# Alignment of the Olweus Bullying Prevention Program to Elementary Common Core Standards (K-5) Compiled by: June Jenkins and Lucinda Mejdell-Awbrey

Save this PDF as:

Size: px
Start display at page:

Download "Alignment of the Olweus Bullying Prevention Program to Elementary Common Core Standards (K-5) Compiled by: June Jenkins and Lucinda Mejdell-Awbrey"

## Transcription

6 6 Kindergarten Common Core State s for Mathematics Counting and Cardinality (K.CC) Compare numbers. K.CC 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. Measurement and Data (K.MD) Describe and compare measureable attributes. K.MD 2: Directly compare two objects with a measurable attribute in common, to see which object has more of / less of the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Classify objects and count the number of objects in each category. K.MD 3: Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. Class Meetings That Matter (Grades K-5), pp. 36, 72, 86, 129 Class Meetings That Matter (Grades K-5), pp. 36, 72, 86 Class Meetings That Matter (Grades K-5), pp. 36, 72, 86, 102, 129

12 12 text complexity band proficiently, with scaffolding as needed at the high end of the range. Companion Bibliography (Grades K-12), pp. 16, 23 Reading s: Foundational Skills (RF) Fluency RF 4: Read with sufficient accuracy and fluency to support comprehension. RF 4a: Read grade-level text with purpose and understanding. Writing s (W) Text Types and Purposes W 1: Write opinion pieces 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. W 2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. W 3: Write narratives, in which they recount a wellelaborated 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 closure. Class Meetings That Matter (K-5), pp. 31, 111, Class Meetings That Matter (K-5), pp. 31, 111, Class Meetings That Matter (Grades K-5), pp. 23, 78-81, Teacher Guide, p. 70 Class Meetings That Matter (Grades K-5), pp. 27, 46, 55, 75, 86, 106, 121, 137, 159, Class Meetings That Matter (Grades K-5), pp. 31, 59, 63, 80, 95-98, , , 137, 162

14 14 SL 2: Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. SL 3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas SL 4: Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. SL 5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. SL 6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 on page 26 for specific expectations). Class Meetings That Matter (K-5), pp , 51-55, 60-63, 64-67, 68-71, 73-77, 78-81, , , , , , , , , Teacher Guide: CD Docs 12-13, 17 Class Meetings That Matter (K-5), pp , 51-55, 68-71, 78-81, 87-90, , , , , Schoolwide Guide, p. 54 Class Meetings That Matter (K-5), pp. 31, 59, 60-63, 73-77, 83-86, 87-90, 91-94, 95-98, Class Meetings That Matter (K-5), pp. 31, 57-59, 121, 162 Class Meetings That Matter (Grades K-5), pp , 33-36, 43-46, 64-67, 78-81, , , 118, ,

15 15 Language s (L) Vocabulary Acquisition and Use L 5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy). L 6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy). Class Meetings That Matter (K-5), pp , 40, 51-55, 73-77, , , Class Meetings That Matter (Grades K-5), pp , ,

17 17 Reading s: Foundational Skills (RF) Fluency RF 4: Read with sufficient accuracy and fluency to support comprehension. RF 4a: Read grade-level text with purpose and understanding Class Meetings That Matter (K-5), p. 211 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp. 45, 55, 65, 73, 81 Class Meetings That Matter (K-5), pp. 184, 241, 276, , 328 Writing s (W) Text Types and Purposes W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons. W 1a: Introduce the topic, or text they are writing about, state an opinion, and create an organizational structure that lists reasons. W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W 2a: Introduce a topic and group related information together; include illustrations when useful to aiding comprehension. Class Meetings That Matter (K-5), pp , 285, Teacher Guide, p. 70 Class Meetings That Matter (K-5), pp. 180, , 252, , 281, 285, Class Meetings That Matter (K-5), pp , , 241, 256, 281, 285, , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 49-51, 76-78, 89 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 76-78, 89 W 2b: Develop the topic with facts, definitions, and details. Class Meetings That Matter (K-5), pp. 285, 256, 281, 238, W 3: Write narratives to develop real or imagined Class Meetings That Matter (K-5), pp. 189, 200, 206 experiences or events using effective technique, descriptive details, and clear event sequences. Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 89

20 20 Presentation of Knowledge and Ideas SL 4: 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. Class Meetings That Matter (K-5), pp , , , , , , , , , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , SL 6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language s 1 and 3 on page 28 for specific expectations). Language s (L) Conventions of English L 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language L 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Teacher Guide: CD Doc 18 Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 65-67, 73-75, 76-77, Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 58-59, 65-67, 73-75, Class Meetings That Matter (K-5), pp , , , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 65-67, 73, 75, L 3a: Choose words and phrases for effect. Class Meetings That Matter (K-5), pp L 3b: Recognize and observe differences between the Class Meetings That Matter (K-5), pp , , conventions of spoken and written standard English.

21 21 Vocabulary Acquisition and Use L 4: Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies. L 4b: Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L 4d: Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L 5a: Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). L 5b: Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful). L 5c: Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). Class Meetings That Matter (K-5), pp , , 237 Class Meetings That Matter (K-5), p. 247 Class Meetings That Matter (K-5), pp Class Meetings That Matter (K-5), pp Class Meetings That Matter (K-5), pp , , 300 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , Class Meetings That Matter (K-5), pp

22 22 Third Grade Common Core State s for Mathematics Measurement and Data (3.MD) Represent and interpret data. 3.MD 3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step how many more and how many less: problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets. Geometric measurement: recognize perimeter as an attribute of plane figures and distinguish between linear and area measures. 3.MD 8: Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters. Class Meetings That Matter (K-5), pp. 174, 211, 252, 272, 296, 313 Class Meetings That Matter (K-5), p. 261

24 24 Writing s (W) Text Types and Purposes W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W 1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer s purpose. W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W 2a: Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W 2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W 2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. W 2e: Provide a concluding statement or section related to the information or explanation presented. W 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Class Meetings That Matter (K-5), pp. 285, Teacher Guide, p. 70 Class Meetings That Matter (K-5), pp. 180, 252, , 281, Class Meetings That Matter (K-5), pp , , 241, 256, 285, , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 89 Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 49 Class Meetings That Matter (K-5), pp Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp Class Meetings That Matter (K-5), pp. 201, 206 Class Meetings That Matter (K-5), pp. 189, 200, 206 Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 89

25 25 Production and Distribution of Writing W 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience (Grade-specific expectations for writing types are defined in standards 1-3 above). W 6: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. Research to Build and Present Knowledge W 7: Conduct short research projects that build knowledge through investigation of different aspects of a topic. W 8: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Range of Writing W 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. Speaking and Listening s (SL) Comprehension and Collaboration SL 1: Engage effectively in a range of collaborative discussion (one-on-one, in groups, and teacher led) with Class Meetings That Matter (K-5), pp. 200, 206, , , 270 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 49, 58-59, Class Meetings That Matter (K-5), p. 272 Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 89 Class Meetings That Matter (K-5), pp Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 89 Class Meetings That Matter (K-5), pp , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 58-59, 65-67, 73-75, 89 Class Meetings That Matter (K-5), p. 200 Class Meetings That Matter (K-5), All

26 26 diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. SL 1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information know about the topic to explore ideas under discussion. SL 1b: Follow agree-upon rules for discussions and carry out assigned roles. SL 1d: Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL 2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL 3: Identify the reasons and evidence a speaker provides to support particular points. Schoolwide Guide, p. 53 Teacher Guide, pp. 52, 55, 57, 62, Cyber Bullying: A Prevention Curriculum (Grades 3-5), All Class Meetings That Matter (K-5), All Teacher Guide, p. 70 Class Meetings That Matter (K-5), All Teacher Guide, pp Teacher Guide: CD Docs Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 68 Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, Teacher Guide: CD Docs 12-13, 17 Class Meetings That Matter (Grades K-5), pp , , , , Schoolwide Guide, p. 54 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-61, 65-67, 73-75, 81-83

27 27 Presentation of Knowledge and Ideas SL 4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL 6: Differentiate between contexts that call for formal English (e.g., presenting ideas) and situation where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation, (See grade 4 Language standards 1 on page 28 for specific expectations.) Language s (L) Conventions of English L 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Knowledge of Language L 3: Use knowledge of language and its conventions when writing, speaking, reading, or listening. Class Meetings That Matter (K-5), pp , , 216, , , 246, 260, , , , , , , Teacher Guide: CD Doc 18 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , Class Meetings That Matter (K-5), pp , 210 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 65-67, 73-75, 76-77, Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp. 2-26, 55-56, 58-59, 65-67, 73-75, Class Meetings That Matter (K-5), pp , , , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 65-67, 73-75, 81-83

28 L 3a: Choose words and phrases to convey ideas precisely. Class Meetings That Matter (K-5), pp L 3b: Choose punctuation for effect. Class Meetings That Matter (K-5), pp , , Vocabulary Acquisition and Use L 4: Determine or clarify the meaning of unknown and Class Meetings That Matter (K-5), pp , multiple-meaning words and phrases based on grade 4 reading and content, choosing flexibly from a range of strategies. L 4b: Use common, grade-appropriate Greek and Latin Class Meetings That Matter (K-5), p. 247 affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). L 4c: Consult reference materials (e.g., dictionaries, Class Meetings That Matter (K-5), pp glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L 5a: Explain the meaning of simile similes and metaphors Class Meetings That Matter (K-5), pp (e.g., pretty as a picture) in context. L 5b: Recognize and explain the meaning of common Class Meetings That Matter (K-5), pp , idioms, adages, and proverbs. L 5c: Demonstrate understanding of words by relating Class Meetings That Matter (K-5), pp them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). 28

29 29 Fourth Grade Common Core State s for Mathematics Measurement and Data (4.MD) Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.MD 2: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD 3: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Class Meetings That Matter (K-5), pp. 236, 252, 261, 272, 296, 313 Class Meetings That Matter (K-5), pp. 261, 272

30 30 Fifth Grade Common Core State s for English Language Arts Reading s for Literature (RL) Key Ideas and Details RL 1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. RL 2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic, summarize the text. RL 3: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact). Craft and Structure RL 6: Describe how a narrator s or speaker s point of view influences how events are described. Range of Reading and Level of Text Complexity RL 10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently. Class Meetings That Matter (K-5), pp. 184, , , , Class Meetings That Matter (K-5), pp. 247, , , 316 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 65-67, 73-75, 81-83, 89 Class Meetings That Matter (K-5), pp. 195, 241, , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 65-67, 73-75, Class Meetings That Matter (K-5), pp. 245, 348 Class Meetings That Matter (K-5), pp. 211, 241, 247, 348 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp. 45, 55, 65, 73, 81

31 31 Reading s: Foundational Skills (RF) Fluency RF 4: Read with sufficient accuracy and fluency to support comprehension. Writing s (W) Text Types and Purposes W 1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information. W 1a: Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer s purpose. W 2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. W 2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. W 2b: Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Class Meetings That Matter (K-5), pp. 211, 328 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp. 45, 55, 65, 73, 81 Class Meetings That Matter (K-5), pp , 285, Teacher Guide, p. 70 Class Meetings That Matter (K-5), pp. 180, , 252, , 281, 285, Class Meetings That Matter (K-5), pp , 241, 256, 285, , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 49-51, 76-78, 89 Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 49 Class Meetings That Matter (K-5), pp. 256,

32 32 W 2d: Use precise language and domain-specific vocabulary to inform about or explain the topic. W 2e: Provide a concluding statement or section related to the information or explanation presented. W 3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Production and Distribution of Writing W 4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above). W 6: With some guidance and support from adults, use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Research to Build and Present Knowledge W 7: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W 8: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Range of Writing W 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. Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp Class Meetings That Matter (K-5), pp. 201, 206 Class Meetings That Matter (K-5), pp. 189, 200, 206 Class Meetings That Matter (K-5), pp. 200, 206, , , 270 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 49, 58-59, Class Meetings That Matter (K-5), p. 272 Class Meetings That Matter (K-5), pp Class Meetings That Matter (K-5), pp , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 58-59, 65-67, Class Meetings That Matter (K-5), p. 200

33 33 Speaking and Listening s (SL) Comprehension and Collaboration SL 1: Engage effectively in a range of collaborative discussions (One-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL 1a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL 1b: Follow agree-upon rules for discussions and carry out assigned roles. SL 1c: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. SL 1d: Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. SL 2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Class Meetings That Matter (K-5), All Schoolwide Guide, p.53 Teacher Guide, pp. 52, 55, 57, 62, Cyber Bullying: A Prevention Curriculum (Grades 3-5), All Class Meetings That Matter (K-5), All Teacher Guide, p. 70 Cyber Bullying: A Prevention Curriculum (Grades 3-5), p. 68 Class Meetings That Matter (K-5), pp , 24-24, 43-46, 83-86, Teacher Guide, pp Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, Teacher Guide: CD Docs 12-13, 17

34 34 SL 3: Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Class Meetings That Matter (K-5), pp , , , , Schoolwide Guide, p. 54 Presentation of Knowledge and Ideas SL 4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL 5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL 6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 on page 28 for specific expectations). Language s (L) Conventions of English L 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing or speaking. Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-61, 65-67, 73-75, Class Meetings That Matter (K-5), pp. 173, , 183, , 216, , , 246, 260, , , 280, , , , , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , Class Meetings That Matter (K-5), pp , 210 Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp Class Meetings That Matter (K-5), pp , Cyber Bullying: A Prevention Curriculum (Grades 3-5), pp , 55-56, 58-59, 65-67, 73-75, Class Meetings That Matter (K-5), pp

### 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.

### 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

### 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

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

### 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

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

### 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

### 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

### 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

### 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

### 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

### Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks

Common Core Standards Pacing Guide Fourth Grade English/Language Arts Pacing Guide 1 st Nine Weeks Key: Objectives in bold to be assessed after the current nine weeks Objectives in italics to be assessed

### 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

### 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

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

### 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

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

### 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:

### 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.] (.)

### 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

### Activity 1: Piecing the Pyramid

Kindergarten Program: Building A Healthy Me! Building A Healthy Me! supports teaching and learning related to standards across the curriculum in order to help children develop personal responsibility for

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### 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

### Kindergarten Common Core State Standards: English Language Arts

Kindergarten Common Core State Standards: English Language Arts Reading: Foundational Print Concepts RF.K.1. Demonstrate understanding of the organization and basic features of print. o Follow words from

### 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

### 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 RL.K.1. With prompting and support, ask and answer questions about key details in a text RL.K.2. With prompting

### 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

### 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

### 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

### 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

### 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

Curriculum Map BOE Approval November 2013 CURRICULUM MAP READING GRADE 4 SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY Creating a Buzz About Books Fiction: Understanding Story Elements Fiction: Connecting

### 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

### 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

### STANDARDS FOR. Literacy in History/Social Studies. Grades 6-8

STANDARDS FOR Literacy in History/Social Studies Grades 6-8 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the Common

### Common Core Writing Rubrics, Grade 3

Common Core Writing Rubrics, Grade 3 The following writing rubrics for the Common Core were developed by the Elk Grove Unified School District in Elk Grove, California. There are rubrics for each major

### Grade 2 English Language Arts Scope and Sequence. Unit 1: Working Together (10 Days)

KEY: RL=Reading Standards for Literature RI=Reading Standards for Informational Text RF=Foundational Skills W=Writing Standards SL=Speaking Listening Standards L=Language Standards KEY: F = Standards that

### 6th Grade English Language Arts Georgia Standards of Excellence (ELA GSE)

READING LITERARY (RL) Key Ideas and Details ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE6RL2: Determine a theme

### CRCT Content Descriptions

CRCT Content Descriptions Based on the State-Mandated Content Standards Reading Grades 3 8 Updated August 2013 Criterion-Referenced Competency Tests (CRCT) Content Descriptions Reading Georgia law, as

### Junior Great Books Implementation Charts Suggested Alignment with Curriculum 2.0 Second Grade Fifth Grade

Junior Great Books Implementation Charts Suggested Alignment with Curriculum 2.0 Second Grade Fifth Grade Department of Enriched and Innovative Programs 1 Grade 2 Junior Great Books Implementation Suggested

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

### Houghton Mifflin Harcourt StoryTown Grade 1. correlated to the. Common Core State Standards Initiative English Language Arts (2010) Grade 1

Houghton Mifflin Harcourt StoryTown Grade 1 correlated to the Common Core State Standards Initiative English Language Arts (2010) Grade 1 Reading: Literature Key Ideas and details RL.1.1 Ask and answer

### Common Core State Standards Speaking and Listening

Comprehension and Collaboration. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly

### Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types

Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types 1 Appendix B: Grade Level Tables for All Claims and Assessment Targets and Item Types Grades 3 5 Summative Assessment

### 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.

### Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech. Overview

Grade 3 Language Arts/Writing Unit 4 of 14 Persuasive: Speech 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 the year

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RL.2.1.

### English 7 Essential Curriculum

English 7 Essential Curriculum Genre Autobiography Realistic Fiction Speculative Fiction Theme Facing Injustice Perseverance Thrills and Chills OVERVIEW English 7 students learn how to make purposeful

### Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8

Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource

### What are the three branches in Florida s government and what does each branch do? Standard 3: Structure and Functions of Government SS.4.C.3.

Standard 3: Structure and Functions of Government SS.4.C.3.1 Identify the three branches (Legislative, Judicial, and Executive) of government in Florida and the powers of each. What are the three branches

### Alignment of the National Standards for Learning Languages with the Common Core State Standards

Alignment of the National with the Common Core State Standards Performance Expectations The Common Core State Standards for English Language Arts (ELA) and Literacy in History/Social Studies, Science,

### 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

### 3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1)

3rd Grade Reading Standard Exceeds (4) Secure (3) Developing (2) Beginning (1) based on the Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences

### Identify the Declaration of Independence s grievances and the. Article of Confederation s Weaknesses.

Standard 1: Foundations of Government, Law, and the American Political System SS.5.C.1.4 #2 Identify the Declaration of Independence s grievances and the Article of Confederation s Weaknesses. http://www.archives.gov/exhibits/charters/charters_of_freedom_zoom_pages/charters_of_freedom_zoom_4.1.1.html

### CCSS English/Language Arts Standards Reading: Foundational Skills Kindergarten

Reading: Foundational Skills Print Concepts CCSS.ELA-Literacy.RF.K.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.K.1.A Follow words from left to right,

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

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

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

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

### Dynamic Learning Maps Essential Elements English Language Arts. Version 2 Comparison Document

Dynamic Learning Maps Essential Elements English Language Arts Version 2 Comparison Document COMMON CORE ESSENTIAL ELEMENTS AND ACHIEVEMENT DESCRIPTORS FOR KINDERGARTEN Kindergarten English Language Arts

### 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

### United States History: Beginnings to 1877 2012

Correlation to the Common Core State, Literacy in History/Social Studies, Grades 6-8 United States History: Beginnings to 1877 2012 Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed

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

### COMMON CORE STATE STANDARDS FOR

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

### STANDARDS FOR. Literacy in History/Social Studies. Grades 11/12

STANDARDS FOR Literacy in History/Social Studies Grades 11/12 Introduction to the Common Core State Standards for Literacy in History/Social Studies Preparing Oregon s Students When Oregon adopted the

### 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

Kindergarten Reading Standards for Literature: Key Ideas and Details 1. Why do readers read? 2. How do readers construct meaning? Essential detail, text, questions, who, what, where, when, why, how, retell,

A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,

### Ongoing Student Learning Expectations to be Addressed Each Nine Weeks

W.4.2.1 Contribute to a writer s notebook (i.e., interesting words or phrases, books or experiences that spark an interest, etc.) Northwest Arkansas Instructional Alignment English Language Arts Grade

### 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

### 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

### 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

### Grade Level Expectations for the Sunshine State Standards

for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,

### Virginia English Standards of Learning Grade 8

A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation

### English Language Proficiency Standards: At A Glance February 19, 2014

English Language Proficiency Standards: At A Glance February 19, 2014 These English Language Proficiency (ELP) Standards were collaboratively developed with CCSSO, West Ed, Stanford University Understanding

### What is the process for amending the U.S. Constitution?

Standard 3: Structure and Functions of Government SS.5.C.3.4 Describe the amendment process as defined in Article V of the Constitution and give examples. What is the process for amending the U.S. Constitution?

### COMMON CORE STATE STANDARDS FOR

COMMON CORE STATE STANDARDS FOR English Language Arts Grade 6 Introduction to the Common Core State Standards for English Language Arts Grade-level version (See ODE subject-area web pages for grade-band,

### ELAGSEKRI7: With prompting and support, describe the relationship between illustrations and the text (how the illustrations support the text).

READING LITERARY (RL) Key Ideas and Details ELAGSEKRL1: With prompting and support, ask and answer questions about key details in a text. ELAGSEKRL2: With prompting and support, retell familiar stories,

### Common Core State Standards 4th Grade. English Language Arts Mathematics Curriculum Maps DRAFT

Common Core State Standards 4th Grade English Language Arts Mathematics Curriculum Maps DRAFT 4th Grade - August/September RL.1 Refer to details and examples in a text when explaining what the text says

Academic Standards for Reading, Writing, Speaking, and Listening Pre-K - 3 REVISED May 18, 2010 Pennsylvania Department of Education These standards are offered as a voluntary resource for Pennsylvania

### Reading Timeline 2nd Nine Weeks

Reading Timeline 2nd Nine Weeks Task Focus Standard Essential Questions 1 *Elements of Fables 2 *Story structure (beginning) *Characters, setting, plot 3 *Characters 4 *Story Structure (problem/solution)

### Georgia Standards of Excellence (GSE)

Georgia Standards of Excellence (GSE) ELEMENTARY Kindergarten Grade 5 Note: The standards that have been revised are noted in RED text. April 29, 2015 Page 1 of 40 ELEMENTARY (K 5) KINDERGARTEN (K) Reading

### Mercer County Schools

Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

CCSS.ELA-Literacy.RF.1.1 Demonstrate understanding of the organization and basic features of print. CCSS.ELA-Literacy.RF.1.1.A Recognize the distinguishing features of a sentence (e.g., first word, capitalization,

### PBS TeacherLine New York RDLA 165: Teaching Phonics and Spelling for Beginning and Transitional Readers (Grades 1-3)

New York Learning Standards: English Language Arts Standard 1 Students will read, write, listen, and speak for information and understanding. Listening & reading to acquire information and understanding

### Words Their Way TM. Word Study in Action. Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade

TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com

### Grades 9-10 Learning Targets and I Can Statements. Quarter 1. Provide an objective summary of the text.

Grades 9-10 Learning Targets and I Can Statements Quarter 1 Provide an objective summary of the text. I can identify first person point of view. I can identify third person-limited point of view. I can

### Common Core State Standards Grades 9-10 ELA/History/Social Studies

Common Core State Standards Grades 9-10 ELA/History/Social Studies ELA 9-10 1 Responsibility Requires Action. Responsibility is the active side of morality: doing what I should do, what I said I would