Common Core English Language Arts Standards Grade 1-5 Align to the app Write to Read

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1 Reading Literature Teachers can now use Write to Read to help students learn how to identify Key Details in their reading. If you use Write to Read you can incorporate Integration of. Lesson plans would help and explain how to meet the different standards using Write to Read. Integration of Literacy.RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. Literacy.RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Literacy.RL.3.7 Explain how specific aspects of a text s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Reading Informational Text Students can explain information using the microphone and adding Google images based upon the books they are reading. Using Write to Read the student is creating a book and writing sample aligning to the Core Standards. Integration of Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas. Literacy.RI.2.7-RI.2.8 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Describe how reasons support specific points the author makes in a text. Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). Literacy.RI.4.7 Interpret information presented visually orally or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appear. Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s). 1

2 Reading Foundational Skills Write to Read aligns to grades 1 & 2 for this Standard. Print Concepts Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. : Please note the writing for each grade appears the same but each year there is scaffolding for students to build on prior skills. Literacy.RF.1.1a Recognize the distinguishing features of a sentence (e.g., first word, ending punctuation). Using Write to Read helps and engage the student to work with a number of different writing skills in order for them to increase their writing skills to meet to the Common Core Standards. Text Types and Purposes Grade 1 Grade 2 Grade 3 Grade 4 (Special Needs) Literacy.W.1.1-W.1.3 in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of Literacy.W.2.1- W.2.3 in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. explanatory texts in which they introduce a topic, use 2 Literacy.W.3.1-W.3.3 view with reasons Literacy.W.4.1-W.4.3 view with reasons and information. Grade 5 (Special Needs) Literacy.W view with reasons and information.

3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of facts and definitions to develop points, and provide a concluding statement or section. Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of clear event sequences. Third Grade students are expected to increase their writing skills. Students need to be able to develop and organize their topics, use linking words, add facts, concluding statements, use dialogue etc. clear event sequences. clear event sequences. Production and Distribution of Grade 1 Grade 2 Grade 3 Literacy.W.1.5-W.1.6 focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. use a variety of digital tools to produce and publish writing, including in collaboration with peers. Literacy.W.2.5-W.2.6 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. use a variety of digital tools to produce and publish writing, including in collaboration with peers. Literacy.W.3.4-W.3.6 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.) 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 here.) use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3

4 Range of Grade 3 Grade 4 Grade 5 Literacy.W.3.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Literacy.W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. Literacy.W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking and Listening Student will be able to increase their ability to present their knowledge of ideas using Write to Read. The app is aimed having students describe, tell stories and listen to stories using audio recordings, writing, drawings and multimedia elements. Presentation of Literacy.SL.K.5-SL.K.6 Add drawings or other visual displays to descriptions as desired to provide additional detail. Speak audibly and express thoughts, feelings, and ideas clearly. Literacy.SL.2.4-SL.2.5 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. Literacy.SL.3.4-SL.3-5 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. 4

5 Language Write to Read encourage students to learn and develop their language skills. Students will learn foundational skills such as punctuation and spelling as they write. Conventions of Standard English Literacy.L.1.2- L.1.2e the conventions of standard English Capitalize dates and names of people. Use end punctuation for sentences. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions. Literacy.L.2.2-L2.2a the conventions of Capitalize holidays, product names, and geographic names. Literacy.L.3.2 the conventions of Literacy.L.3.2a Capitalize appropriate words in titles. Literacy.L.3.2e Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). Literacy.L.4.2-L.4.2a Demonstrate command of the conventions of punctuation, and spelling Use correct capitalization. CCS.ELA- Literacy.L.5.2-L.5.2b Demonstrate command of the conventions of punctuation, and spelling Use punctuation to separate items in a series. Use a comma to separate an introductory element from the rest of the sentence. 5

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