Humboldt Community Schools Reading/Language Arts Curriculum
Standard 1: Uses the general skills and strategies of the writing process to write for a variety of purposes and
audiences.
MISIC GOAL AREA
CORE
BENCHMARK
DESCRIPTION
L1 a,b,d,e
K.1.1
Draws, dictates and/or writes a
logical sequence of events.
Retelling a story in sequence
Putting pictures of a story in sequence
Telling the story as students put pictures in
sequence
L1 a,b,d.e,g
K.1.2
Draws, dictates and/or writes
descriptions of familiar persons,
places, objects or experiences.
L1 a,b,c,d,e,g
1.1.1
Dictates or writes a logical sequence
of events (beginning, middle and
ending).
Writes names and familiar words using
beginning, middle, and ending sounds to make
words
Draws pictures, dictates sentences, and/or
writes words
Identifies a beginning, middle, and end of a
story
Retelling or rewriting a story with a beginning,
middle, and end sequence of events
L1 a,b,c,d,e,g
1.1.2
Dictates or writes descriptions of
familiar persons, places, objects, or
experiences
L1 a,b,c,e,d,g
2.1.1
Writes with a logical sequence of
events (beginning, middle and
ending).
Organizes and dictates/writes a sentence(s)
about familiar persons, places, objects, or
experiences
Writes in personal journals
Makes connections and writes after reading or
hearing a story
Retelling or rewriting a story with a beginning,
middle, and end sequence of events (minimum
three-sentence story)
L1 a,b,c,d,e,g
2.1.2
Writes detailed descriptions of
Organizes and writes multiple sentences about
Page 1 of 40
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
DESCRIPTION
familiar people, places, objects or
experiences.
familiar persons, places, objects, or
experiences
Writes in personal journals
Capitalizes beginning of sentences, names,
and places
Uses appropriate end punctuation
Writes sentences using correct noun/verb
patterns
Writes using correct noun forms and verb
tense
Writes a one paragraph personal narrative with
complete sentences
Writes a friendly letter (heading, date,
greeting, body, closing)
Practices story writings (strong beginning,
detail in middle, a solution at the end)
Uses correct capitalization (beginning of
sentences and proper nouns, and in letter
format)
Uses end punctuation
Uses commas in a series, date, city/state, in a
letter, compound sentences
Uses quotation marks in basic dialogue
Uses nouns, pronouns, verbs and adjectives
correctly when writing
Uses topic sentences, supporting details, and
concluding sentence when writing a paragraph
Indents paragraph correctly
Writes narrative, informative, and persuasive
pieces, friendly and business letters, stories
and poetry
L3 a,b,c,d
2.1.3
L2 a,b,c,d
2.1.4
L1 a,b,c,d,e,f,g
L2 a,b,c,d,e,
L3 a,b,c,d..
3.1.1
Writes in a variety of formats
(friendly letter, personal narrative
and story).
L3 a,b,c,d
3.1.2
Uses correct mechanics to produce
written work (punctuation and
mechanics).
L2 a,b,c,d,e
3.1.3
L1 a,b,c,d,e,f,g
4.1.1
L1 a,b,c,d,e,f,g
4.1.2
Uses correct mechanics to produce
written work (grammar).
Uses correct paragraphing in written
work.
Note: New benchmark.
Writes in a variety of formats.
Page 2 of 40
Uses correct mechanics to produce
written work (punctuation and
mechanics).
Uses correct grammar to produce
written work.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
DESCRIPTION
L3 a,b,c,d
4.1.3
Uses correct mechanics to produce
written work (punctuation and
capitalization).
L2 a,b,c,d,e,f,g,h
4.1.4
L1 a,b,c,d,e,f,g
5.1.1
Uses correct grammar to produce
written work.
Note: New benchmark.
Uses writing forms for a variety of
purposes and audiences (e.g.
exposition, narration, description,
letters, and poetry).
L1 a
5.1.2
Uses capitalization (beginning of sentences
and quotations, proper nouns, and in letter
format) end punctuation, quotations,
apostrophes, and commas
Writes in complete sentences using nouns,
pronouns, verb forms, adjectives, adverbs, and
phrases
Identifies purpose and audience when writing.
Identifies and uses the appropriate writing
form (e.g. poems, letters, stories, ads, reports,
etc.)
Experiences a variety of writing models.
Completes an appropriate organizer based on
selected topic.
L1 b,e,f
5.1.3
L1 c,g
L2 a,b,c,d,e,f,g,h,i
L3 a,b,c,d
5.1.4
Proofreads a rough draft and makes
corrections in mechanics, grammar,
and usage.
L1 d
5.1.5
Uses a variety of strategies/methods
to publish writing.
L1 d
6.1.1
Uses writing forms for variety of
purposes and audiences (e.g.,
exposition, description, narration,
letters, and poetry).
Page 3 of 40
Uses prewriting strategies to
generate ideas (e.g., graphic
organizers, brainstorming, notes,
webs, maps).
Drafts, rereads, reflects, and makes
revisions.
Drafts a writing piece based on selected topic.
Uses peer/teacher conferences with selfreflection to revise writing.
Edits sentence structure
Proofreads for subject/verb agreement
Uses complete sentence form, correct
capitalization and punctuation.
Applies the criteria for a polished piece of
writing: clean, neat, error-free, appropriate
margins and format, appropriate font, style,
headings, and labels
Identifies purpose and audience when writing.
Identifies and uses the appropriate writing
form (e.g. poems, letters, stories, ads, reports,
etc.)
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
L1 a
6.1.2
L1 b, L1 c
6.1.3
L1e, L1g, L2a-I, L3a-d
6.1.4
L1 d
6.1.5
L.1.d
7.1.1
L. 1.a.b.c.e.f
7.1.2
Page 4 of 40
BENCHMARK
DESCRIPTION
Follows a model to produce a written product.
Uses prewriting strategies to
Uses variety of prewriting activities (eg.
generate ideas (e.g., brainstorm idea graphic organizers, songs, quickwrites,
webs, notes, graphic organizers).
brainstorming, list-making, webbing)
Understands purpose of graphic organizers and
chooses appropriate type
Drafts, rereads, reflects, and makes
Drafts a writing piece based on selected topic.
revisions
Uses peer/teacher conferences with selfreflection to revise writing.
Proofreads a rough draft and makes
Edits sentence structure
corrections in its mechanics,
Proofreads for subject/verb agreement
grammar, and usage.
Uses complete sentence form, correct
capitalization and punctuation.
Uses correct verb tense
Uses a variety of strategies/methods Applies the criteria for a polished piece of
to publish writing.
writing: clean, neat, error-free, appropriate
margins and format, appropriate font, style,
headings, and labels
Uses writing forms for a variety of
Identifies purpose and audience when writing.
purposes and audiences [e.g.,
Identifies and uses the appropriate writing
narration, exposition (research and
form (e.g. poems, letters, stories, ads, reports,
technical), description, and
etc.)
persuasion].
Gathers information to produce a written
piece.
Produces a written model.
Uses strategies to achieve
Uses a variety of prewriting activities (eg.
organization in writing (e.g.,
graphic organizers, songs, quickwrites,
prewriting, transitional devices,
brainstorming, list-making, webbing)
logical order,).
Understands purpose of graphic organizers
and chooses appropriate type
Uses a variety of transitional words and
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
L.1.c
7.1.3
Drafts, rereads, reflects, and makes
revisions.
L.1.c
L. 2.a-i
L.3.a-d
7.1.4
Proofreads a rough draft and makes
corrections in mechanics, grammar,
and usage.
L.1.d
7.1.5
Uses a variety of strategies/methods
to publish writing.
L.1.b
7.1.6
Uses literary devises to clarify and
enhance ideas (e.g., imagery, tone,
mood, vocabulary, characterization,
theme).
L.1.d
8.1.1
L.1.a.
L.1.b.
L.1.f
8.1.2
Uses writing forms for a variety of
purposes and audiences [e.g.,
narration, exposition (research and
technical), description, and
persuasion].
Uses strategies to achieve
organization in writing (e.g.,
prewriting, transitional devices,
logical order).
Page 5 of 40
DESCRIPTION
phrases
Recognizes coherence/organization in writing
Drafts a writing piece based on selected topic.
Uses peer/teacher conferences with selfreflection to revise writing.
Edits sentence structure
Proofreads for subject/verb agreement
Uses complete sentence form, correct
capitalization and punctuation.
Uses correct verb tense
Applies the criteria for a polished piece of
writing: clean, neat, error-free, appropriate
margins and format, appropriate font, style,
headings, and labels
Uses PowerPoint, poster, brochure, word
processor, handwritten
Uses similes and metaphors
Chooses vocabulary words to create a clear
image
Develops a character through description and
dialogue (traits and actions)
Defines and identifies their purpose and
audience
Identifies different writing forms
Knows and applies the criteria for use/ format/
structure of each of the writing forms.
Uses a variety of prewriting activities (eg.
graphic organizers, songs, quickwrites,
brainstorming, list-making, webbing)
Understands purpose of graphic organizers
and chooses appropriate type
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
L.1.b.
L.1.c
8.1.3
Drafts, rereads, reflects, and makes
revisions.
L.1.c.
L.1.f
L.1.g
L.2. All
L.3. All
L.1.d
8.1.4
Proofreads a rough draft and makes
corrections in mechanics, grammar,
and usage.
8.1.5
Uses a variety of strategies/methods
to publish writing.
L.1.b
R.4.d
8.1.6
L.1a, 1b, 1c, 1d, 1e, 1f, 1g
9-10.1.1
Uses literary devises to clarify and
enhance ideas (e.g., imagery, tone,
mood, vocabulary, characterization,
theme).
Uses strategies for pre-writing,
drafting, revising, editing,
proofreading, and publishing written
work.
Page 6 of 40
DESCRIPTION
Uses a variety of transitional words and
phrases
Uses coherence and organization of ideas (e.g.
chronological, spatial, order of importance)
Drafts a writing piece based on selected topic.
Uses peer/teacher conferences with selfreflection to revise writing.
Revises to improve idea/content clarity and
unity, organization, voice, word choice, and
sentence fluency.
Edits sentence structure
Proofreads for subject/verb agreement
Uses complete sentence form, correct
capitalization and punctuation.
Uses correct verb tense
Applies the criteria for a polished piece of
writing: clean, neat, error-free, appropriate
margins and format, appropriate font, style,
headings, and labels
Students will define, understand, and apply
the literary devices (imagery, tone, mood,
theme) that will appropriately enhance their
writing forms.
Generate ideas appropriate for writing
assignment.
Use brainstorming to generate and develop
ideas,
Use graphic organizers to develop ideas.
Develop an outline of their composition.
Use outside resources to create and develop
idea.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
L.1.b, 1e
L.1.f
9-10.1.2
Writes compositions that have a
strong overall sense of organization
and coherence.
L1b, L1d
9-10.1.3
Writes compositions that
demonstrate effective use of
descriptive language that clarifies
and enhances ideas.
L.11 and L.1.f
9-10.1.4
Makes effective use of a variety of
techniques for providing supportive
detail (e.g., anecdotes, examples
comparisons).
Page 7 of 40
DESCRIPTION
Incorporate feedback from outside sources to
re-create their writing. (Editing)
Produce a finished and correct product
intended for a specific audience.
Order facts. (Outline or other organization
format)
Generate a clear thesis.
Write clear topic sentences to support thesis.
Support thesis in each paragraph.
Include a summative conclusion.
Use appropriate transitional devices for
coherence and fluency.
Use an attention getter as a means to “hook”
the reader.
Organize and identify introduction, body, and
conclusion.
Use of thesaurus effectively.
Use literary devices. (similes, metaphors,
personification, etc.).
Develop complex analogies.
Use parallel structure effectively.
Try descriptive techniques on their own (vivid
verbs, adjectives, and adverbs).
Incorporate their five senses in their writing
Use various brainstorming strategies (maps,
charts, graphs, webs).
Use specific examples (including personal).
Make a meaningful comparison.
Define terms.
Use facts and statistics (research).
Use testimony from valid sources.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
L.1.d
9-10.1.5
L.1.b., L1d
11-12.
1.1
L.1.d
11-12.
1.2
L.1.e., L1d, L2g, L2h
11-12.
1.3
Page 8 of 40
BENCHMARK
DESCRIPTION
Support written ideas with visuals.
Use cause/ effect relationships.
Demonstrates competence in writing Choose appropriate form from writing
different types of compositions (i.e., prompt.
narrative, expository, persuasive,
Differentiate forms of writing in own work or
autobiographical, and interpretive).
peers’ work.
Create examples of different types of
compositions.
Define terms used to identify specific types of
writing.
Produces a research paper utilizing
Choose correct format between MLA and
correct format and documentation.
APA and use it in papers.
Determine when to cite source information.
Use many types of resources: electronic,
written, verbal, videos, interviews, etc.
Paraphrase and summarize information
without plagiarizing.
Produce a correct Works Cited or reference
page.
Writes compositions that are focused Choose an appropriate topic for audience.
for a specific audience and purpose. Use appropriate language for
audience/purpose.
Determine when to include humor.
Create compositions for formal (classroom,
scholarship) or informal (entertainment,
contemporaries) purposes.
Writes compositions that use a
Choose the appropriate technique for the
variety of writing techniques (e.g.,
purpose of composition.
transitional devices, literary devices, Use transitions effectively.
sentence variety) to exhibit a clear
Use sentence variety effectively,
personal style and voice.
incorporating compound and complex
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
L.1.d
CORE
11-12.
1.4
BENCHMARK
Demonstrates competence in writing
different types of compositions.
DESCRIPTION
sentences.
Use appropriate literary devices (metaphor,
irony, symbolism).
Use active voice instead of passive voice.
Use vivid verbs, adjectives, and adverbs.
Be concise.
Develop personal style and voice in writing.
Write a literary analysis.
Write an extended research composition.
Support persuasive composition without
faulty logic.
Write a reflective personal narrative
containing substance and thought.
Provide evidence of different types of writing
(i.e. compare/contrast, expository, etc.)
Writes the correct type of essay from the
writing prompt given.
Standard 2: Uses the grammatical and mechanical conventions of written language.
MISIC GOAL AREA
L1a
CORE
K.2.1
BENCHMARK
Prints numbers and letters (upper
and lower case).
L1a
K.2.2
Prints own name.
L1a
K.2.3
Uses directionality of print in
writing (e.g., left to right, top to
bottom).
Page 9 of 40
DESCRIPTION
Forms letters and numbers, with correct
placement, stopping/starting points, left to
right using a variety of materials.
Writes first name with only first letter
capitalized, left to right
Forms letters and numbers, with correct
placement, stopping/starting points, left to
right using a variety of materials.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
L1a
CORE
1.2.1
L3d
1.2.2
L3a
1.2.3
L1g
1.2.4
L2a L2b L2d
1.2.5
L1a
2.2.1
L3d
L3g
L3a ,L3b,
Page 10 of 40
2.2.2
L3c
2.2.3
BENCHMARK
Prints numbers and letters with
spacing between words and
sentences.
Knows the basic conventions of
capitalization (e.g., the first word of
a sentence; names of people; the
pronoun “I”).
Knows the basic conventions of
punctuation (e.g., uses periods at the
end of sentences and after initials;
uses question marks and
exclamation points).
Spells high-frequency, ageappropriate words.
Recognizes basic sentence patterns
to construct complete sentences
(e.g., noun/verb).
Prints numbers and letters with
spacing between words and
sentences.
Knows the basic conventions of
capitalization (e.g., days of the
week, months of the year, proper
nouns, the pronoun “I”, the first
word of a sentence, titles).
Knows the basic conventions of
punctuation (e.g., uses periods,
question marks, and exclamation
points at the end of sentences; uses
periods in abbreviations and initials;
uses commas in date and in a series
of words).
DESCRIPTION
Forms letters and numbers, with correct
placement, stopping/starting points, left to
right using a variety of materials.
Students will capitalize the first word of a
sentence; names of people; the pronoun “I”
Students will use punctuation correctly i.e. end
punctuation, initials
Spells age-appropriate words
Uses spelling patterns
Students will be able to write 4-6 word
sentences using very basic vocabulary and
noun/verb agreement.
Forms letters and numbers, with correct
placement, stopping/starting points, left to
right
Can recognize and write the days of the week,
months of the year, proper nouns, the pronoun
“I”, the first word of a sentence, titles in
isolation and in sentence
Uses periods, question marks, and exclamation
points at the end of sentences; uses periods in
abbreviations and initials; uses commas in
dates and in a series of words
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
L1g
CORE
2.2.4
L2a L2b L2d
2.2.5
L1a
3.2.1
L3d
3.2.2
L3a, L3b, L3c
3.2.3
L1g
3.2.4
L 2a, 2b, L2c, L2d, L2e, L2h
L1b
3.2.5
Page 11 of 40
BENCHMARK
Spells high-frequency, ageappropriate words
Uses basic sentence patterns to
construct complete sentences (e.g.
noun /verb).
Forms letters in cursive.
Knows the conventions of
capitalization (e.g., formal titles;
names of people and animals;
holidays; place names of cities,
states, geographical features, proper
adjectives; the salutation or
complimentary close of a letter).
Knows the conventions of
punctuation (e.g., uses commas in
addresses; uses periods to punctuate
declarative sentences; use
apostrophes to form contractions;
uses colons to separate hours and
minutes).
Uses spelling patterns to spell new
words (e.g., word families,
syllabication, letter combinations).
Uses parts of speech in writing (e.g.,
uses appropriate verb tense and
form, including present and past
participles; uses comparative and
superlative adjectives; uses plurals
of common irregular nouns; uses
conjunctions; uses order of first
DESCRIPTION
Spells age-appropriate words correctly.
Uses spelling patterns
Writes short sentences, 4-10 words, using
basic vocabulary, and noun/verb agreement.
Stop and start at the correct place, size,
placement, in isolation and in combining
letters to form words
Applies rules about when to capitalize formal
titles; names of people and animals; holidays;
place names of cities, states, geographical
features, proper adjectives; the salutation or
complimentary close of a letter
Uses rules of punctuation in reading and
writing by using commas in addresses,
periods to punctuate declarative sentences,
apostrophes to form contractions, and colons
to separate hours and minutes
Spell words using patterns and rules, word
families, syllabication, letter combinations,
root words, prefixes and suffixes.
Uses appropriate verb tense and form,
including present and past participles; uses
comparative and superlative adjectives; uses
plurals of common irregular nouns; uses
conjunctions; uses order of first person
pronouns and pronoun case.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
L1b, L1e, L2a, L2b, L2c, L2d,
L2e, L3a, L3d
3.2.6
L3d
4.2.1
L3a, L3b, L3c
4.2.2
L1g
4.2.3
L1b, L1e, L2a, L2b, L2c, L2d,
L2e, L3a, L3b, L3c, L3d
4.2.4
L1a
4.2.5
Page 12 of 40
BENCHMARK
person pronouns and pronoun case).
Writes a complete sentence.
Knows the conventions of
capitalization (e.g., place names
such as buildings; parks and
monuments; names of businesses
and products; titles of literary
works; the first word of a direct
quotation; proper nouns; titles).
Knows the conventions of
punctuation (e.g., uses commas to
separate the names of cities and
states; uses periods, question marks,
and exclamation points to
distinguish statements, questions,
exclamations, and commands; uses
apostrophes to indicate possession;
uses quotation marks to set off a
direct quotation).
Uses a variety of spelling patterns
(e.g., root words, affixes, word
families, syllabication, base words)
to spell new words.
Uses a variety of sentence lengths
and structures to express ideas (e.g.,
nouns, appropriate verb forms,
pronouns, and adjectives).
Writes in cursive.
DESCRIPTION
Sentences become more complex with more
difficult vocabulary. They should express a
complete thought and make sense. Sentences
are at least 4-10 words with correct noun/verb
agreement and descriptive language.
Capitalizes place names such as buildings;
parks and monuments; names of businesses
and products; titles of literary works; the first
word of a direct quotation; proper nouns;
titles.
Uses punctuation in reading and writing by
using commas to separate the names of cities
and states; periods, question marks, and
exclamation points to distinguish statements,
questions, exclamations, and commands; uses
apostrophes to indicate possession; uses
quotation marks to set off a direct quotation.
Can identify and use root words, affixes, word
families, syllabication, base words to spell
new words
Be able to write a paragraph containing at least
5 sentences to express an idea. This will
include different types of sentences:
declarative, interrogatory, and exclamatory.
Stop and start at the correct place using size,
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
L1 g
L 2 b, c, d, e
L3 d
5.2.1
L1 c,e
L2 g, h, i
L3 a,b,c,
5.2.2
Uses conventions of capitalization
(e.g., proper nouns, proper
adjectives, titles, family
relationships).
Uses conventions of punctuation
(e.g., end punctuation, underlining,
quotations, apostrophes, commas).
L1g
5.2.3
Uses conventions of spelling.
L1 e
L2 a, b, c, d, e, f, g, h, i
L3 a, b, c, d
L1 d, e, f
5.2.4
Uses appropriate grammar (parts of
speech, sentence structure, usage).
5.2.5
L3d, L2b, L2d
6.2.1
L3d, L2a, L3a, L3b?
6.2.2
Uses paragraph form in writing
(e.g., indentation, topic sentence,
supporting details).
Uses conventions of punctuation
(e.g., proper nouns, proper
adjectives, titles, family
relationships).
Uses conventions of capitalization
(e.g., end punctuation, underlining,
quotations, apostrophes, commas).
Page 13 of 40
DESCRIPTION
placement, and spacing in isolation or in
combining letters to form words, sentences,
paragraphs and in writing projects and daily
work.
Capitalize proper nouns, proper adjectives,
titles, full names, professional, and family
titles.
Uses appropriate end punctuation and
quotation marks.
Uses apostrophes in possessive nouns and
contractions.
Uses commas in a series and compound
sentences.
Uses conventional rules of spelling.
Accurately spells high frequency words.
Writes complete thought sentences with
correct grammar (e.g. subject/verb agreement
and verb forms)
Uses correct paragraph form including
indentation, topic sentence, and supporting
details.
Capitalize proper nouns, proper adjectives,
titles, full names, professional, and family
titles.
Uses appropriate end punctuation and
quotation marks.
Uses apostrophes in possessive nouns and
contractions.
Uses commas in a series and compound
sentences.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
L1g
CORE
6.2.3
L2a-i
6.2.4
L1f, L1b, L1d
6.2.5
L.3.d
7.2.1
L.3.a.b.c.
7.2.2
L.1.g
7.2.3
L.2.a-i
7.2.4
L.1.f
7.2.5
Page 14 of 40
BENCHMARK
Uses conventions of spelling.
DESCRIPTION
Uses conventional rules of spelling.
Accurately spells high frequency words.
Uses appropriate grammar (e.g.,
Writes complete thought sentences with
parts of speech, sentence structure,
correct grammar (e.g. subject/verb agreement
and usage).
and verb forms)
Uses paragraph form in writing (e.g. Uses correct paragraph form including
indentation, topic sentence,
indentation, topic sentence, and supporting
supporting details, conclusion).
details.
Uses conventions of capitalization
Capitalize proper nouns, proper adjectives,
(e.g., proper nouns, proper
titles, full names, professional and family
adjectives, titles, family
titles, first word of a quotation, regions of the
relationships).
U.S., titles like Dr., family relationships)
Uses conventions of punctuation
Uses appropriate end punctuation and
(e.g., end punctuation, underlining,
quotation marks.
quotations, apostrophes, commas,
Uses apostrophes in possessive nouns and
colons, semi-colons).
contractions.
Uses commas in a series and compound
sentences.
Uses semicolons in compound sentences;
commas for appositives, in dialogue, and
before conjunctions; and apostrophes in
possessives and contractions
Uses conventions of spelling
Uses conventional rules of spelling.
Accurately spells high frequency words.
Uses appropriate grammar (parts of Writes complete thought sentences with
speech, sentence structure, usage).
correct grammar (e.g. subject/verb agreement
and verb forms)
Recognizes correct use of negatives,
possessives, irregular verbs such as lie/lay,
sit/set
Uses paragraph form in writing (e.g. Writes an appropriate topic sentence for an
indent, topic sentence, supporting
expository paragraph, develops supporting
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
details, conclusion, transitions).
L.3.d.
8.2.1
L.3.a
L.3.b
L.3.c.
8.2.2
Uses conventions of capitalization
(e.g., proper nouns, proper
adjectives, titles, family
relationships).
Uses conventions of punctuation
(e.g., end punctuation, underlining,
quotations, apostrophes, commas,
colons, semi-colons).
L.1.g
8.2.3
Uses conventions of spelling.
L.2. All
L.1.e
8.2.4
Uses appropriate grammar (parts of
speech, sentence structure, usage).
L.1.f
8.2.5
Uses paragraph form in writing
(e.g., indentation, topic sentence,
supporting details, conclusion,
transitions).
Page 15 of 40
DESCRIPTION
details, uses transition words and phrases and
provides a relevant conclusion, indents new
paragraphs
Capitalize proper nouns, proper adjectives,
titles, full names, professional and family
titles, first word of a quotation, regions of the
U.S., titles like Dr., family relationships)
Uses appropriate end punctuation and
quotation marks.
Uses apostrophes in possessive nouns and
contractions.
Uses commas in a series and compound
sentences.
Uses semicolons in compound sentences;
commas for appositives, in dialogue, and
before conjunctions; and apostrophes in
possessives and contractions
Students correctly spell words using
knowledge of root words, affixes, word
families, syllabication, base words
Use different sentence structures: simple
sentence, compound sentence, complex
sentences.
Applies sentence-combining skills.
Applies subject-verb agreement, pronounantecedent agreement, comparative and
superlative forms, verb tense agreement.
Writes an appropriate topic sentence for an
expository paragraph, develops supporting
details, uses transition words and phrases and
provides a relevant conclusion, indents new
paragraphs
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
L1a, L1b, L1c, L1e, L2a-L2i,
L3a-L3b, L3c L3d
CORE
9-10.2.1
BENCHMARK
Demonstrates correct grammar and
sentence structure with no
significant errors in fragments and
run-ons.
L1e, L3a-L3c
11-12.
2.1
Uses conventions of punctuation in
written composition (colons, semicolons, apostrophes, italics,
hyphens, dashes, quotation marks,
commas)
L1b, L1c, L1g
11-12.
2.2
L1a, L1b, L1c, L1d, L1e, L1f,
L2a, L2g, L2h, L2i
11-12.
2.3
Writes compositions with no
significant errors in the spelling of
frequently used words.
Writes compositions with a variety
of sentence structures and lengths
(sentence combining, parallel
structure).
DESCRIPTION
Create complete sentences having a subject
and predicate. Use correct noun/verb and
pronoun/antecedent agreement. Identify
sentence fragment and what is needed to make
a complete sentence. Uses correct
capitalization and punctuation. Uses
compound and complex sentences.
Use periods, question marks, and exclamation
points appropriately. Use commas in a series,
compound sentences, and introductory
phrases, parenthetical expressions, contrasting
expressions, and non-restrictive clauses. Use
correct punctuation (quotation marks,
commas, and end punctuation) when writing
conversation. Use apostrophes correctly in
possessives and contractions. Uses italics
correctly in titles of movies, periodicals, and
books. Use quotation marks correctly in
stories, chapters and articles. Punctuate
correctly when citing sources.
Identify misspelled words using spell check
effectively. Use common homonyms correctly.
Understand synonyms.
Identify and correct sentence fragments.
Compose concise, effective paragraphs using
compound and complex sentences and
transitional devices.
Standard 3: Uses a variety of print and non-print resources to locate and gather information.
MISIC GOAL AREA
Page 16 of 40
CORE
BENCHMARK
DESCRIPTION
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
R2a, R3a
CORE
K.3.1
BENCHMARK
Generates questions about topics of
personal interest.
R2b, R3c
1.3.1
Uses a variety print and non-print of
sources to gather information (e.g.,
books, and magazines).
R2a, R3a, R3b
1.3.2
R2a, R3a, R3b
2.3.1
R2a, R3a, R3b, R3c
2.3.2
R1e, R2b
3.3.1
R1
3.3.2
Uses text organizers (e.g., headings,
graphic features) to locate
information in a text.
Relies on diagrams, italics, heading, pictures,
captions, and other graphic features to locate
information.
R1e, R2b
3.3.3
Uses variety of print and non-print
sources to gather information (e.g.,
dictionaries, telephone books,
Collects information from computers,
dictionaries, reference books, nonfiction
books, early atlases, phone books, magazines,
Page 17 of 40
DESCRIPTION
Uses books, classroom environment, prior
knowledge and other resources to:
Make predictions
Recall details
Ask questions during sharing
Gathers information from books, magazines,
reference books, pictures, diagrams and nonprint resources such as media and human
resources.
Generates questions about topics of Asks questions for clarification, gathering
interest.
prior knowledge, and setting purpose for
reading.
Uses a variety print and non-print of Uses computer, dictionaries, nonfiction books,
sources to gather information (e.g.,
early atlases, and magazines. Analyzes
books, dictionaries, and magazines). pictures, diagrams, and captions. Uses nonprint resources such as media and human
resources.
Generates questions about topics of Asks questions for clarification, gathering
interest.
prior knowledge, and setting purpose for
reading.
Identifies the various parts of a book Locates index, table of contents, glossary to
(e.g., index, table of contents,
gather information.
glossary) to locate information.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R1e, R2b, R3c
4.3.1
R1e, R2b, R3c
4.3.2
R1 e
R2 b, c
R3 c
R4 a, b, c
R1 e
R2 b, c
R3 c
R4 d,e
5.3.1
Uses the various parts of a book
(index, table of contents, glossary)
to locate information.
Uses print and non-print sources
appropriate to the task.
5.3.2
Uses strategies to gather and
organize
6.3.1
Uses print and non-print sources
appropriate to the task.
L1a
6.3.2
R.1.e
7.3.1
Uses strategies to gather and
organize information (e.g., note
taking, graphic organizers, parts of
the book, timelines, outlines).
Selects print and non-print sources
appropriate to the task
R.2.b
L.1.a
7.3.2
Page 18 of 40
L1 a, d
BENCHMARK
human resources, encyclopedias and
textbook).
Uses print and non-print sources
appropriate to the task.
Uses strategies to gather and
organize information (e.g.,
DESCRIPTION
pictures, diagrams, captions, and human
resources.
Uses dictionaries, human resources,
encyclopedias, text books, atlases, thesaurus,
and technology.
Selects appropriate resources for the purpose
of their research.
Uses the index, table of contents, chapter titles
or headings, and the glossary to locate
information.
Applies a variety of print and non-print
sources to gather information (dictionary,
internet, pictures, interviews, and other
informational texts).
Locates and organizes information in an
appropriate format by using note taking, parts
of a book, and graphic organizers.
Applies a variety of print and non-print
sources to gather information (dictionary,
internet, pictures, interviews, and other
informational texts).
Locates and organizes information in an
appropriate format by using note taking, parts
of a book, and graphic organizers.
Applies a variety of print and non-print
sources to gather information (e.g.,
encyclopedias, dictionaries, periodicals,
almanacs atlases, and primary sources)
Locates and organizes information in an
appropriate format by using note taking, parts
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R1e; R2b; R4a; R4b; R4c
8.3.1
R2a, R2b, R3c, L1a,
8.3.2
R2.B, R2.C
9-10.3.1
R3.C
R2A
9-10.3.2
R2.C, R3.A, R4.A, R4.B,
R4.C, R4.D
11-12.
3.1
R2.B
11-12.
Page 19 of 40
BENCHMARK
notetaking, graphic organizers, parts
of the book, timelines, outlines,
bibliography, direct quotes).
Selects print and non-print sources
appropriate to the task (e.g.,
encyclopedias, dictionaries,
periodicals, almanacs atlases, and
primary sources).
DESCRIPTION
of a book, and graphic organizers.
Cites sources through a bibliography
Applies a variety of print and non-print
sources to gather information (e.g.,
encyclopedias, dictionaries, periodicals,
almanacs atlases, and primary sources).
Recognizes bias, author’s purpose, validity,
etc.
Uses strategies to gather and
Students will be able to take note in their own
organize information (e.g.,
words and avoid plagiarism.
notetaking, graphic organizers, parts Students will be able to quote and cite sources
of the book, timelines, outlines,
in their writing.
bibliography, direct quotes)
Students will be able or organize information
from their reading into timelines, outlines, etc.
Students will be able to create a bibliography.
Uses a variety of print and non-print Utilize all available resources, such as maps,
sources to gather information.
Internet, encyclopedias, interviews, videos,
and television shows. Cite each resource
correctly.
Select sources appropriate to the task (ex.
technology, nonfiction, almanac, atlas, etc.).
Evaluate the credibility of sources.
Synthesizes a variety of information Organize gathered information sequentially
into an appropriate sequence.
(notecards, outlines, webs, maps, graphic
organizers, etc.). Read and relate multiple
sources (literature/genre) to one another.
Determines the validity, credibility, Identify validity of all sources. Locate the
reliability, and appropriateness of
“best” resource when given a task.
sources.
Differentiate between fact and opinion in
sources.
Summarizes a variety of
Determine information relevant to subject.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
Page 20 of 40
CORE
3.2
BENCHMARK
information for research purposes.
DESCRIPTION
Properly paraphrase without plagiarizing. Cite
information correctly.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
Standard 4: Uses the general skills and strategies of the reading process
MISIC GOAL AREA
R.1.a
R.1.b
CORE
K.4.1
BENCHMARK
Understands letter-sound
correspondence.
R.1.b
K.4.2
R.1.a
R.1.b
1.4.1
R.1.a
R.1.c
1.4.2
Knows letters of the alphabet
(uppercase and lowercase).
Uses basic elements of phonemic
analysis (e.g., initial vowel and
consonant sounds, rhyming sounds,
vowel sounds, beginning and ending
consonants, letter substitution,
blends, word families) to decode
unknown words.
Uses context clues to decode
unknown words.
R.1.a
R.1.c
R.1.a
R.1.b
R.1.c
R.1.a
R.1.b
1.4.3
R.1.a
2.4.2
Page 21 of 40
1.4.4
2.4.1
Uses picture clues to decode
unknown words and meanings.
Recognizes age-appropriate sight
words.
Uses word structures (e.g.,
syllabication, basic prefixes,
suffixes, consonant blends, vowel
patterns, root words) to decode
unknown words.
Uses context clues to infer the
DESCRIPTION
Given a sound, students can match it to its
letter. Given the letter students can give the
sound of that letter. Matches picture with
beginning letter sound
Phonemic Awareness – identifies letter sounds
and matches to corresponding letter.
Students can identify upper/lower case letters.
Students use phonemic awareness skills.
Students use consonant and vowel sounds,
rhyming, letter substitution, blends, word
families to figure out unknown words.
Students use the meaning of the sentence to
figure out unknown words.
Students use pictures on the page to build
understanding and figure out words.
When given sight words students identify
words correctly. Recognizes sight words
while reading text
Students are able to use syllabication, basic
prefixes, suffixes, consonant blends, vowel
patterns, root words and other strategies when
figuring out an unknown word.
Students use prior knowledge and context
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
R.1.c
R.1.d
R.3.a
R.1.a
R.1.b
R3.a
CORE
BENCHMARK
meaning of new and unfamiliar
words.
DESCRIPTION
clues to figure out the meaning of an unknown
word.
2.4.3
Uses self-correction strategies when
confused by text (e.g., re-read, find
context clues).
R.1.a
R.1.b
R.1.c
R.1.a
R.1.c
R.1.d
R.3.a
2.4.4
Recognizes age-appropriate sight
words.
The students stop and go back, use picture
clues and word meaning, when their reading of
the text doesn’t make sense, sound right
(language structure) or look right
When given sight words students identify
words correctly. Students read text fluently.
3.4.1
Uses context clues (e.g., known
words, phrases, structures) to infer
the meaning of new and unfamiliar
words.
R.1.a
R.1.b
R3.a
3.4.2
R.1.a
R.1.c
R.1.d
R.3.a
R.1.a
R.1.c
R.1.d
R.1.e
R.3.a
4.4.1
Uses self-correction strategies when
confused by text (e.g., reads on,
rereads, tries an alternate
pronunciation, asks questions, and
uses picture clues).
Uses context clues to infer the
meaning of new and unfamiliar
words.
R1 a, b, c, e
R2 b
5.4.1
Page 22 of 40
4.4.2
Uses self-correction strategies when
confused by text (e.g. reads on;
rereads; tries an alternate
pronunciation; asks questions; uses
resources, context, and picture
clues).
Understands the meaning of
unfamiliar words using a variety of
Students use prior knowledge, known words,
pictures, phrases, language structures to figure
out the meaning of an unknown word.
Students understand bold face or italicized
print
Student reads on, rereads, tries an alternate
pronunciation, asks questions, and uses picture
clues when text doesn’t make sense, sound
right (language structure), or look right
Student builds comprehension by using known
words, phrases, structures, and prior
knowledge.
Student reads on, rereads, tries an alternate
pronunciation, asks questions, context, and
picture clues to understand the text.
Uses a dictionary and glossary to locate and
understand the meanings of unfamiliar words.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R2 a, b, c
5.4.2
R3 a, b, c, d
5.4.3
R4 a, b, c, d, e
5.4.4
BENCHMARK
strategies (e.g., dictionary,
glossary).
Reads for a variety of purposes
(information, entertainment, etc.).
Uses a variety of strategies as an aid
to comprehension (identifies
fact/opinion, main idea/support,
skim/scan).
Identifies literary elements as an aid
to comprehension (plot, main idea,
theme, setting).
DESCRIPTION
Knows prefixes and suffixes, roots, and base
words; knows the terminology for the parts of
a dictionary; uses guidewords; knows parts of
a dictionary entry; knows synonyms and
antonyms, uses context clues
Understands author’s purpose; the type of
work (genre); identifies key topics; identifies
appropriate sources to fit purpose; understands
purposes such as reading for entertainment,
information, persuasion; interpreting charts,
maps, graphs, tables, pictures; main idea and
supporting details
Identifies genre, author’s purpose, point of
view, etc. to help aid comprehension.
Uses other sources (such as dictionaries,
internet, other books) to aid comprehension.
Uses comprehension-aiding skills such as re-
Reads a variety of genre including fiction and
non-fiction.
Analyzes passage for opinion, inference, value
judgment, or fact. Identifies main idea and
detail by locating key information.
Uses story structure as a literary device.
Determine how author develops character
traits and setting.
Recognizes foreshadowing and plot elements.
Understand the author’s purpose and theme.
Missing 6th grade Standard 4
R1a-e
7.4.1
Understands the meaning of
unfamiliar words using a variety of
strategies (thesauri, dictionaries).
R1e; R2a-c; R3 a-d; R4a-e
7.4.2
Reads for a variety of purposes (to
find information, to gain
understanding of diverse
viewpoints).
R2a-c; R3a-d; R4a-e
7.4.3
Uses a variety of strategies as an aid
to comprehension (e.g.,
summarization, prediction,
connection).
Page 23 of 40
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R3a-d; R4a-e
7.4.4
R1a, R1b, R1c
8.4.1
R2b, R2c, R3a, R3c, R4a, R4b,
R4c
8.4.2
R1a, R1b, R1c, R1d, R2a, R2b, 8.4.3
R2c, R3a, R3b, R3c, R3d, R4a,
R4b, R4c, R4d, R4e
Page 24 of 40
BENCHMARK
DESCRIPTION
reading, pre-reading, pausing, predicting,
paraphrasing, summarizing, questioning and
answering, writing and discussing about what
they read, etc..
Draws on background knowledge and makes
connections to what they read.
Uses post-reading strategies such as reading
response, reflection, journaling.
Identifies literary elements as an aid Identifies first and third person all-knowing
to comprehension (e.g., point of
and third person limited, foreshadowingview, foreshadowing, flashback).
prediction and questioning
Recognizes flashbacks
Understands the meaning of
Knows prefixes and suffixes, roots, and base
unfamiliar words using a variety of words; knows the terminology for the parts of
strategies (e.g., context clues,
a dictionary; uses guidewords; knows parts of
prefixes, and suffixes).
a dictionary entry; knows synonyms and
antonyms, uses context clues
Reads for a variety of purposes
Understands author’s purpose; the type of
(e.g., to make decisions, to enjoy the work (genre); identifies key topics; identifies
experience of reading).
appropriate sources to fit purpose; understands
purposes such as reading for entertainment,
information, persuasion; interpreting charts,
maps, graphs, tables, pictures; main idea and
supporting details
Uses a variety of strategies as an aid Identifies genre, author’s purpose, point of
to comprehension (e.g., pause,
view, etc. to help aid comprehension.
reread, consult another source).
Uses other sources (such as dictionaries,
internet, other books) to aid comprehension.
Uses comprehension-aiding skills such as rereading, pre-reading, pausing, predicting,
paraphrasing, summarizing, questioning and
answering, writing and discussing about what
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
R1d, R3d, R4d, R4e
8.4.4
Identifies literary elements as an aid
to comprehension (e.g., symbolism,
main/sub plot, resolution of
conflict).
R1a,b,c,d,e
9-10.4.1
Understands and builds ageappropriate vocabulary.
R2,3, & 4
9-10.4.2
All sub-skills apply under these
criteria. (MISIC)
Reads for understanding and to
increase knowledge.
R1a,b,c,d,e
Understands and builds ageappropriate vocabulary.
Page 25 of 40
11-12.4.1
DESCRIPTION
they read, etc..
Draws on background knowledge and makes
connections to what they read.
Uses post-reading strategies such as reading
response, reflection, journaling.
Recognizes main and sub-plots.
Relates sequence of events, cause and effect.
Recognizes internal and external conflict,
characterization and character relationships,
rising tension, climax, resolution.
Recognize symbolism in stories.
Recognize foreshadowing, irony, similes,
personification, metaphors, hyperbole, setting.
Understand the components of words:
prefixes, suffixes, and base words. Identify
synonyms and antonyms. Demonstrate correct
pronunciation. Uses context clues to aid in
understanding of unfamiliar words. Use new
vocabulary words in context (student’s own
sentence). Use dictionaries and thesauri to
build vocabulary.
Use appropriate reading strategies: access
prior knowledge, make connections to own
life, make predictions, identify main idea and
point of view, relate to character, make
inferences, question the reading, recognize
cause and effect, and paraphrase/summarize.
Understand the components of words:
prefixes, suffixes, and base words. Identify
synonyms and antonyms. Demonstrate correct
pronunciation. Use context clues to aid in
understanding of unfamiliar words. Use new
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
R2a,b,c
R3a,b,c,d
R4a,b,c,d,e
11-12.4.2
Reads for understanding and to
increase knowledge.
DESCRIPTION
vocabulary words in context (studentgenerated sentences). Use dictionaries and
thesauri when necessary.
Use appropriate reading strategies: access
prior knowledge, make connections to own
life, make predictions, identify main idea and
point of view, relate to character, make
inferences, question the reading, recognize
cause and effect, and paraphrase/summarize.
Synthesize information from a variety of
sources.
Standard 5: Reads, interprets, and responds to a variety of literary and informational texts.
MISIC GOAL AREA
R2c
CORE
K.5.1
BENCHMARK
Selects stories for personal
enjoyment and knowledge.
R2a
K.5.2
Demonstrates comprehension
(answering questions, sequencing
pictures, or recalling details).
R2a
R2b
R3a
1.5.1
Comprehends what is read (through
retelling, predicting, or drawing
conclusions).
R2a
R3d
1.5.2
Identifies setting, main characters,
main idea in stories.
Page 26 of 40
DESCRIPTION
Student listens to (or reads, if able) books for
fun and to learn things. Student picks books
on his/her own.
Student understands the text by answering
questions, putting pictures in order, or
remembering pieces of information from the
text.
Student tells a peer and/or teacher what
happened in a story, or what they think will
happen next. After reading and/or hearing a
text, the student could write, draw, or tell
about what might happen next, or what the
characters of a story are like, beyond what
the text revealed about them directly.
Students are able to tell where a story
happened, who was in the story, or what the
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R2b
R2c
1.5.3
R2b
R2c
2.5.1
R3a
2.5.2
R4e
2.5.3
R2b
R2c
3.5.1
R4e
R2b
3.5.2
Page 27 of 40
BENCHMARK
DESCRIPTION
story was mainly about in a variety of ways,
such as writing, drawing, making a story
map, putting puzzle pieces together.
Selects reading material as a way to Student listens to (or reads, if able) books for
gain information and enjoyment.
fun and to learn things. Student picks books
on his/her own.
Selects a variety of reading material Student chooses different types of things to
(e.g., nonfiction, fiction, poetry).
read for themselves and class work.
Student can identify a passage as real or
pretend or rhyming in a poem.
Makes predictions, inferences, and Student tells a peer and/or teacher what
draws conclusions.
happened in a story, or what they think will
happen next. After reading and/or hearing a
text, the student could write, draw, or tell
about what might happen next, or what the
characters of a story are like, beyond what
the text revealed about them directly.
Identifies basic story elements
Students are able to tell where a story
(setting, characters, plot).
happened, who was in the story, or what the
story was mainly about in a variety of ways,
such as writing, drawing, making a story
map.
Selects a variety reading material
Is exposed to different types of genres and
(e.g., nonfiction, fiction, poetry).
does independent reading from various
genres. Different genres are used in units of
study.
Summarizes basic story elements
Can read a story or text and retell the main
(setting, characters, plot).
points in sequence to a peer or teacher by
talking, writing, illustrating, acting out.
Can use the information to do a task.
Can chunk down a paragraph into a single
sentence of 10 words.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
(a) R 2 a
R 3d
(b) R 3 a
CORE
3.5.3
BENCHMARK
3.5.3a Identifies the main idea,
details, and sequence of events of a
story.
3.5.3b Draws conclusions, makes
inferences, and predicts and revises
outcomes.
3.5.3c Identifies cause and effect.
R2c
4.5.1
Reads from a variety of genres.
R2b
4.5.2
Summarizes information in texts.
(a) R 2 a
R3d
(b) R 3 a
(c) R 3 b
4.5.3
4.5.3a Identifies the main idea,
details, and sequence of events of a
story.
4.5.3b Draws conclusions, makes
inferences, and predicts and revises
outcomes.
4.5.3c Identifies cause and effect.
(c) R 3 b
Page 28 of 40
DESCRIPTION
(a) Give another appropriate title for a story
or passage. Give evidence based on details
as to why it could be called that title. Place
events in proper sequence using order words
Choose the main idea when included with
other details from a selection.
(b) Describe a character (character map) or
extend or change the story ending.
Make educated guess on what may happen
next and tell why. Then compare with what
is in the passage and revise as needed.
(c) Can answer questions about why
something happens. For example, listing
chains of events. Look for cause/effect
vocabulary ie: because, as a result, so
Is exposed to different types of genres and
does independent reading from various
genres. Different genres are used in units of
study.
Can read a story or text and retell the main
points in sequence to a peer or teacher by
talking, writing, illustrating, acting out.
Can use the information to do a task.
Can chunk down a paragraph into a single
sentence of 10 words.
(a) Could give another appropriate title for a
story or passage. Could give evidence based
on details as to why it could be called that
title.
Could use order words to place events in
proper sequence.
When given sentences/paragraph can state
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
R2 c
5.5.1
R2 a,b
R3 a, b, c, d
R4 d, e
5.5.2
R2 a, b, c
R3 a, b, c
5.5.4
Reads a variety of literary and
informational texts.
Utilizes strategies for
comprehension.
Identifies story elements (e.g.,
characters, plot, theme, setting).
Uses strategies to respond to
literature and informational texts
(e.g., summarizing, predicting).
L1b, L1d, L1f
6.5.4
Uses a variety of strategies to
respond to literature and
informational text (e.g.,
summarizing, predicting,
journaling).
R2c; R4a
7.5.1
Identifies the defining features and
structures of a variety of literary
and information texts.
R1d; R3a-d
7.5.2
Understands how literary elements
(e.g., characters, plot, theme) and
Page 29 of 40
5.5.3
DESCRIPTION
main idea.
(b) Describe a character (character map) or
extend or change the story ending.
Make educated guess on what may happen
next and tell why. Then compare with what
is in the passage and revise as needed.
(c) Tell a cause/effect from a story. For
example, listing chains of events.
Select and identify genre appropriate to the
assignment.
Applies sequencing, summarizing, predicting
and inferencing skills to aid comprehension.
Identifies character, setting, plot, and theme
in a variety of genre.
Makes generalizations and comparisons.
Determines cause/effect and fact/opinion.
Draws conclusions, evaluates validity, and
categorizes and classifies information.
Makes generalizations and comparisons.
Determines cause/effect and fact/opinion.
Draws conclusions, evaluates validity, and
categorizes and classifies information.
Makes connections to real life and yourself.
Use details/evidence from text to support
your thoughts.
Identifies different genres (nonfiction
[including reference texts], fiction, poetry,
drama, folklore, mythology) identifies and
uses headings, subheadings, italicized or
bold-faced type, graphs and illustrations.
Identifies protagonist and antagonist,
conflict, and applies it to the passage; when
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
R3d; R4d-e
7.5.3
R1e, R2c, R4d
8.5.1
R1d, R3d, R4d, R4e
8.5.2
R3a, R3d, R4a, R4b, R4c
8.5.3
Page 30 of 40
BENCHMARK
devices (e.g., foreshadowing,
figurative language, point of view,
jargon, dialect) affect a literary
work.
Evaluates literary and informational
texts (e.g., interprets theme and
mood, identifies main ideas, draws
conclusions, connects with prior
knowledge).
DESCRIPTION
given a graphic organizer or story web,
students pulls details from the story that fit
along the plot line, identifies theme (message
the author wanted you to take from it)
Identifies mood-feeling created by the
literary work (suspense, tension, setting);
main idea; draws conclusions-depends on the
readers experiences, connect to previous
works read; understands logical outcomes
based on what happened
Applies the lessons learned by the main
character
Identifies the defining features and Identifies different genres (nonfiction
structures of a variety of literary
[including reference texts], fiction, poetry,
and information texts.
drama, folklore, mythology) identifies and
uses headings, subheadings, italicized or
bold-faced type, graphs and illustrations.
Understands how literary elements Recognizes main and sub-plots.
(e.g., characters, plot, theme) and
Relates sequence of events, cause and effect,
devices (e.g., foreshadowing,
recognize internal and external conflict,
figurative language, point of view,
characterization and character relationships,
etc.) affect a literary work.
rising tension, climax, resolution.
Recognizes symbolism.
Recognize foreshadowing, irony, similes,
personification, metaphors.
Evaluates literary and informational Recognizes theme and mood and determines
texts (e.g., interprets theme and
how it affects the text.
mood, identifies main ideas, draws Organizes information (such as through
conclusions, connects with prior
graphic organizers for sequence of events,
knowledge).
etc.).
Makes inferences and predictions as they
read.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
DESCRIPTION
2c
9-10.5.1
Identifies the defining
characteristics of a variety of
literary and non-literary texts.
3a
4e
9-10.5.2
Understands character development
in literary texts.
3d,
9-10.5.3
2b, 4a
11-12.
5.1
Understands relationships between
concepts and details in
informational texts (main idea and
details.
Reads a variety of literary and nonliterary texts.
4c,
4d., 4e
11-12.
5.2
Understands the effectiveness of
techniques used to convey author’s
purpose and viewpoints.
4d, 4e
11-12.
5.3
Understands elements used in
literary texts. (structure, style,
mood, tone, imagery)
Identify examples of non-literary texts: user
manuals, schematics, pamphlets,
newspapers, essays, reference materials,
periodicals. Identify examples of literary
texts: genres, novels, magazines, poetry,
drama. What are the defining
characteristics of each type????????
Understand the impact of events and
surroundings on individual characters.
Identifies direct and indirect characterization.
Identify standard literary vocabulary as it
applies to characters: static, dynamic, round,
flat, (one-dimensional, multi-dimensional
protagonist, antagonist). Determine main
idea in a statement.
Determine main idea in a statement. List
supporting details for main idea. Use
contextual clues to determine main idea:
bold print, titles, subtitles, graphics, etc.
Read different genre for a variety of
purposes: to answer a specific question, to
form an opinion, to see other perspectives, to
skim for facts, and to provide enjoyment.
Identify the elements of surprise, suspense,
foreshadowing, flashback, imagery,
figurative language, narrator, theme,
sentence style, and metaphor for their
effectiveness.
Identify how the piece is organized
(structure). Analyze a literary piece for
style (dialogue, irony, satire),
Page 31 of 40
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREA
CORE
BENCHMARK
1d,
11-12.
5.4
Understands figurative language in
literary texts (metaphor, simile,
foreshadowing).
3d
11-12.
5.5
Understands connections among
literary works based on theme.
3a
11-12.
5.6
Understands historical and cultural
influences on a literary selection.
3a
11-12.
5.7
Uses text features to support
inferences.
2a
4d,
4e
11-12.
5.8
Understands the effectiveness of
complex elements of plots.
DESCRIPTION
mood (emotion of author),
tone, and figurative language.
Extract meaning from a text by identifying
metaphor, simile, symbolism,
personification, analogy, foreshadowing, and
common irony.
Connect two pieces through intended
message. Create a written comparative
analysis. Create graphic organizers
demonstrating comparison/contrast. Identify
common motifs in literature
Use context clues, vocabulary, and allusions
to identify the origin and cultural influence
of a piece.
Use historical timelines of to relate to
authors’ writings (making connections).
Use boldface, italics, bullets, pictures,
graphs, etc. to further understand textual
meaning.
Identify elements of exposition, conflict
(internal & external), climax, falling action,
denouement and flashback/foreshadowing.
Recognize effectiveness of imagery, literary
elements such as imagery, personification,
similies, metaphors, irony (verbal, dramatic,
situational) as they contribute to plot
development.
Standard 6: Uses speaking and listening strategies for a variety of purposes
MISIC GOAL AREAS
Page 32 of 40
CORE
BENCHMARK
DESCRIPTION
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
Page 33 of 40
CORE
K.6.1
BENCHMARK
Listens and follows directions.
K.6.2
Listens for a variety of purposes
K.6.3
Listens to a variety of forms of oral
language
K.6.4
Speaks in a variety of settings.
K.6.5
Asks and responds to question.
1.6.1
Listens and follows directions.
1.6.2
Uses complete sentences to express
ideas or ask questions in oral
communication.
DESCRIPTION
Eyes on speaker, quiet voices, active
listening, body basics (hands in lap, sitting
flat)
Follows routine – such as lining up
appropriately
Follows oral directions (1-2 step directions)
Listens to directions to perform a task
Listens to enjoy literature
Listens for enjoyment
Listens to others (conversation)
Listens to read alouds (books, poems, songs,
rhymes, plays)
Listens to others (conversations, speakers)
Whole group, small groups (social
interaction) in a variety of places such as
lunch room, classroom, sharing time, library,
special classes, recess
Explains to teacher and/or peers what they
accomplished on a task, how or why they did
something
Asks questions for understanding
Responds appropriately to others
Eyes on speaker, active listening, zipped lips,
body basics (hands in lap, sitting flat)
Follows routine – such as lining up
appropriately and during transitions
Follows oral directions (2-3 step directions)
with modeling
Formulates a complete thought into a
sentence or question.
Shares feelings or ideas with a complete
thought. (ex. Show and tell)
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
1.6.3
BENCHMARK
Follows basic rules of conversation
1.6.4
Listens and responds to a variety of
media.
1.6.5
Speaks in a variety of settings.
1.6.6
Knows patterns of sound in oral
language
2.6.1
Listens and responds to oral
directions.
2.6.2
Asks questions to clarify.
2.6.3
Uses strategies to contribute to
discussions (e.g., recount personal
experiences, report on personal
knowledge about a topic, initiate
conversation, participate as a
leader).
Speaks for different purposes (e.g.
to inform, to entertain, to express
2.6.4
Page 34 of 40
DESCRIPTION
Wait your turn to talk
Eye contact with others
Listening and responding appropriately and
respectfully
Body basics
Stay on topic
Distinguishes between statement and
question
Sits and listens appropriately through read
alouds, videos, audios, guest speakers, etc.
Makes connections and shares responses.
Whole group, small groups (social
interaction) in a variety of places.
DIBELS Assessment (phonemic awareness)
Can identify rhymes and create rhymes
Listens to and recites poetry
Eyes on speaker, quiet voices, body basics
(hands in lap, sitting flat)
Follows oral directions (2-3 step directions)
with modeling
Uses appropriate body language
Questions need to relate to the topic
Distinguishes the difference between
question and statement
Relate to personal experiences
Uses personal (prior) knowledge to respond.
Initiate conversation
Participate as a leader
TSW use speech to inform, to entertain, to
express ideas, and to persuade
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
2.6.5
3.6.1
3.6.2
3.6.3
3.6.4
4.6.1
4.6.2
4.6.3
Page 35 of 40
BENCHMARK
ideas).
Uses different voice level, phrasing,
and intonation for different
situations
Speaks for different purposes (e.g.,
to describe, to report, to explain, to
persuade).
DESCRIPTION
Listens for a specific purpose (e.g.,
to retell a story, to follow
directions, to share information).
Uses basic listening strategies
(makes eye contact, faces the
speaker, paraphrases information).
TSW be able to retell a story, to follow
directions, to share information, to make
personal connections after listening.
Makes eye contact
faces the speaker with appropriate body
language
paraphrases information
Uses appropriate volume, pitch, and rate;
uses clear and specific vocabulary, and
responds with complete thoughts.
Uses strategies to communicate to
an audience (e.g., uses appropriate
volume, pitch, and rate; uses clear
and specific vocabulary).
Speaks in a variety of settings (e.g.,
in front of large and small
audiences; as a participant in a
discussion; as a participant in group
readings, such as choral, echo and
shadow reading; as a participant in
dramatic presentations.)
Uses organized and sequenced
detail to communicate information
and directions.
Uses strategies for oral presentation
(e.g., eye contact, projection, tone,
TSW use expression, and fluctuation
appropriately when speaking. .
TSW use speech to inform, to entertain, to
express ideas, and to persuade.
Speaks in front of large and small audiences;
as a participant in a discussion; as a
participant in group readings, such as choral,
echo and shadow reading; as a participant in
dramatic presentations
Is able to present information to a small or
large group (book report, project
presentations, step-by-step directions )
Eye contact, projection, tone, volume, rate,
articulation, and appropriate body language
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
4.6.4
5.6.1
5.6.2
5.6.3
5.6.4
5.6.5
Page 36 of 40
BENCHMARK
volume, rate, and articulation).
Uses discussion strategies (e.g.,
volunteers, asks relevant questions,
answers questions directly,
responds to opinions and ideas of
others, uses eye contact and other
non-verbal cues; asks for
clarification and explanation of
unfamiliar words and ideas,
summarizes information.)
Uses nonverbal skills to
communicate (e.g., eye contact,
facial expression, gestures,
posture).
Uses verbal skills to communicate
(e.g., pitch, tone, stress, juncture,
projections, word choice).
Uses active listening skills (e.g.,
face speaker, ask questions,
paraphrase, feedback).
Listens for different purposes (e.g.,
gain information, be entertained,
understand a different perspective).
Assumes a variety of roles in small
groups (e.g., listener, leader,
facilitator, contributor).
DESCRIPTION
Volunteers, asks relevant questions, answers
questions directly, responds to opinions and
ideas of others, uses eye contact and other
non-verbal cues; asks for clarification and
explanation of unfamiliar words and ideas,
summarizes information
Appropriately uses eye contact, gestures,
posture, etc. to fit audience and purpose.
Applies appropriate pitch, tone, stress,
juncture, projections, and word choice to
communicate ideas.
Faces speaker, asks appropriate questions,
paraphrases and participates in class
discussion.
Knows what they are listening for and why
they are listening. Uses that information to
choose appropriate type of listening/giving
feedback.
Participates in small groups as an active
listener, leader, and contributor.
Performs and displays qualities of the job
role assigned.
Uses listening skills and communicates
effectively to perform their roles.
Works cooperatively for the good of the
group.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
6.6.1
6.6.2
6.6.3
6.6.4
6.6.5
Assumes a variety of roles in small
groups (e.g. listener, leader,
facilitator, contributor).
7.6.1
Uses nonverbal skills to
communicate (e.g. eye contact,
facial expression, gestures,
posture).
Uses verbal skills to communicate
(e.g. pitch, tone, stress, juncture,
projection, word choice).
Uses active listening skills (e.g.
faces speaker, asks questions,
paraphrases, gives feedback)
7.6.2
7.6.3
Page 37 of 40
BENCHMARK
Uses nonverbal skills to
communicate (e.g. eye contact,
facial expression, gestures,
posture).
Uses verbal skills to communicate
(e.g., pitch, tone, stress, juncture,
projection, word choice).
Uses active listening skills (e.g.
faces speaker, asks questions,
paraphrases, gives feedback)
Listens for different purposes (e.g.,
gain information, be entertained,
understand a different perspective).
DESCRIPTION
Appropriately uses eye contact, gestures,
posture, etc. to fit audience and purpose.
Applies appropriate pitch, tone, stress,
juncture, projections, and word choice to
communicate ideas.
Faces speaker, asks appropriate questions,
paraphrases and participates in class
discussion.
Knows what they are listening for and why
they are listening. Uses that information to
choose appropriate type of listening/giving
feedback.
Participates in small groups as an active
listener, leader, and contributor.
Performs and displays qualities of the job
role assigned.
Uses listening skills and communicates
effectively to perform their roles.
Works cooperatively for the good of the
group.
Maintains appropriate eye contact with an
audience, uses appropriate facial expressions
and gestures in a variety of settings
Applies appropriate pitch, tone, stress,
juncture, projections, and word choice to
communicate ideas.
Faces speaker, asks appropriate questions,
paraphrases and participates in class
discussion.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
7.6.4
BENCHMARK
Listens for different purposes (e.g.,
gain information, be entertained,
understand a different perspective).
7.6.5
Assumes a variety of roles in small
groups (e.g., listener, leader,
facilitator, contributor).
8.6.1
Uses nonverbal skills to
communicate (e.g. eye contact,
facial expression, gestures,
posture).
Uses verbal skills to communicate
(e.g. pitch, tone, stress, juncture,
projection, word choice).
Uses active listening skills (e.g.
faces speaker, asks questions,
paraphrases, gives feedback)
Listens for different purposes (e.g.,
gain information, be entertained,
understand a different perspective)
8.6.2
8.6.3
8.6.4
8.6.5
Page 38 of 40
Assumes a variety of roles in small
groups (e.g., listener, leader,
facilitator, contributor).
DESCRIPTION
Knows what they are listening for and why
they are listening. Uses that information to
choose appropriate type of listening/giving
feedback.
Participates in small groups as an active
listener, leader, and contributor.
Performs and displays qualities of the job
role assigned.
Uses listening skills and communicates
effectively to perform their roles.
Works cooperatively for the good of the
group.
Students will use eye contact, facial
expression, gestures, posture that is
appropriate to their purpose and audience.
Applies appropriate pitch, tone, stress,
juncture, projections, and word choice to
communicate ideas.
Faces speaker, asks appropriate questions,
paraphrases and participates in class
discussion.
Knows what they are listening for and why
they are listening. Uses that information to
choose appropriate type of listening/giving
feedback.
Participates in small groups as an active
listener, leader, and contributor.
Performs and displays qualities of the job
role assigned.
Uses listening skills and communicates
effectively to perform their roles.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
Page 39 of 40
CORE
BENCHMARK
9-10.6.1
Gains practice in different types of
speech delivery.
9-10.6.2
Applies effective listening skills.
11-12.
6.1
Performs advanced - level
speeches.
11-12.
6.2
Analyzes factors that commonly
affect language usage, gender,
culture, and vocabulary, etc.
11-12,
6.3
Makes well-informed and wellorganized formal presentations.
11-12,
Makes explicit use of various
DESCRIPTION
Works cooperatively for the good of the
group.
Effectively present and prepare the following
speeches: After Dinner, persuasive,
informative, demonstration,
spontaneous/impromptu, personal, interview,
and research, etc.
Take turns speaking and listening. Use
correct and appropriate response. Maintain
eye contact. Demonstrate effective body
language. Identify when responding is
inappropriate. Respond to and summarize
oral information.
Students will perform speeches, including
the following: introduction, thesis, body,
and conclusion. Dress appropriately. Use
fewer notes (students will not read speeches).
Use fluency without silences or filler words.
Participate in more complex speaking
opportunities: mock trial, after dinner,
readers’ theater, and expository.
Use standard American English when
speaking. Use politically correct comments.
Adjusts vocabulary to audience. Understand
how the use of certain language influences
the impact of a presentation.
Use research and data to support oral
presentation. Follow an outline using
keywords. Develop engaging, supportive
visuals. Adjust presentation style to
audience.
Use appropriate volume, rate, emphasis,
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003
Humboldt Community Schools Reading/Language Arts Curriculum
MISIC GOAL AREAS
CORE
6.4
11-12.
6.5
Page 40 of 40
BENCHMARK
techniques for effective
presentations (modulation of voice,
inflection, tempos, enunciation,
physical gestures).
Critiques and analyzes
presentations. Asks questions to
broaden and enrich learning and
classroom discussions.
DESCRIPTION
inflection, gestures/body language and keep
eye contact.
Identify their strengths and weaknesses in
self and others, based on a set of criteria.
READING / LANGUAGE ARTS ALIGNMENT SUMMARY -- June 2003