KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
KINDERGARTEN FOUNDATIONAL SKILLS READING STANDARDS FOR LITERATURE WRITING STANDARDS
READING STANDARDS FOR
INFORMATIONAL TEXT LANGUAGE STANDARDS SPEAKING AND LISTENING
Key Ideas and Details Print Concepts Conventions of Standard Text Types and Purposes
Vocabulary Acquisition and Use
Key Ideas and Details Comprehension and Collaboration 1. With prompting and support, 1. Use a combination of drawing, 1. Demonstrate understanding of the 4. Determine or clarify the meaning 1. Participate in collaborative 1. With prompting and support, ask English ask and answer questions about dictating, and writing to compose opinion and answer questions about key organization and basic features of print. 1. Demonstrate command of of unknown and conversations with diverse partners key details in a text. details in a text. a. Follow words from left to right, top to the conventions of standard pieces in which they tell a reader the multiple‐meaning words and phrases about kindergarten topics and texts 2. With prompting and support, topic or the name of the book they are 2. With prompting and support, English grammar and usage bottom and page by page. based on kindergarten reading and with peers and adults in small and larger groups. retell familiar stories, including writing about and state an opinion or b. Recognize that spoken words are identify the main topic and retell key when writing or speaking. content. a. Follow agreed‐upon rules for a. Print many upper‐and represented in written language by specific key details. preference about the topic or book (e.g., details of a text. a. Identify new meanings for discussions (e.g., listening to others 3. With prompting and support, My favorite book is_____). lowercase letters. sequences of letters. 3. With prompting and support, familiar words and apply them 2. Use a combination of drawing, and taking turns speaking about the identify characters, settings, c. Understand that words are separated by describe the connection between two b. Use frequently occurring accurately (e.g., knowing duck is a dictating, and writing to compose and major events in a story. spaces in print. individuals, events, ideas, or pieces of nouns and verbs. bird and learning the verb to duck). topics and texts under discussion). b. Use the most frequently informative/ explanatory texts in which information in a text. b. Continue a conversation through Craft and Structure c. Form regular plural nouns d. Recognize and name all upper‐and lowercase letters of the alphabet. occurring inflections and affixes they name what they are writing about Craft and Structure multiple exchanges. 4. Ask and answer questions orally by adding /s/ or /es/ about unknown words in a text. and supply some information about the 4. With prompting and support, ask Phonological Awareness (e.g., ‐ed, ‐s, re‐, un‐, pre‐, ‐ful, 2. Confirm understanding of a text read (e.g., dog, dogs; wish, 5. Recognize common types of topic. and answer questions about unknown wishes). 2. Demonstrate understanding of spoken ‐less) as a clue to the meaning of an aloud or information presented orally or through other media by asking and texts (e.g., storybooks, poems). 3. Use a combination of drawing, words in a text. words, syllables, and sounds (phonemes). unknown word. d. Understand and use 6. With prompting and support, dictating, and writing to narrate a single 5. Identify the front cover, back cover, question words a. Recognize and produce rhyming words. 5. With guidance and support from answering questions about key details and requesting clarification if name the author and illustrator event or several loosely linked events, tell and title page of a book. b. Count, pronounce, blend, and segment (interrogatives) (e.g., who, adults, explore word relationships something is not understood. of a story and define the role of about the events in the order in which 6. Name the author and illustrator of a what, where, when, why, syllables in spoken words. and nuances in word meanings. how). they occurred, and provide a reaction to text and define the role of each in 3. Ask and answer questions in order each in telling the story. c. Blend and segment onsets and rimes of a. Sort common objects into categories (e.g., shapes, foods) to to seek help, get information, or clarify Integration of Knowledge and what happened. presenting the ideas or information in e. Use the most frequently single‐syllable spoken words. gain a sense of the concepts the occurring prepositions (e.g., Production and Distribution of Writing a text. something that is not understood. Ideas d. Isolate and pronounce the initial, medial Integration of Knowledge and Ideas vowel, and final sounds (phonemes) in three‐ 7. With prompting and support, 4. (Begins in grade 3) categories represent. to, from, in, out, on, off, for, Presentation of Knowledge and Ideas describe the relationship 7. With prompting and support, phoneme (consonant‐vowel‐consonant, or b. Demonstrate understanding of 4. Describe familiar people, places, of, by, with). 5. With guidance and support from between illustrations and the adults, respond to questions and things, and events and, with prompting CVC) words. (This does not include CVCs describe the relationship between frequently occurring verbs and f. Produce and expand story in which they appear (e.g., suggestions from peers and add details to illustrations and the text in which they complete sentences in shared adjectives by relating them to their and support, provide additional detail. ending with /l/, /r/, or /x/.) strengthen writing as needed. what moment in a story an 5. Add drawings or other visual displays e. Add or substitute individual sounds appear (e.g., what person, place, opposites (antonyms). language activities. 6. With guidance and support from to descriptions as desired to provide (phonemes) in simple, one‐syllable words to illustration depicts). thing, or idea in the text an c. Identify real‐life connections 2. Demonstrate command of 8. (Not applicable to literature) adults, explore a variety of digital tools to illustration depicts). make new words . between words and their use (e.g., additional detail. the conventions of standard English capitalization, 9. With prompting and support, produce and publish writing, including in 8. With prompting and support, 6. Speak audibly and express thoughts, Phonics and Word Recognition note places at school that are 3. Know and apply grade‐level phonics and collaboration with peers. compare and contrast the feelings, and ideas clearly. identify the reasons an author gives to punctuation, and spelling when colorful). d. Distinguish shades of meaning support points in a text. word analysis skills in decoding words. writing. adventures and experiences of Research to Build and Present among verbs describing the same 9. With prompting and support, a. Demonstrate basic knowledge of one‐to‐
a. Capitalize the first word in characters in familiar stories. Knowledge identify basic similarities in and one letter‐sound correspondences by a sentence and the pronoun I general action (e.g., walk, march, Range of Reading and Level of 7. Participate in shared research and strut, prance) by acting out the producing the primary or any of the most writing projects (e.g., explore a number differences between two texts on the b. Recognize and name end Text Complexity of books by a favorite author and express same topic (e.g., in illustrations, meanings. frequent sounds for each consonant. punctuation. 10. Actively engage in group descriptions, or procedures). b. Associate the long and short sounds with reading activities with purpose opinions about them). c. Write a letter or letters for 6. Use words and phrases acquired and understanding. 8. With guidance and support from Range of Reading and Level of Text through conversations, reading and common spellings (graphemes) for the five most consonant and short‐
major vowels. adults, recall information from Complexity vowel sounds (phonemes). being read to, and responding to c. Read common high‐frequency words by experiences or gather information from 10. Actively engage in group reading texts. d. Spell simple words sight (e.g., the, of, to, you, she, my, is, are, do, provided sources to answer a question. activities with purpose and phonetically, drawing on does). 9. (Begins in grade 4) understanding. knowledge of sound‐letter d. Distinguish between similarly spelled words Range of Writing relationships. Knowledge of Language by identifying the sounds of the letters that 10. (Begins in grade 3) 3. (Begins in grade 2) differ. Fluency 4. Read emergent‐reader texts with purpose and understanding. JCPS Literacy June 2011
KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
Grade 1 FOUNDATIONAL SKILLS Print Concepts 1. Demonstrate understanding of the organization and basic features of print. a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation). Phonological Awareness 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single‐syllable words. b. Orally produce single‐syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single‐
syllable words. d. Segment spoken single‐syllable words into their complete sequence of individual sounds (phonemes). Phonics and Word Recognition 3. Know and apply grade‐level phonics and word analysis skills in decoding words. a. Know the spelling‐sound correspondences for common consonant digraphs. b. Decode regularly spelled one‐syllable words. c. Know final ‐e and common vowel team conventions for representing long vowel sounds. d. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. e. Decode two‐syllable words following basic patterns by breaking the words into syllables. f. Read words with inflectional endings. g. Recognize and read grade‐appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on‐level text with purpose and understanding. b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self‐correct word recognition and understanding, rereading as necessary. JCPS Literacy June 2011
READING STANDARDS FOR WRITING STANDARDS
LITERATURE Key Ideas and Details Text Types and Purposes
1. Write opinion pieces in which they 1. Ask and answer questions introduce the topic or name the book about key details in a text. 2. Retell stories, including key they are writing about, state an opinion, details, and demonstrate supply a reason for the opinion, and understanding of their central provide some sense of closure. message or lesson. 2. Write informative/explanatory texts in 3. Describe characters, settings, which they name a topic, supply some and major events in a story, facts about the topic, and provide some sense of closure. using key details. 3. Write narratives in which they recount Craft and Structure 4. Identify words and phrases in two or more appropriately sequenced stories or poems that suggest events, include some details regarding feelings or appeal to the senses. what happened, use temporal words to 5. Explain major differences signal event order, and provide some between books that tell stories sense of closure. and books that give Production and Distribution of Writing information, drawing on a wide 4. (Begins in grade 3) reading of a range of text types. 5. With guidance and support from adults, focus on a topic, respond to 6. Identify who is telling the story at various points in a text. questions and suggestions from peers, Integration of Knowledge and and add details to strengthen writing as needed. Ideas 7. Use illustrations and details 6. With guidance and support from adults, use a variety of digital tools to in a story to describe its characters, setting, or events. produce and publish writing, including in 8. (Not applicable to literature) collaboration with peers. 9. Compare and contrast the Research to Build and Present adventures and experiences of Knowledge 7. Participate in shared research and characters in stories. Range of Reading and Level of writing projects (e.g., explore a number of “how‐to” books on a given topic and Text Complexity use them to write a sequence of 10. With prompting and support, read prose and poetry instructions). of appropriate complexity for 8. With guidance and support from adults, recall information from grade 1. experiences or gather information from provided sources to answer a question. 9. (Begins in grade 4) Range of Writing 10. (Begins in grade 3) READING STANDARDS FOR
LANGUAGE STANDARDS INFORMATIONAL TEXT Key Ideas and Details
Vocabulary Acquisition and Use
Conventions of Standard English
1. Ask and answer questions 4. Determine or clarify the meaning 1. Demonstrate command of the conventions of standard English grammar about key details in a text. of unknown and multiple‐meaning 2. Identify the main topic and and usage when writing or speaking. words and phrases based on grade 1 a. Print all upper‐ and lowercase letters. reading and content, choosing retell key details of a text. b. Use common, proper, and possessive 3. Describe the connection flexibly from an array of strategies. nouns. between two individuals, a. Use sentence‐level context as a c. Use singular and plural nouns with events, ideas, or pieces of clue to the meaning of a word or information in a text. matching verbs in basic sentences (e.g., He phrase. Craft and Structure b. Use frequently occurring affixes hops; We hop). 4. Ask and answer questions to d. Use personal, possessive, and indefinite as a clue to the meaning of a word.
pronouns (e.g., I, me, my; they, them, help determine or clarify the c. Identify frequently occurring root their; anyone, everything). meaning of words and phrases words (e.g., look) and their e. Use verbs to convey a sense of past, in a text. inflectional forms (e.g., looks, present, and future (e.g., Yesterday I 5. Know and use various text looked, looking). walked home; Today I walk home; features (e.g., headings, tables 5. With guidance and support from Tomorrow I will walk home). of contents, glossaries, adults, demonstrate understanding f. Use frequently occurring adjectives. electronic menus, icons) to of word relationships and nuances in g. Use frequently occurring conjunctions word meanings. locate key facts or information in a text. a. Sort words into categories (e.g., (e.g., and, but, or, so, because) h. Use determiners (e.g., articles, 6. Distinguish between colors, clothing) to gain a sense of demonstratives). information provided by the concepts the categories i. Use frequently occurring prepositions pictures or other illustrations represent. and information provided by the (e.g., during, beyond, toward). b. Define words by category and by j. Produce and expand complete simple words in a text. one or more key attributes (e.g., a and compound declarative, interrogative, Integration of Knowledge and duck is a bird that swims; a tiger is imperative, and exclamatory sentences in a large cat with stripes). Ideas response to prompts. c. Identify real‐life connections 7. Use the illustrations and between words and their use (e.g., details in a text to describe its 2. Demonstrate command of the note places at home that are cozy). conventions of standard English key ideas. d. Distinguish shades of meaning capitalization, punctuation, and spelling 8. Identify the reasons an among verbs differing in manner author gives to support points in when writing. a text. (e.g., look, peek, glance, stare, a. Capitalize dates and names of people. b. Use end punctuation for sentences. 9. Identify basic similarities in glare, scowl) and adjectives c. Use commas in dates and to separate and differences between two differing in intensity (e.g., large, texts on the same topic (e.g., in single words in a series. gigantic) by defining or choosing them or by acting out the d. Use conventional spelling for words illustrations, descriptions, or meanings. with common spelling patterns and for procedures). 6. Use words and phrases acquired frequently occurring irregular words. Range of Reading and Level of through conversations, reading and e. Spell untaught words phonetically, Text Complexity being read to, and responding to drawing on phonemic awareness and 10. With prompting and spelling conventions. texts, including using frequently support, read informational occurring conjunctions to signal texts appropriately complex for Knowledge of Language 3. (Begins in grade 2) simple relationships (e.g., because). grade 1. SPEAKING AND LISTENING
Comprehension and Collaboration 1. Participate in collaborative conversations with diverse partner about grade 1 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. c. Ask questions to clear up any confusion about the topics and texts under discussion. 2. Ask and answer questions about key details in a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood. Presentation of Knowledge and Ideas 4. Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. 5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 on page 26 for specific expectations.) KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
GRADE 2 FOUNDATIONAL SKILLS Phonics and Word Recognition 3. Know and apply grade‐level phonics and word analysis skills in decoding words. a. Distinguish long and short vowels when reading regularly spelled one‐
syllable words. b. Know spelling‐sound correspondences for additional common vowel teams. c. Decode regularly spelled two‐
syllable words with long vowels. d. Decode words with common prefixes and suffixes. e. Identify words with inconsistent but common spelling‐sound correspondences. f. Recognize and read grade‐
appropriate irregularly spelled words. Fluency 4. Read with sufficient accuracy and fluency to support comprehension. a. Read on‐level text with purpose and understanding. b. Read on‐level text orally with accuracy, appropriate rate, and expression on successive readings. c. Use context to confirm or self‐
correct word recognition and understanding, rereading as necessary. JCPS Literacy June 2011
READING STANDARDS FOR LITERATURE WRITING STANDARDS
READING STANDARDS FOR
INFORMATIONAL TEXT Key Ideas and Details Key Ideas and Details
Text Types and Purposes 1. Ask and answer such questions as 1. Write opinion pieces in which they 1. Ask and answer such questions as who, what, where, when, why, and introduce the topic or book they are who, what, where, when, why, and how to demonstrate understanding writing about, state an opinion, supply how to demonstrate understanding of reasons that support the opinion, use of key details in a text. key details in a text. 2. Recount stories, including fables linking words (e.g., because, and, also) 2. Identify the main topic of a multi‐
and folktales from diverse cultures, to connect opinion and reasons, and paragraph text as well as the focus of and determine their central specific paragraphs within the text. provide a concluding statement or message, lesson, or moral. 3. Describe the connection between a section. 3. Describe how characters in a 2. Write informative/explanatory texts in series of historical events, scientific story respond to major events and which they introduce a topic, use facts ideas or concepts, or steps in technical and definitions to develop points, and procedures in a text. challenges. provide a concluding statement or Craft and Structure Craft and Structure 4. Describe how words and phrases section. 4. Determine the meaning of words 3. Write narratives in which they recount and phrases in a text relevant to a (e.g., regular beats, alliteration, grade 2 topic or subject area. a well elaborated event or short rhymes, repeated lines) supply rhythm and meaning in a story, 5. Know and use various text features sequence of events, include details to poem, or song. describe actions, thoughts, and feelings, (e.g., captions, bold print, subheadings, 5. Describe the overall structure of use temporal words to signal event glossaries, indexes, electronic menus, a story, including describing how icons) to locate key facts or order, and provide a sense of closure. the beginning introduces the story Production and Distribution of Writing information in a text efficiently. 4. (Begins in grade 3) and the ending concludes the 6. Identify the main purpose of a text, including what the author wants to 5. With guidance and support from action. answer, explain, or describe. 6. Acknowledge differences in the adults and peers, focus on a topic and strengthen writing as needed by revising Integration of Knowledge and Ideas points of view of characters, 7. Explain how specific images (e.g., a including by speaking in a different and editing. diagram showing how a machine 6. With guidance and support from voice for each character when reading dialogue aloud. works) contribute to and clarify a text. adults, use a variety of digital tools to Integration of Knowledge and produce and publish writing, including in 8. Describe how reasons support collaboration with peers. Ideas specific points the author makes in a 7. Use information gained from the Research to Build and Present text. illustrations and words in a print or Knowledge 9. Compare and contrast the most important points presented by two 7. Participate in shared research and digital text to demonstrate writing projects (e.g., read a number of texts on the same topic. understanding of its characters, Range of Reading and Level of Text books on a single topic to produce a setting, or plot. Complexity report; record science observations). 8. (Not applicable to literature) 8. Recall information from experiences 10. By the end of year, read and 9. Compare and contrast two or or gather information from provided comprehend informational texts, more versions of the same story including history/social studies, (e.g., Cinderella stories) by different sources to answer a question. 9. (Begins in grade 4) science, and technical texts, in the authors or from different culture Range of Reading and Level of Text Range of Writing grades 2–3 text complexity band Complexity 10. (Begins in grade 3) proficiently, with scaffolding as needed at the high end of the range. 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2‐3 text complexity band proficiently, with scaffolding as needed at the high end of the range. LANGUAGE STANDARDS Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use collective nouns (e.g., group). b. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish). c. Use reflexive pronouns (e.g., myself, ourselves). d. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told). e. Use adjectives and adverbs, and choose between them depending on what is to be modified. f. Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Capitalize holidays, product names, and geographic names. b. Use commas in greetings and closings of letters. c. Use an apostrophe to form contractions and frequently occurring possessives. d. Generalize learned spelling patterns when writing words (e.g., cage →badge; boy →boil). e. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings. Knowledge of Language 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Compare formal and informal uses of English. Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies. a. Use sentence‐level context as a clue to the meaning of a word or phrase. b. Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell). c. Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional). d. Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark). e. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. 5. Demonstrate understanding of word relationships and nuances in word meanings. a. Identify real‐life connections between words and their use (e.g., describe foods that are spicy or juicy). b. Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny). 6. Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). SPEAKING AND LISTENING
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others.
c. Ask for clarification and further explanation as needed about the topics and texts under discussion. 2. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. 3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. 5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. 6. Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific expectations.) KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
GRADE 3 FOUNDATIONAL SKILLS READING STANDARDS FOR LITERATURE WRITING STANDARDS Key Ideas and Details Text Types and Purposes Phonics and Word 1. Write opinion pieces on topics or texts, supporting a point of view 1. Ask and answer questions to Recognition with reasons. demonstrate understanding of a 3. Know and apply grade‐level phonics text, referring explicitly to the text as a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons. the basis for the answers. and word analysis b. Provide reasons that support the opinion. 2. Recount stories, including fables, skills in decoding folktales, and myths from diverse words. c. Use linking words and phrases (e.g., because, therefore, since, a. Identify and know cultures; determine the central for example) to connect opinion and reasons. the meaning of the message, lesson, or moral and d. Provide a concluding statement or section. explain how it is conveyed through 2. Write informative/explanatory texts to examine a topic and most common key details in the text. prefixes and convey ideas and information clearly. 3. Describe characters in a story derivational a. Introduce a topic and group related information together; (e.g., their traits, motivations, or suffixes. include illustrations when useful to aiding comprehension. b. Decode words b. Develop the topic with facts, definitions, and details. feelings) and explain how their with common Latin actions contribute to the sequence c. Use linking words and phrases (e.g., also, another, and, more, suffixes. of events. but) to connect ideas within categories of information. c. Decode multi‐
Craft and Structure d. Provide a concluding statement or section. syllable words. 4. Determine the meaning of words 3. Write narratives to develop real or imagined experiences or d. Read grade‐
and phrases as they are used in a events using effective technique, descriptive details, and clear event appropriate text, distinguishing literal from non‐ sequences. irregularly spelled literal language. a. Establish a situation and introduce a narrator and/or characters; words. organize an event sequence that unfolds naturally. 5. Refer to parts of stories, dramas, Fluency and poems when writing or speaking b. Use dialogue and descriptions of actions, thoughts, and feelings 4. Read with sufficient about a text, using terms such as to develop experiences and events or show the response of accuracy and fluency chapter, scene, and stanza; describe characters to situations. to support c. Use temporal words and phrases to signal event order. how each successive part builds on earlier sections. d. Provide a sense of closure. comprehension. 6. Distinguish their own point of view Production and Distribution of Writing a. Read on‐level text with purpose from that of the narrator or those of 4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and and understanding. the characters. Integration of Knowledge and Ideas purpose. (Grade‐specific expectations for writing types are defined b. Read on‐level prose and poetry 7. Explain how specific aspects of a in standards 1–3 above.) orally with text’s illustrations contribute to what 5. With guidance and support from peers and adults, develop and accuracy, is conveyed by the words in a story strengthen writing as needed by planning, revising, and editing. appropriate rate, (e.g., create mood, emphasize (Editing for conventions should demonstrate command of Language and expression on aspects of a character or setting). standards 1–3 up to and including grade 3 on pages 28 and 29.) successive readings 8. (Not applicable to literature) 6. With guidance and support from adults, use technology to c. Use context to 9. Compare and contrast the themes, produce and publish writing (using keyboarding skills) as well as to confirm or self‐
settings, and plots of stories written interact and collaborate with others. correct word by the same author about the same Research to Build and Present Knowledge recognition and or similar characters (e.g., in books 7. Conduct short research projects that build knowledge about a understanding, topic. from a series). rereading as Range of Reading and Level of Text 8. Recall information from experiences or gather information from necessary. print and digital sources; take brief notes on sources and sort Complexity 10. By the end of the year, read and evidence into provided categories. comprehend literature, including 9. (Begins in grade 4) stories, dramas, and poetry, at the Range of Writing high end of the grades 2–3 text 10. Write routinely over extended time frames (time for research, complexity band independently and reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and proficiently. audiences. JCPS Literacy June 2011
READING STANDARDS FOR
NFORMATIONAL TEXT LANGUAGE STANDARDS SPEAKING AND LISTENING
Key Ideas and Details Vocabulary Acquisition and Conventions of Standard English Comprehension and Collaboration 1. Ask and answer questions to 1. Demonstrate command of the conventions Use 1. Engage effectively in a range of demonstrate understanding of a text, of standard English grammar and usage 4. Determine or clarify the collaborative discussions (one‐on‐one, referring explicitly to the text as the when writing or speaking. meaning of unknown and in groups, and teacher led) with basis for the answers. a. Explain the function of nouns, pronouns, multiple‐meaning word and diverse partners on grade 3 topics and 2. Determine the main idea of a text; verbs, adjectives, and adverbs in general phrases based on grade 3 texts, building on others’ ideas and recount the key details and explain and their functions in particular sentences. reading and content, choosing expressing their own clearly. how they support the main idea. b. Form and use regular and irregular plural flexibly from a range of a. Come to discussions prepared, 3. Describe the relationship between strategies. having read or studied required nouns. a. Use sentence‐level context material; explicitly draw on that a series of historical events, scientific c. Use abstract nouns (e.g., childhood). as a clue to the meaning of a preparation and other information ideas or concepts, or steps in d. Form and use regular and irregular word or phrase. technical procedures in a text, using verbs. known about the topic to explore language that pertains to time, e. Form and use the simple (e.g., I walked; I b. Determine the meaning of ideas under discussion. sequence, and cause/effect. walk; I will walk) verb tenses. b. Follow agreed‐upon rules for the new word formed when Craft and Structure f. Ensure subject‐verb and pronoun‐
discussions (e.g., gaining the floor in a known affix is added to a 4. Determine the meaning of general antecedent agreement. respectful ways, listening to others known word (e.g., academic and domain‐specific words g. Form and use comparative and with care, speaking one at a time agreeable/disagreeable, and phrases in a text relevant to a superlative adjectives and adverbs, and comfortable/uncomfortable, about the topics and texts under grade 3 topic or subject area. care/careless, heat/preheat). discussion). choose between them depending on what c. Use a known root word as 5. Use text features and search tools is to be modified. c. Ask questions to check a clue to the meaning of an (e.g., key words, sidebars, hyperlinks) h. Use coordinating and subordinating understanding of information unknown word with the conjunctions. to locate information relevant to a presented, stay on topic, and link i. Produce simple, compound, and complex same root (e.g., company, given topic efficiently. their comments to the remarks of 6. Distinguish their own point of view sentences. others. companion). 2. Demonstrate command of the conventions d. Use glossaries or beginning d. Explain their own ideas and from that of the author of a text. Integration of Knowledge and Ideas of standard English capitalization, under‐standing in light of the dictionaries, both print and punctuation, and spelling when writing. 7. Use information gained from discussion. digital, to determine or clarify the precise meaning of 2. Determine the main ideas and illustrations (e.g., maps, photographs) a. Capitalize appropriate words in titles. supporting details of a text read aloud b. Use commas in addresses. key words and phrases. and the words in a text to c. Use commas and quotation marks in 5. Demonstrate understanding or information presented in diverse demonstrate understanding of the of word relationships and text (e.g., where, when, why, and how dialogue. media and formats, including visually, d. Form and use possessives. nuances in word meanings. key events occur). quantitatively, and orally. a. Distinguish the literal and 3. Ask and answer questions about 8. Describe the logical connection e. Use conventional spelling for high‐
between particular sentences and frequency and other studied words and for nonliteral meanings of words information from a speaker, offering paragraphs in a text (e.g., comparison, adding suffixes to base words (e.g., sitting, and phrases in context (e.g., appropriate elaboration and detail. cause/effect, first/second/third in a Presentation of Knowledge /Ideas smiled, cries, happiness). take steps). sequence). 4. Report on a topic or text, tell a f. Use spelling patterns and generalizations b. Identify real‐life 9. Compare and contrast the most (e.g., word families, position‐based connections between words story, or recount an experience with and their use (e.g., describe appropriate facts and relevant, spellings, syllable patterns, ending rules, important points and key details descriptive details, speaking clearly at people who are friendly or presented in two texts on the same meaningful word parts) in writing words. helpful). topic. g. Consult reference materials, including an understandable pace. Range of Reading and Level of Text beginning dictionaries, as needed to check c. Distinguish shades of 5. Create engaging audio recordings of
meaning among related Complexity and correct spellings. stories or poems that demonstrate words that describe states of fluid reading at an understandable 10. By the end of the year, read and Knowledge of Language mind or degrees of certainty pace; add visual displays when comprehend informational texts, 3. Use knowledge of language and its including history/social studies, conventions when writing, speaking, reading, (e.g., knew, believed, appropriate to emphasize or enhance suspected, heard, wondered). certain facts or details. science, and technical texts, at the or listening. 6. Acquire and use accurately 6. Speak in complete sentences when high end of the grades 2–3 text a. Choose words and phrases for effect. grade‐appropriate complexity band independently and b. Recognize and observe differences appropriate to task and situation in between the conventions of spoken and order to provide requested detail or conversational, general proficiently. written standard English. academic, and domain‐specific clarification. (See grade 3 Language words and phrases, including standards 1 and 3 on pages 28 and 29 those that signal spatial and for specific expectations.) temporal relationships (e.g., After dinner that night we went looking for them). KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
GRADE 4 FOUNDATIONAL SKILLS READING STANDARDS FOR LITERATURE Phonics and Word Key Ideas Recognition 1. Refer to details and examples in a text 3. Know and apply when explaining what the text says grade‐level phonics explicitly and when drawing inferences and word analysis from the text. skills in decoding 2. Determine a theme of a story, drama, words. or poem from details in the text; a. Use combined summarize the text. knowledge of all 3. Describe in depth a character, setting, letter‐sound or event in a story or drama, drawing on correspondences, specific details in the text (e.g., a syllabication character’s thoughts, words, or actions). patterns, and Craft and Structure morphology (e.g., 4. Determine the meaning of words and roots and affixes) to phrases as they are used in a text, including those that allude to significant read accurately characters found in mythology (e.g., unfamiliar multisyllabic words Herculean). in context and out 5. Explain major differences between poems, drama, and prose, and refer to of context. the structural elements of poems (e.g., Fluency 4. Read with sufficient verse, rhythm, meter) and drama (e.g., accuracy and fluency casts of characters, settings, descriptions, to support dialogue, stage directions) when writing comprehension. or speaking about a text. a. Read on‐level 6. Compare and contrast the point of text with purpose view from which different stories are and understanding. narrated, including the difference b. Read on‐level between first‐ and third‐person prose and poetry narrations. orally with Integration of Knowledge and Ideas 7. Make connections between the text of accuracy, a story or drama and a visual or oral appropriate rate, and expression on presentation of the text, identifying successive readings. where each version reflects specific descriptions and directions in the text. c. Use context to 8. (Not applicable to literature) confirm or self‐
correct word 9. Compare and contrast the treatment recognition and of similar themes and topics (e.g., understanding, re‐ opposition of good and evil) and patterns of events (e.g., the quest) in stories, reading as myths, and traditional literature from necessary. different cultures. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range. JCPS Literacy June 2011
WRITING STANDARDS
READING STANDARDS FOR
INFORMATIONAL TEXT Key Ideas and Details Text Types and Purposes 1. Refer to details and examples in a 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and text when explaining what the text says information. explicitly and when drawing inferences a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. from the text. b. Provide reasons that are supported by facts and details. 2. Determine the main idea of a text c. Link opinion and reasons using words and phrases (e.g., for instance, in order to, in and explain how it is supported by key addition). details; summarize the text. d. Provide a concluding statement or section related to the opinion presented. 3. Explain events, procedures, ideas, or 2. Write informative/explanatory texts to examine a topic and convey ideas and concepts in a historical, scientific, or information clearly. technical text, including what a. Introduce a topic clearly and group related information in paragraphs and sections; happened and why, based on specific include formatting (e.g., headings), illustrations, and multimedia when useful to aiding information in the text. comprehension. Craft and Structure 4. Determine the meaning of general b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. academic and domain‐specific words or c. Link ideas within categories of information using words and phrases (e.g., another, phrases in a text relevant to a grade 4 for example, also, because). topic or subject area. d. Use precise language and domain‐specific vocabulary to inform about or explain the 5. Describe the overall structure (e.g., topic. chronology, comparison, cause/effect, e. Provide a concluding statement or section related to the information or explanation problem/solution) of events, ideas, presented. concepts, or information in a text or 3. Write narratives to develop real or imagined experiences or events using effective part of a text. 6. Compare and contrast a firsthand technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or and secondhand account of the same characters; organize an event sequence that unfolds naturally. event or topic; describe the differences b. Use dialogue and description to develop experiences and events or show the in focus and the information provided. responses of characters to situations. Integration of Knowledge and Ideas c. Use a variety of transitional words and phrases to manage the sequence of events. 7. Interpret information presented d. Use concrete words and phrases and sensory details to convey experiences and visually, orally, or quantitatively (e.g., events precisely. in charts, graphs, diagrams, time lines, e. Provide a conclusion that follows from the narrated experiences or events. animations, or interactive elements on Production and Distribution of Writing Web pages) and explain how the 4. Produce clear and coherent writing in which the development and organization are information contributes to an appropriate to task, purpose, and audience. (Grade‐specific expectations for writing understanding of the text in which it types are defined in standards 1–3 above.) appears. 5. With guidance and support from peers and adults, develop and strengthen writing as 8. Explain how an author uses reasons needed by planning, revising, and editing. (Editing for conventions should demonstrate and evidence to support particular command of Language standards 1–3 up to and including grade 4 on pages 28 and 29.) points in a text. 6. With some guidance and support from adults, use technology, including the Internet, 9. Integrate information from two texts to produce and publish writing as well as to interact and collaborate with others; on the same topic in order to write or demonstrate sufficient command of keyboarding skills to type a minimum of one page in speak about the subject a single sitting. knowledgeably. Research to Build and Present Knowledge Range of Reading and Level of Text 7. Conduct short research projects that build knowledge through investigation of Complexity different aspects of a topic. 10. By the end of year, read and 8. Recall relevant information from experiences or gather relevant information from print comprehend informational texts, and digital sources; take notes and categorize information, and provide a list of sources. including history/social studies, 9. Draw evidence from literary or informational texts to support analysis, reflection, and science, and technical texts, in the research. grades 4–5 text complexity band a. Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, proficiently, with scaffolding as needed at the high end of the range. setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). b. Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. LANGUAGE STANDARDS SPEAKING AND LISTENING
Conventions of Standard English Vocabulary Acquisition and Use Comprehension and Collaboration 1. Demonstrate command of the 4. Determine or clarify the 1. Engage effectively in a range of conventions of standard English meaning of unknown and collaborative discussions (one‐on‐
grammar and usage when writing multiple‐meaning words and one, in groups, and teacher led) with or speaking. phrases based on grade 4 reading diverse partners on grade 4 topics a. Use relative pronouns (who, and content, choosing flexibly and texts, building on others’ ideas whose, whom, which, that) and from a range of strategies. and expressing their own clearly. relative adverbs (where, when, a. Use context (e.g., definitions, a. Come to discussions prepared, having read or studied required why). examples, or restatements in material; explicitly draw on that b. Form and use the progressive text) as a clue to the meaning preparation and other information (e.g., I was walking; I am of a word or phrase. known about the topic to explore walking; I will be walking) verb b. Use common, grade‐
ideas under discussion. tenses. appropriate Greek and Latin c. Use modal auxiliaries (e.g., affixes and roots as clues to the b. Follow agreed‐upon rules for can, may, must) to convey discussions and carry out assigned meaning of the word (e.g., various conditions. roles. telegraph, photograph, d. Order adjectives within c. Pose and respond to specific autograph). sentences according to questions to clarify or follow up on c. Consult reference materials conventional patterns (e.g., a information, and make comments (e.g., dictionaries, glossaries, small red bag rather than a red that contribute to the discussion thesauruses), both print and small bag). and link to the remarks of others. digital, to find the e. Form and use prepositional pronunciation and determine or d. Review the key ideas expressed phrases. and explain their own ideas and clarify the precise meaning of understanding in light of the f. Produce complete sentences, key words and phrases. recognizing and correcting 5. Demonstrate understanding of discussion inappropriate fragments and 2. Paraphrase portions of a text read figurative language, word relationships, and nuances in run‐ons. aloud or information presented in word meanings. diverse media and formats, including g. Correctly use frequently a. Explain the meaning of confused words (e.g., to, too, visually, quantitatively, and orally. simple similes and metaphors 3. Identify the reasons and evidence a two; there, their). (e.g., as pretty as a picture) in speaker provides to support 2. Demonstrate command of the context. particular points. conventions of standard English Presentation of Knowledge / Ideas b. Recognize and explain the capitalization, punctuation, and meaning of common idioms, 4. Report on a topic or text, tell a spelling when writing. adages, and proverbs. story, or recount an experience in an a. Use correct capitalization. b. Use commas and quotation c. Demonstrate understanding organized manner, using appropriate marks to mark direct speech and of words by relating them to facts and relevant, descriptive details quotations from a text. their opposites (antonyms) and to support main ideas or themes; c. Use a comma before a to words with similar but not speak clearly at an understandable coordinating conjunction in a identical meanings (synonyms). pace. compound sentence. 6. Acquire and use accurately 5. Add audio recordings and visual displays to presentations when d. Spell grade‐appropriate words grade‐appropriate general appropriate to enhance the correctly, consulting references academic and domain‐specific as needed. words and phrases, including development of main ideas or Knowledge of Language those that signal precise actions, themes. 3. Use knowledge of language and emotions, or states of being (e.g., 6. Differentiate between contexts its conventions when writing, quizzed, whined, stammered) and that call for formal English (e.g., speaking, reading, or listening. that are basic to a particular topic presenting ideas) and situations a. Choose words and phrases to (e.g., wildlife, conservation, and where informal discourse is endangered when discussing appropriate (e.g., small‐group convey ideas precisely. b. Choose punctuation for animal preservation). discussion); use formal English when appropriate to task and situation. effect. (See grade 4 Language standards 1 on c. Differentiate between pages 28 and 29 for specific contexts that call for formal expectations.) English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small‐group discussion). KENTUCKY CORE ACADEMIC STANDARDS GRADE LEVEL PLACEMATS
GRADE 5 FOUNDATIONAL SKILLS READING STANDARDS FOR LITERATURE Phonics and Word Key Ideas and Details Recognition 1. Quote accurately from a text 3. Know and apply when explaining what the text says grade‐level phonics explicitly and when drawing and word analysis inferences from the text. skills in decoding 2. Determine a theme of a story, words. drama, or poem from details in the a. Use combined text, including how characters in a knowledge of all story or drama respond to letter‐sound challenges or how the speaker in a correspondences, poem reflects upon a topic; syllabication summarize the text. patterns, and 3. Compare and contrast two or morphology (e.g., more characters, settings, or events roots and affixes) in a story or drama, drawing on specific details in the text (e.g., how to read characters interact). accurately Craft and Structure unfamiliar 4. Determine the meaning of words multisyllabic words in context and phrases as they are used in a text, including figurative language and out of such as metaphors and similes. context. 5. Explain how a series of chapters, Fluency scenes, or stanzas fits together to 4. Read with sufficient accuracy provide the overall structure of a and fluency to particular story, drama, or poem. support 6. Describe how a narrator’s or comprehension. speaker’s point of view influences a. Read on‐level how events are described. text with purpose Integration of Knowledge and Ideas and 7. Analyze how visual and understanding. multimedia elements contribute to b. Read on‐level the meaning, tone, or beauty of a prose and poetry text (e.g., graphic novel, multimedia orally with presentation of fiction, folktale, accuracy, myth, poem). appropriate rate, 8. (Not applicable to literature) and expression 9. Compare and contrast stories in on successive the same genre (e.g., mysteries and readings. adventure stories) on their c. Use context to approaches to similar themes and confirm or self‐
topics. correct word Range of Reading and Level of Text recognition and Complexity understanding, 10. By the end of the year, read and comprehend literature, including rereading as stories, dramas, and poetry, at the necessary. high end of the grades 4–5 text complexity band independently and proficiently. JCPS Literacy June 2011
WRITING STANDARDS
Text Types and Purposes 1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented. 2. Write informative/explanatory texts to examine a topic and convey ideas/information clearly. a. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially). d. Use precise language and domain‐specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in standards 1–3 above.) 5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 5 on pages 28 and 29.) 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge 7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s)”). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline‐specific tasks, purposes, and audiences. READING STANDARDS FOR
INFORMATIONAL TEXT LANGUAGE STANDARDS Key Ideas and Details Conventions of Standard English 1. Quote accurately from a text when 1. Demonstrate command of the explaining what the text says explicitly conventions of standard English and when drawing inferences from the grammar and usage when writing or speaking. text. a. Explain the function of 2. Determine two or more main ideas conjunctions, prepositions, and of a text and explain how they are interjections in general and supported by key details; summarize their function in particular the text. sentences. 3. Explain the relationships or b. Form and use the perfect interactions between two or more (e.g., I had walked; I have individuals, events, ideas, or concepts walked; I will have walked) verb in a historical, scientific, or technical text based on specific information in tenses. the text. c. Use verb tense to convey Craft and Structure various times, sequences, 4. Determine the meaning of general states, and conditions. academic and domain‐specific words d. Recognize and correct and phrases in a text relevant to a inappropriate shifts in verb grade 5 topic or subject area. tense.* 5. Compare and contrast the overall e. Use correlative conjunctions structure (e.g., chronology, comparison, (e.g., either/or, neither/nor). cause/effect, problem/solution) of 2. Demonstrate command of the events, ideas, concepts, or information conventions of standard English in two or more texts. capitalization, punctuation, and 6. Analyze multiple accounts of the spelling when writing. a. Use punctuation to separate same event or topic, noting important similarities and differences in the point items in a series.* b. Use a comma to separate an of view they represent. introductory element from the Integration of Knowledge and Ideas rest of the sentence. 7. Draw on information from multiple c. Use a comma to set off the print or digital sources, demonstrating the ability to locate an answer to a words yes and no (e.g., Yes, question quickly or to solve a problem thank you), to set off a tag efficiently. question from the rest of the 8. Explain how an author uses reasons sentence (e.g., It’s true, isn’t and evidence to support particular it?), and to indicate direct points in a text, identifying which address (e.g., Is that you, reasons and evidence support which Steve?). point(s). d. Use underlining, quotation 9. Integrate information from several marks, or italics to indicate titles texts on the same topic in order to of works. write or speak about the subject e. Spell grade‐appropriate knowledgeably. words correctly, consulting Range of Reading and Level of Text references as needed. Complexity Knowledge of Language 10. By the end of the year, read and 3. Use knowledge of language and comprehend informational texts, its conventions when writing, including history/social studies, science, speaking, reading, or listening. and technical texts, at the high end of a. Expand, combine, and reduce the grades 4–5 text complexity band sentences for meaning, reader/listener interest, and independently and proficiently. style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems. SPEAKING AND LISTENING
Vocabulary Acquisition and Use Comprehension and Collaboration 4. Determine or clarify the 1. Engage effectively in a range of meaning of unknown and collaborative discussions (one‐on multiple‐meaning words and one, in groups, and teacher led) with phrases based on grade 5 reading diverse partners on grade 5 topics and content, choosing flexibly and texts, building on others’ ideas from a range of strategies. and expressing their own clearly. a. Come to discussions prepared, a. Use context (e.g., having read or studied required cause/effect relationships and comparisons in text) as a clue material; explicitly draw on that preparation and other information to the meaning of a word or known about the topic to explore phrase. ideas under discussion. b. Use common, grade‐
b. Follow agreed‐upon rules for appropriate Greek and Latin affixes and roots as clues to the discussions and carry out assigned roles. meaning of a word (e.g., photograph, photosynthesis). c. Pose and respond to specific c. Consult reference materials questions by making comments (e.g., dictionaries, glossaries, that contribute to the discussion thesauruses), both print and and elaborate on the remarks of digital, to find the others. pronunciation and determine or d. Review the key ideas expressed clarify the precise meaning of and draw conclusions in light of key words and phrases. information and knowledge gained 5. Demonstrate understanding of from the discussions. figurative language, word 2. Summarize a written text read relationships, and nuances in aloud or information presented in word meanings. diverse media and formats, including a. Interpret figurative language, visually, quantitatively, and orally. including similes and metaphors, 3. Summarize the points a speaker in context. makes and explain how each claim is b. Recognize and explain the supported by reasons and evidence. meaning of common idioms, Presentation of Knowledge and Ideas
adages, and proverbs. 4. Report on a topic or text or present c. Use the relationship between an opinion, sequencing ideas logically particular words (e.g., synonyms, and using appropriate facts and antonyms, homographs) to better relevant, descriptive details to support main ideas or themes; speak understand each of the words. clearly at an understandable pace. 6. Acquire and use accurately 5. Include multimedia components grade‐appropriate general (e.g., graphics, sound) and visual academic and domain‐specific displays in presentations when words and phrases, including those that signal contrast, appropriate to enhance the addition, and other logical development of main ideas or relationships (e.g., however, themes. although, nevertheless, similarly, 6. Adapt speech to a variety of moreover, in addition). contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)