3rd Grade - ELA Writing

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "3rd Grade - ELA Writing"

Transcription

1 3rd Grade - ELA Text Types and Purposes College & Career Readiness 1. Opinion Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Write opinion pieces on topics or texts supporting a point of view with reasons -Introduce the topic or text and state an opinion - Create an organizational structure that lists reasons - Use linking words and phrases that connect reasons (e.g., for example, because, since, therefore) - Provide a concluding statement or section Write - Synthesis Introduce - Knowledge State - Knowledge Create - Synthesis Provide - Application opinion point of view organizational structure linking words and phrases concluding statement 1. Understand fact and opinion 2. Form an opinion by analyzing text and topics 3. State opinion through an introduction 4. Generate support for opinion with reasons 5. Group generated reasons together 6. Write topic sentences 7. Create an organizational structure that lists reasons to support writer's opinion 8. Write paragraphs that support the writer's opinion that begin with a topic sentence and are supported with reasons that are linked with transitional words and phrases 9. Provide a concluding statement related to the opinion presented 1. I can explain the difference between a fact and an opinion. 2. I can form an opinion by analyzing text and topics. 3. I can state an opinion. 4. I can write an introduction that includes my opinion. 5. I can generate support for my opinion with reasons. 6. I can write topic sentences from my reasons. 7. I can create an organizational structure that lists reasons to support my opinion. 8. I can write paragraphs that support my opinion and begin with topic sentences. 9. I can write paragraphs that use transition words and phrases to link my reasons. 10. I can write a conclusion related to my opinion. 11. If I can do steps 1-10 above,i can write an opinion piece. 2. Informational/ Explanatory Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write texts to examine a topic and convey ideas and information clearly -Introduce the topic -Group related information together - Include illustrations when useful for aiding comprehension - Develop with facts, definitions, and details - Use linking words and phrases to connect ideas within categories of information (e.g., also, another, more) - Provide a concluding statement or section -Write an informational piece including a report demonstrating understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and table of contents Write - synthesis Introduce - knowledge State - knowledge Create - synthesis Provide - Application convey ideas introduce topic illustrations facts definitions details linking words and phrases categories of information concluding statement report informational piece central idea organizational pattern title heading subheading table of contents 1. Generate ideas for writing an informational essay 2. List facts, definitions, and details related to the topic 3. Choose a strong idea to develop into an essay 4. Group related information together - complete graphic organizer 5. Introduce the topic 6. Develop supporting paragraphs using linking words and phrases to connect ideas within categories of information 7. Provide a concluding statement or section (paragraph) 1. I can generate ideas for writing informational essays. 2. I can identify and list facts related to an informational topic. 3. I can define words and provide details to a topic. 4. I can group related information together using a graphic organizer. 5. I can write supporting paragraphs using linking words and phrases to connect ideas within categories of information. 6. I can write a concluding statement or section (paragraph). 7. If I can do steps 1-6 above, I can write an informational essay. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 1

2 3rd Grade - ELA 3. Narrative Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences -Establish a situation and introduce a narrator and/or characters - Organize an event sequence that unfolds naturally - Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations - Use temporal words (e.g., before, after, now, finally) and phrases to signal event order - Provide a sense of closure -Write a cohesive narrative piece (e.g., fable, folktale, realistic fiction) using personification, setting, actions and thoughts that reveal important character traits -Write poetry based on reading a wide variety of grade-appropriate poetry Develop - Synthesis Establish - Synthesis Introduce - Synthesis Organize - Comprehension Provide - Application Write - Application Real or imagined experiences or events Descriptive details Events Sequence Situation Introduce Narrator Characters Organize Dialogue Descriptions Temporal words and phrases Closure Personification Setting Actions Character Traits Poetry 1. Read mentor texts to learn about narrative writing. 2. Identify traits of narrative texts. 3. Generate ideas for writing a narrative piece. 4. Choose an idea to develop details. 5. Develop strong characters and/or narrator. 6. Organize story events into a graphic organizer. 7. Write introduction of narrative piece. 8. Add description of setting into introduction. 9. Write events to develop story further. 10. Insert dialogue, descriptions of actions, thoughts and feelings to develop experiences and events to show the response of characters to situations (thoughtshots, explode a moment, snapshots). 11. Use personification to add interest (voice) to story. 12. Identify temporal words (transition words) and phrases to signal sequence of events and add into story where necessary. 13. Look at mentor texts for examples of closure. 14. Write closing paragraph that provides sense of closure. 1. I can identify traits of narrative traits. 2. I can generate ideas for narrative traits. 3. I can develop strong characters and/or narrators. 4. I can organize story events. 5. I can include a description of setting into my writing. 6. I can develop my writing using dialogue, descriptions of actions, thoughts, and feelings. 7. I can write with personification. 8. I can use temporal words and phrases to signal sequence of events. 9. I can write a closing paragraph which provides a sense of closure. 10. If I can do steps 1-9 above, I can write a narrative piece. Production and Distribution of 4. Clear and Coherent Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. -With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1-3 above.) Produce - Synthesis Produce Development Organization Task Purpose Expectations 1. Read various mentor texts or anchor papers and determine the purpose, task, and audience. 2. Identify the traits of clear and coherent writing (wellorganized, well-developed, many details, easy to follow, etc.) 3. Brainstorm topics for writing based on task, purpose, and audience. 4. Choose a topic for writing. 5. Teacher models how to share events/details with a writing partner. 6. Practice sharing events/details orally to writing partner. 7. Teacher models how to create and complete a graphic organizer which includes important events/details. 8. Create a graphic organizer that suits task and writer's purpose. 9. Complete graphic organizer. 10. Teacher models how to share graphic organizer w ith a writing partner and how to provide tips. 11. Share graphic organizer with writing partner and provide tips for adding further details. 12. Throughout process conference with teacher who will provide tips and compliments for writers. 13. Refer to processes detailed in #1-3 depending on the type of writing. 1. I can read texts to determine the purpose, task, and audience. 2. I can identify the traits of clear and coherent writing. 3. I can brainstorm topics for an assigned task, purpose, and audience. 4. I can choose a topic for writing. 5. I can orally share my story events/details with a writing partner. 6. I can create and complete a graphic organizer. 7. I can share my graphic organizer or plan with a writing partner. 8. I can confer with a writing partner to share tips for writing. 9. I can participate in a writing conference with my teacher. 10. If I can do steps 1-9, I can write a clear and coherent piece of writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 2

3 3rd Grade - ELA 5. Develop and Strengthen Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. -With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 on pages 28 and 29.) Develop - Synthesis Strengthen - Synthesis Edit - Synthesis Revise - Synthesis Plan - Analysis Develop Strengthen Support Planning Revising Editing Conventions 1. This process occurs during a unit in which students are required to write an essay. 2. Teach writing traits (ideas, organization, word choice, sentence fluency, voice, and conventions) and how they connect to writing checklist. 3. Analyze mentor texts to identify strong traits. 4. Analyze anchor papers to identify strong and weak traits. 5. Students generate ideas for writing and choose a strong idea. 6. Teacher models how to plan and organize ideas using a graphic organizer. 7. Students create and complete graphic organizer. 8. Share story ideas with writing partner. 9. Students begin writing stories. 10. Throughout process teacher holds writing conferences to offer tips and compliments to strengthen students' writing. 11. Teach students how to add thoughtshots, snapshots, and explode a moment strategies for adding details. 12. Teach students strageties for integrating these writing strategies into their story (use of sticky notes, thought boxes, cutting apart story, etc.) 1. I can identify the writing traits. 2. I can analyze mentor texts to identify strong traits. 3. I can analyze anchor papers to identify strong and weak traits. 4. I can generate ideas for writing and choose a strong idea. 5. I can create and complete a graphic organizer. 6. I can share story ideas with a writing partner. 7. I can write a story. 8. I can add thoughtshots, snapshots, and explode a moment strategies. 9. I can strengthen my writing by using sticky notes, thought boxes, and cutting apart the story. 10. If I can do steps 1-9 above, I can develop and strengthen my writing. 13 Students identify how to strengthen their writing with strategies with the support of writing partners. 14. Teacher implements mini-lessons to teach conventions (sentence detective). 15. Students edit writing for conventions with writing partners. 16. Teacher models how to edit writing using checklist of questions. Read question carefully, then read writing aloud and edit/revise. 17. partners work together to practice using checklist to edit/revise. 18. Students share ways they edited/revised their writing using the checklist with the class. 6. Technology Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. -With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others Produce - Application Publish - Synthesis Interact - Synthesis Collaborate - Synthesis Technology Produce Publish Interact Collaborate 1. Peer collaboration. 2. Explore digital tools. 3. Produce and publish writing using digital tools. 4. Use keyboarding skills to publish writing. 1. I can collaborate with peers. 2. I can use digital tools. 3. I can produce and publish writing using digital tools. 4. I can use keyboarding skills to publish writing. 5. If I can do steps 1-5 above, I can use technology to produce and publish my writing. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 3

4 3rd Grade - ELA Research to Build and Present Knowledge 7. Research Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. -Conduct short research projects that build knowledge about a topic - Initiate research questions from content area text from teacher-selected topic Conduct - Synthesis Initiate - Synthesis research projects topic initiate research questions content area text 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Research and take notes on the topic using print and digital resources 5. Organize notes into categories 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources for research. 5. I can determine important information related to my topic/research questions. 5. I can take notes on my topic/research questions using print and digital resources. 6. I can organize the information into a short research project. 7. If I can do steps 1-6, I can conduct a short research project about a topic. 8. Research Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. -Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories Recall - Knowledge Gather - Comprehension Take - Synthesis Sort - Application print sources digital sources evidence categories plagiarism 1. Choose a topic 2. List facts you know about the topic 3. Write questions you would like to learn about the topic to guide your research 4. Teach how to use digital resources for research 5. Teach the definition of plagiarism and how to avoid it 6. Practice reading researched topic and determining important information 7. Practice notetaking with researched information while avoiding plagiarism 8. Research and take notes from print and digital resources on students' topics 9. Organize important information from resources into categories (using organizational tools) 1. I can choose a topic. 2. I can list facts I know about the topic. 3. I can write questions I would like to learn about the topic to guide my research. 4. I can use digital resources to conduct research. 5. I can determine important information related to my topic. 6. I can write about my topic without plagiarizing information. 7. I can present information about my topic (to be determined). 8. If I can do steps 1-7, I can conduct a research project. 9. Research Draw evidence from literary or informational text to support analysis, reflection, and research. (Begins in grade 4) Range of O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 4

5 10. Time Frames 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 tasks, purposes, and audiences. -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 tasks, purposes, and audiences. Write (Application) Research (Analyze and Synthesis) Reflect (Synthesis) Revise (Synthesis and Evaluation) 3rd Grade - ELA Write research reflection revise time frame task purpose audience single sitting stamina 1. Identify the author's purpose/audience in a variety of formats (writing) 2. Provide opportunities for students to write for a variety of purposes, audiences, and tasks. 2. Provide time for students to build stamina for writing to work towards extended time frames 2. Write for extended periods of time in a single setting 3. Revise for purpose and audience 1. I can identify the author's purpose/audience in a variety of formats (writing). 2. I can write for extended periods of time in a single sitting. 3. I can revise for purpose and audience. 4. If I can do steps 1-3, I can write for short and extended periods of time for a range of tasks, purposes, and audiences. ELA--language Conventions of Standard English 1. Grammar and Usage Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. -Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences -Form and use regular and irregular plural nouns -Use abstract nouns (e.g., childhood) -Form and use regular and irregular verbs -Form and use simple (e.g., I walked; I walk; I will walk) verb tenses -Ensure subject-verb and pronounantecedent agreement -Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified -Use coordinating and subordinating conjunctions -Produce simple, compound, and complex sentences Explain - Comprehension Form - Application Ensure - Analysis Choose - Application Produce - Synthesis Function Nouns Pronouns Verbs Adjectives Adverbs Form Regular Nouns Irregular Nouns Plural Nouns Abstract Nouns Regular Verbs Irregular Verbs Simple Verb Tenses Subject-verb Agreement Pronoun-antecedent Agreement Comparative/Superlative Adjectives Comparative/Superlative Adverbs Coordinating/Subordinating Conjunctions Simple Sentences Compound Sentences Complex Sentences 1. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences 2. Form and use regular and irregular plural nouns. 3. Identify and use abstract nouns (e.g. childhood). 4. Identify and use regular and irregular verbs. 5. Form and use simple verb tenses. 6. Ensure subject-verb and pronoun-antecedent agreement. 7. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified. 8. Use coordinating and subordinating conjunctions. 9. Produce simple, compound, and complex sentences. 1. I can identify and use nouns, pronouns, verbs, adjectives, and adverbs. 2. I can explain their functions in sentences. 3. I can use regular and irregular nouns. 4. I can use regular and irregular verbs. 5. I can use simple verb tenses. 6. I can ensure subject-verb and pronounantecedent agreement. 7. I can form and use comparative and superlative adjectives and adverbs and choose between them depending on what is to be modified. 8. I can use coordinating and subordinating conjunctions. 9. I can produce simple, compound, and complex sentences. 10. If I can do steps 1-10, I can use the conventions of standard English grammar when writing and speaking. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 5

6 2. Capitalization, Punctuation, and Spelling Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. -Capitalize appropriate words in titles -Use commas in addresses -Use commas and quotation marks in dialogue -Form and use possessives -Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) -Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words -Consult reference materials including beginning dictionaries as needed to check and correct spellings -Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) -For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) Capitalize - Knowledge Form - Application Consult - Comprehension Check - Knowledge Correct - Knowledge Spell - Knowledge 3rd Grade - ELA capitalize titles commas addresses quotation marks dialogue possessives conventional spelling high-frequency words suffixes base words word families position-based spelling syllable patterns ending rules meaningful word parts reference materials dictionaries multi-syllabic r-controlled consonant blends contractions compounds common homophones structural cues environmental sources 1. Capitalize appropriate words in titles 2. Use commas in addresses 3. Use commas and quotation marks in dialogue 4. Form and use possessives 5. Use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness) 6. Use spelling patterns and generalizations (e.g., word families, position-based spelling, syllable patterns, ending rules, meaningful word parts) in writing words 7. Consult reference materials including beginning dictionaries as needed to check and correct spellings 8. Correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones) 9. For less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell-checkers) 1. I can capitalize appropriate words in titles. 2. I can use commas in addresses. 3. I can use commas and quotation marks in dialogue. 4. I can form and use possessives. 5. I can use conventional spelling for high frequency and other studied words and for adding suffixes to base words (e.g., sitting, smile, cries, happiness). 6. I can use spelling patterns and generalizations (e.g., word families, positionbased spelling, syllable patterns, ending rules, meaningful word parts) in writing words. 7. I can consult reference materials including beginning dictionaries as needed to check and correct spellings. 8. I can correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones). 9. For less frequently encountered words, I can use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spellcheckers). 10. If I can do steps 1-9 above, I can use conventions of standard English capitalization, punctuation, and spelling when I write. O:\Elementary Learning Targets\3rd Grade\3rd Grade Learning Targets.xlsx 6

E/LA Common Core Standards for Writing Grade 4

E/LA Common Core Standards for Writing Grade 4 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate

Students will know Vocabulary: purpose details reasons phrases conclusion point of view persuasive evaluate Fourth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

More information

3rd Grade Common Core State Standards Writing

3rd Grade Common Core State Standards Writing Text Types and Purposes Writing CCSS.ELA-Literacy.W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. CCSS.ELA-Literacy.W.3.1a Introduce the topic or text they are writing

More information

Correlation to the Common Core State Standards for English Language Arts, Grade 3

Correlation to the Common Core State Standards for English Language Arts, Grade 3 Correlation to the Common Core State Standards for English Language Arts, Grade 3 Journeys Grade 3 LESSON 1 LESSON 2 LESSON 3 LESSON 4 LESSON 5 1 Houghton Mifflin Harcourt Publishing Company. All rights

More information

E/LA Common Core Standards for Writing Grade 5

E/LA Common Core Standards for Writing Grade 5 Text Type and Purposes Anchor Standards 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory

More information

Bedford Public Schools

Bedford Public Schools Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two

More information

Third Grade English Language Arts Standards and I Can Statements

Third Grade English Language Arts Standards and I Can Statements Third Grade English Language Arts Standards and I Can Statements Standard #: CC.3.L.1.a: Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular

More information

Common Core Progress English Language Arts. Grade 3

Common Core Progress English Language Arts. Grade 3 [ SADLIER Common Core Progress English Language Arts Aligned to the Florida [ GRADE 6 Next Generation Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1

CURRICULUM PACING GUIDE GRADE/SUBJECT: /English. 1st Nine Weeks 1 Approximately Alabama Course Of Study/Quality Core Standards. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers [RL.3.] (.)

More information

Mathematics. Students will be able to:

Mathematics. Students will be able to: This guide provides parents with a description of the concepts and skills that students will be taught in Mathematics, Science, Social Studies, and Literacy in Third Grade. Our Elementary Program provides

More information

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5

LANGUAGE! 4 th Edition, Levels A C, correlated to the South Carolina College and Career Readiness Standards, Grades 3 5 Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken

More information

Writing Common Core KEY WORDS

Writing Common Core KEY WORDS Writing Common Core KEY WORDS An educator's guide to words frequently used in the Common Core State Standards, organized by grade level in order to show the progression of writing Common Core vocabulary

More information

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify

Students will know Vocabulary: claims evidence reasons relevant accurate phrases/clauses credible source (inc. oral) formal style clarify Sixth Grade Writing : Text Types and Purposes Essential Questions: 1. How do writers select the genre of writing for a specific purpose and audience? 2. How do essential components of the writing process

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade 3 Introduction to the Common Core State Standards for English Language

More information

Third Grade Common Core Standards & Learning Targets

Third Grade Common Core Standards & Learning Targets Third Grade Common Core Standards & Learning Targets CCS Standards: Reading - Literature RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the

More information

Third Grade Language Arts Learning Targets - Common Core

Third Grade Language Arts Learning Targets - Common Core Third Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask and answer questions, using the text for support, to show my understanding. RL 1-1

More information

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

FSD Grade 2 READING. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5.

Reading for Success : A Novel Study for Tippy Lemmey by Patricia McKissack Common Core State Standards for Grades 3, 4, and 5. Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON Speaking and Listening: Comprehension

More information

4th Grade Common Core Checklist

4th Grade Common Core Checklist Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter

More information

FSD Kindergarten READING

FSD Kindergarten READING College and Career Readiness Anchor Standards for Reading Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or

More information

Third Grade in California Public Schools. and the Common Core State Standards

Third Grade in California Public Schools. and the Common Core State Standards A Look at Third Grade in California Public Schools and the Common Core State Standards CURRICULUM FRAMEWORKS AND INSTRUCTIONAL RESOURCES DIVISION INSTRUCTION AND LEARNING SUPPORT BRANCH CALIFORNIA DEPARTMENT

More information

Common Core Progress English Language Arts

Common Core Progress English Language Arts [ SADLIER Common Core Progress English Language Arts Aligned to the [ Florida Next Generation GRADE 6 Sunshine State (Common Core) Standards for English Language Arts Contents 2 Strand: Reading Standards

More information

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the

Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3. correlated to the Houghton Mifflin Harcourt Journeys Common Core 2014 and Earobics, Grade 3 correlated to the Common Core State Standards English Language Arts Grade 3 RL.3.1 Reading Standards for Literature Key Ideas and

More information

Grade 4 Writing Curriculum Map

Grade 4 Writing Curriculum Map Curriculum Map BOE Approval November 2013 CURRICULUM MAP WRITING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About : It s All About Me! Tell Me A Story Realistic Fiction Tell Me

More information

FOSS and Common Core ELA Grade 4

FOSS and Common Core ELA Grade 4 Contents Introduction...1 Reading Standards for Informational Text...4 Reading Standards: Foundational Skills...8 Writing Standards... 10 Speaking and Listening Standards... 16 Language Standards... 22

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly

More information

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE)

3rd Grade English Language Arts Georgia Standards of Excellence (ELAGSE) READING LITERARY (RL) Key Ideas and Details ELAGSE3RL1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELAGSE3RL2: Recount

More information

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview

Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction. Overview Grade 3 Language Arts/Writing Unit 1 of 14 Narrative: Realistic Fiction Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Adoption Date: July 22, 2013

Adoption Date: July 22, 2013 Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar

More information

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered

Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered Grade Genre Skills Lessons Mentor Texts and Resources 6 Grammar To Be Covered 6 Personal Narrative Parts of speech (noun, adj, verb, adv) Complete sentence (subj. and verb) Capitalization Tense (identify)

More information

Activity 2: Meat, Beans & Nuts and Grains, Breads & Cereals. Activity 4: Mixed Foods. Activity 3: Milk & Milk Products and Extra Foods

Activity 2: Meat, Beans & Nuts and Grains, Breads & Cereals. Activity 4: Mixed Foods. Activity 3: Milk & Milk Products and Extra Foods Healthy Choices, Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children personalize health and nutrition concepts in meaningful ways. The following

More information

Grade 3 Reading and Literature Objectives

Grade 3 Reading and Literature Objectives Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

SIXTH GRADE UNIT 1. Reading: Literature

SIXTH GRADE UNIT 1. Reading: Literature Reading: Literature Writing: Narrative RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 W.6.3 SIXTH GRADE UNIT 1 Key Ideas and Details Cite textual evidence to support analysis of what the text says explicitly

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when

More information

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects

Grades K-6 Aligned with Common Core State Standards. For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects Grades K-6 Aligned with Common Core State Standards For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects McGraw-Hill School Education Group and Common Core State

More information

Students will know Vocabulary: opinion preference title topic word sentence

Students will know Vocabulary: opinion preference title topic word sentence Kindergarten Grade Writing : Text Types and Purposes Essential opinion/preference, title, topic, word, sentence, title, topic, word, facts, nonfiction, fiction, sequence (order), event, reaction (feelings)

More information

Writing Learning Targets

Writing Learning Targets Writing Learning Targets Writing 3.1 Exploring the writing process helps to plan and draft a variety of literary genres Writing 3.1.a: Write opinion pieces in which they introduce the topic or book they

More information

Grade 1 Reading and Literature Objectives

Grade 1 Reading and Literature Objectives Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

English/Language Arts Unpacked Content

English/Language Arts Unpacked Content English/Language Arts Unpacked Content For the new Common Core State Standards that will be effective in all North Carolina schools in the 2012-13 school year This document is designed to help North Carolina

More information

RL.1.1. Ask and answer questions about key details in a text.

RL.1.1. Ask and answer questions about key details in a text. Grade 1 Learning Targets ELA Common Core Standards & Learning Targets Essential Understandings CCS Standards: Reading - Literature Targets Students will ask and answer questions about key details, retell

More information

Elementary Language Arts

Elementary Language Arts Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded

More information

Grade 5 Reading and Literature Objectives

Grade 5 Reading and Literature Objectives Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

Fourth Grade ELA Standards and I Can Statements

Fourth Grade ELA Standards and I Can Statements Fourth Grade ELA Standards and I Can Statements Standard - CC.4.L.1 Demonstrate command of the conventions of standard English grammar and usage when speaking or writing. a. Use relative pronouns (who,

More information

KINDGERGARTEN. Listen to a story for a particular reason

KINDGERGARTEN. Listen to a story for a particular reason KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words

More information

First Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence

First Grade Common Core State Standard (CCSS) English Language Arts Scope and Sequence FIRST GRADE ELA STANDARDS 1 2 3 4 Reading Standards for Literature: Key Ideas and Details RL.1.1. Ask and answer questions about key details in a text. X I P R RL.1.2. Retell stories, including key details,

More information

Grade 2 Reading and Literature Objectives

Grade 2 Reading and Literature Objectives Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills

More information

Grade 4 Reading and Literature Objectives

Grade 4 Reading and Literature Objectives Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar

More information

3 rd Grade ELA Vocabulary Terms

3 rd Grade ELA Vocabulary Terms 3 rd Grade ELA Vocabulary Terms A abstract noun - a noun that names an idea such as childhood or friendship act - a group of connected scenes in a drama adjective - a word that describes a noun or pronoun

More information

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words.

Date Re-Assessed. Indicator. CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS English/Language Arts Standards Reading: Foundational Skills Fifth Grade Retaught Reviewed Assessed Phonics and Word Recognition CCSS.ELA-Literacy.RF.5.3 Know and apply grade-level phonics and word

More information

AK + ASD Writing Grade Level Expectations For Grades 3-6

AK + ASD Writing Grade Level Expectations For Grades 3-6 Revised ASD June 2004 AK + ASD Writing For Grades 3-6 The first row of each table includes a heading that summarizes the performance standards, and the second row includes the complete performance standards.

More information

Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure. Overview

Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure. Overview Grade 3 Writing Curriculum Framework Unit 8 of 14 Persuasive: Brochure Overview Overall days: 15 1 day = 50 minutes (The number of days is a guide for pacing to ensure that all the curriculum units for

More information

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process

Writing Standard Articulated by Grade Level Grade 3. Strand 1: Writing Process Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.

More information

VA English Standards of Learning Related to Spelling. Kindergarten

VA English Standards of Learning Related to Spelling. Kindergarten VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,

More information

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6

Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student

More information

English Language Arts Reading, Writing, and Communicating

English Language Arts Reading, Writing, and Communicating English Language Arts Reading, Writing, and Communicating Standard 1. Speaking and Listening 2. Reading for All Purposes 3. Writing and Composition 4. Research and Reasoning Fifth Grade Level Expectations

More information

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7

SECOND GRADE UNIT 1 RL.2.10 RI.2.2. Reading: Literature RL.2.7 Reading: Literature RL.2.1 RL.2.3 RL.2.4 RL.2.5 RL.2.6 RL.2.7 SECOND GRADE UNIT 1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

More information

Language Arts Florida Standards (LAFS) Grade 6

Language Arts Florida Standards (LAFS) Grade 6 Language Arts Florida Standards (LAFS) Grade 6 Cluster 1: Key Ideas and Details CODE LAFS.6.RL.1.1 Strand: READING S FOR LITERATURE Cite textual evidence to support analysis of what the text says explicitly

More information

Content Area: Reading, Writing and Communicating Grade Level Expectations: Third Grade Standard: 1. Oral Expression and Listening

Content Area: Reading, Writing and Communicating Grade Level Expectations: Third Grade Standard: 1. Oral Expression and Listening Colorado Academic Standards Reading, Writing and Communicating - Third Grade Content Area: Reading, Writing and Communicating Grade Level Expectations: Third Grade Standard: 1. Oral Expression and Listening

More information

TIMELINKS The United States 2009 Grade 5

TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects Grades K-5 TIMELINKS The United States 2009 Grade 5 Common Core State Standards for Literacy in History/Social

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding

More information

Common Core ELA Standards Grade 1

Common Core ELA Standards Grade 1 Common Core ELA Standards Grade 1 Grade 1 Common Core State Standards for Reading READING STANDARDS FOR LITERATUARE (RL) Key Ideas and Details 01RL01. Ask and answer questions about key details in a text.

More information

LAFS: Language Arts Florida Standards 3-5 Comparison

LAFS: Language Arts Florida Standards 3-5 Comparison Strand: Reading Standards for Literature Grade: 3 Grade: 4 Grade: 5 Cluster 1: Key Ideas and Details LAFS.3.RL.1.1 Ask and answer questions to demonstrate understanding to a text, referring explicitly

More information

Reading Standards for Literature

Reading Standards for Literature Reading for Literature ELACC3RL1 Key Ideas and Details: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 11/5/2012 1 Reading

More information

Strand: Writing. Grade Level: 1 st Grade

Strand: Writing. Grade Level: 1 st Grade 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.1.1. Write opinion pieces in which they introduce the topic

More information

First Grade ELA Standards and I Can Statements

First Grade ELA Standards and I Can Statements First Grade ELA Standards and I Can Statements Reading Foundations Standard RF.1.1: Recognize the distinguishing features of a sentence (e.g. first word, capitalization, ending punctuation). I can recognize:

More information

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7

Reading for Success : A Novel Study for Stuart Little by E.B. White. Common Core Standards Grades 5, 6, 7 Common Core Standards Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. LESSON 1 2 3 4 5 6 7 8 9 Speaking and Listening:

More information

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS

COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS COMMON CORE STANDARDS FOR ENGLISH LANGUAGE ARTS & LITERACY IN HISTORY/SOCIAL STUDIES, SCIENCE, AND TECHNICAL SUBJECTS GRADE 1: READING STANDARDS FOR LITERATURE Key Ideas and Details 1. Ask and answer questions

More information

Grade 1 Common Core State a Glance

Grade 1 Common Core State a Glance Grade 1 Common Core State Standards @ a Glance READING LITERATURE Key Ideas and Details 1. Ask and answer questions about key details in a text. 2. Retell stories, including key details, and demonstrate

More information

Indiana Department of Education

Indiana Department of Education GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United

More information

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details

Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Strand: Reading Literature Key Ideas and Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity RL.1.1. Ask and answer questions about key details in a text.

More information

bibliography - an organized list of resources used to write an article or a report C

bibliography - an organized list of resources used to write an article or a report C 4 th Grade ELA Vocabulary Terms A adage - a statement that contains some kind of truth about human nature adjective - a word that describes a person, place, or thing adverb - a word that describes a verb,

More information

Key Ideas and Details

Key Ideas and Details FIFTH GRADE READING LITERARY (RL) Key Ideas and Details ELAGSE5RL1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. ELAGSE5RL2: Determine

More information

Gr. 1 ELA Common Core Standards

Gr. 1 ELA Common Core Standards Reading Benchmarks: Literature Gr.1 Key Ideas and Details 1.1.1.1 Ask and answer questions about key details in a text. 1.1.2.2. Retell stories, including key details, and demonstrate understanding of

More information

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET

LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET LANGUAGE ARTS 2016 17 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students

More information

NEW NATIONAL CURRICULUM. SUBJECT AREA: Writing

NEW NATIONAL CURRICULUM. SUBJECT AREA: Writing NEW NATIONAL CURRICULUM SUBJECT AREA: Writing End of year expectations: Year 1 Write sentences by: saying out loud what they are going to write about composing a sentence orally before writing it sequencing

More information

Language Arts Literacy Areas of Focus: Grade 5

Language Arts Literacy Areas of Focus: Grade 5 Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their

More information

LAFS: Language Arts Florida Standards GRADE: K

LAFS: Language Arts Florida Standards GRADE: K LAFS: Language Arts Florida Standards GRADE: K Strand: READING S FOR LITERATURE Cluster 1: Key Ideas and Details CODE LAFS.K.RL.1.1 LAFS.K.RL.1.2 LAFS.K.RL.1.3 With prompting and support, ask and answer

More information

Fourth Grade English Language Arts Common Core Standards

Fourth Grade English Language Arts Common Core Standards Fourth Grade English Language Arts Common Core Standards Reading Standards for Literature Grade 4 Key Ideas and Details 1. Refer to details and examples in a text when explaining what the text says explicitly

More information

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards.

Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards. Common Core State Standards (CCSS) College and Career Readiness (CCR) English Language Arts Grade Specific Standards for GRADE ONE CCSS Anchor Standards for ELA - Reading Standards for Literature Key Ideas

More information

Grade 1 Common Core State Standards

Grade 1 Common Core State Standards Reading Standards for Literature K 5 The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused

More information

Fourth Grade Language Arts Learning Targets - Common Core

Fourth Grade Language Arts Learning Targets - Common Core Fourth Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can draw inferences from a text and refer to details and examples in the text when RL 1-1

More information

Performance Indicators-Language Arts Reading and Writing 3 rd Grade

Performance Indicators-Language Arts Reading and Writing 3 rd Grade Learning Standards 1 st Narrative Performance Indicators 2 nd Informational 3 rd Persuasive 4 th Response to Lit Possible Evidence Fluency, Vocabulary, and Comprehension Reads orally with Applies letter-sound

More information

Language Arts Florida Standards (LAFS) Grade 2

Language Arts Florida Standards (LAFS) Grade 2 Language Arts Florida Standards (LAFS) Grade 2 Cluster 1: Key Ideas and Details CODE LAFS.2.RL.1.1 Strand: READING S FOR LITERATURE Ask and answer such questions as who, what, where, when, why, and how

More information

Reading K-3: Road to the Common Core Writing Grade 1. Common Core Standards and Best Practices

Reading K-3: Road to the Common Core Writing Grade 1. Common Core Standards and Best Practices Common Core Standards and Best Practices Introduction: The Common Core The Common Core State Standards (CCSS) represent a coherent progression of learning expectations in English language arts and mathematics.

More information

Integrating Grammar with Writing Workshop!

Integrating Grammar with Writing Workshop! Integrating Grammar with Writing Workshop Grammar and Mentor Sentences November 9, 2015 NYSRA Conference, Saratoga Springs, NY Pegeen H. Jensen South Colonie School District Pegeen.jensen@southcolonie.k12.ny.us

More information

United States History Civil War to the Present 2012

United States History Civil War to the Present 2012 Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History Civil War to the Present 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved.

More information

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words

10th Grade Language. Goal ISAT% Objective Description (with content limits) Vocabulary Words Standard 3: Writing Process 3.1: Prewrite 58-69% 10.LA.3.1.2 Generate a main idea or thesis appropriate to a type of writing. (753.02.b) Items may include a specified purpose, audience, and writing outline.

More information

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects

English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects Adopted 10/2010 3/8/2013 Anchor Standards* for Literacy Learning The Anchor Standards for Literacy Learning

More information

NJ Student Learning Standards 1. English Language Arts. FOURTH GRADE Narrative Writing Fiction

NJ Student Learning Standards 1. English Language Arts. FOURTH GRADE Narrative Writing Fiction NJ Student Learning Standards 1 English Language Arts FOURTH GRADE Narrative Writing Fiction Contents of Fourth Grade Narrative Writing Fiction NJSLS English Language Arts Standards pgs. 3 5 Student Learning

More information

What are My Goals for Quarter 2? Common Core- I Can Statements:

What are My Goals for Quarter 2? Common Core- I Can Statements: What are My Goals for Quarter 2? Common Core- I Can Statements: Literature RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as make inferences. I can define textual

More information

Communication Arts: Informative, persuasive, entertaining, formal, informal

Communication Arts: Informative, persuasive, entertaining, formal, informal Communication Arts: Grade Level: 5 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective

More information

Language and Literacy

Language and Literacy Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state

More information

Common Core Writing Standards

Common Core Writing Standards Correlation to the Series, Grades K 2 Common Core State Standards, 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. College

More information

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12

Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Alberta Education ESL Proficiency Benchmarks Tracking Sheets: Grades 10 12 Student Name: Grade 10 Year: Teacher: Grade 11 Year: Teacher: Grade 12 Year: Teacher: LEVEL 1 LEVEL 2 LISTENING Grades 10 12 LEVEL

More information

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the

Grading Benchmarks FIRST GRADE. Trimester 4 3 2 1 1 st Student has achieved reading success at. Trimester 4 3 2 1 1st In above grade-level books, the READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level

More information

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency

LANGUAGE ARTS Grade 2 Standard: Phonemic Awareness, Word Recognition and Fluency Standard: Phonemic Awareness, Word Recognition and Fluency Phonemic Awareness, Phonics, Word Recognition, and Fluency A. Use letter-sound correspondence knowledge and structural analysis to decode words.

More information

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008

Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Implementing the Common Core State StandArds Teacher's Guide to Meeting the Common Core State Standards* with Scott Foresman Reading Street 2008 Table of Contents Grade 5 Introduction................................................

More information

COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR COMMON CORE STATE STANDARDS FOR English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Grade 2 Introduction to the Common Core State Standards for English Language

More information

First Grade Language Arts Learning Targets - Common Core

First Grade Language Arts Learning Targets - Common Core First Grade Language Arts Learning Targets - Common Core Strand Standard Statement Learning Target Reading: 1 I can ask questions about important details in a text. RL 1-1 Literature 1 I can answer questions

More information