3
AND
4
Respects others
Quarter 2:
Works cooperatively
Follows directions
Uses time well
Quarter 3:
Is responsible for tools
Is responsible for belongings
Has appropriate playground conduct
Quarter 4:
Demonstrates self control
Works independently
Is willing to try new tasks
Participates in conflict resolution
Participates in class discussions
COMMENTS
Uses effective oral communication
Listens while others speak
Date:
Writes legibly
Completes homework
Date:
SPECIALS PARTICIPATION KEY
3
Shows outstanding interest and participation; is always on task; is
helpful and encouraging to others
2
Is on task, cooperative, respectful of others and equipment; follows
directions the majority of the time; exhibits self control
1
Sometimes participates and follows directions; not yet able to
maintain appropriate conduct (keeping body in control, showing
respect for others and equipment, raising hand, and listening)
Quarter
Physical Education
Music
Library
Art
Date:
1
2
3
4
Date:
HEALTH UNITS
Table of Contents
Kenai Peninsula Borough School District
Language Arts Curriculum
K-6
Textbook Adoption
Houghton-Mifflin © 2006
Language Arts Curriculum – Textbook Adoption
Page 161