Core Standards of the Course Standard 1
Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Objective 1
Develop language through listening and speaking. ||
Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).
Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence).
Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).
Speak using simple and compound sentences with appropriate subject-verb agreement and verb tense.
Objective 2
Develop language through viewing media and presenting ||
Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation’s accuracy).
Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).
Standard 2
Concepts of Print-Students develop an understanding of how printed language works.
See Kindergarten and First Grade.
Standard 3
Phonological and Phonemic Awareness-Students develop phonological and phonemic awareness.
See Kindergarten and First Grade.
Standard 4
Phonics and Spelling-Students apply understanding of phonics and other strategies to decode and spell unfamiliar words while reading and writing.
Objective 1
Demonstrate an understanding of the relationship between letters and sounds.
See Kindergarten, First, and Second Grade. ||
Objective 2
Use knowledge of structural analysis to decode words.
See Kindergarten, First, and Second Grade.|| ||
Objective 3
Spell words correctly. || || ||
Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.
Spell words with roots, inflectional endings, prefixes, and suffixes (e.g., faster, disapprove, celebration).
Spell an increasing number of high-frequency and irregular words correctly (e.g., explain, course, several).
Learn the spellings of irregular and difficult words (e.g., triangle, volcanoes, minerals, county).
Objective 4
Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association). || ||
Use knowledge about spelling to predict the spelling of new words.
Visualize words while writing.
Associate spelling of new words from known words and word patterns.
Use spelling generalities to assist spelling of new words.
Standard 5
Fluency-Students develop reading fluency to read aloud grade level text effortlessly without hesitation.
Objective 1
Read aloud grade level text with appropriate speed and accuracy. || || ||
Read grade level text at a rate of approximately 120-150 wpm.
Read grade level text with an accuracy rate of 95-100%.
Objective 2
Read aloud grade level text effortlessly with clarity. || ||
Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.
Read grade level words with automaticity.
Standard 6
Vocabulary-Students learn and use grade level vocabulary to increase understanding and read fluently.
Objective 1
Learn new words through listening and reading widely. || ||
Use new vocabulary learned by listening, reading, and discussing a variety of genres.
Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).
Objective 2
Use multiple resources to learn new words by relating them to known words and/or concepts. ||
Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).
Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., settlers: Indians, pioneers, farmers).
Objective 3
Use structural analysis and context clues to determine meanings of words. || ||
Identify meanings of words using roots and affixes (e.g., disrespectfully).
Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes and idioms.
Use context to determine meanings of synonyms, antonyms, homonyms (e.g., there/their/they’re) and multiple-meaning words (e.g., rock).
Standard 7
Comprehension-Students understand, interpret, and analyze narrative and informational grade level text.
Objective 1
Identify purposes of text. ||
Identify purpose for reading.
Identify author’s purpose.
Objective 2
Apply strategies to comprehend text. ||
Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).
Generate questions about text (e.g., factual, inferential, evaluative).
Form mental pictures to aid understanding of text.
Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.
Make inferences and draw conclusions from text.
Identify theme/topic/main idea from text; note details.
Summarize important ideas/events; summarize supporting details in sequence.
Monitor and clarify understanding applying fix-up strategies while interacting with text.
Compile, organize, and interpret information from text.
Objective 3
Recognize and use features of narrative and informational text. || || ||
Identify characters, setting, sequence of events, problem/resolution.
Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction.
Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.
Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect).
Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, other resources).
Standard 8
Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Objective 1
Prepare to write by gathering and organizing information and ideas (pre-writing). || ||
Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.
Select and narrow a topic from generated ideas.
Identify audience, purpose, form for writing.
Use a variety of graphic organizers to organize information.
Objective 2
Compose a written draft. || ||
Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).
Use voice to fit the purpose and audience.
Use strong verbs and precise and vivid language to convey meaning.
Identify and use effective leads and strong endings.
Objective 3
Revise by elaborating and clarifying a written draft. || ||
Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.
Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences (i.e., sentence length, simple and complex sentences).
Revise writing, considering the suggestions of others.
Objective 4
Edit written draft for conventions. || || ||
Edit writing for correct capitalization and punctuation (i.e., words in a series, dialogue, complex sentences, singular possessives, abbreviations).
Edit for spelling of grade level-appropriate words.
Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives, superlatives, pronouns).
Edit for appropriate formatting features (e.g., margins, indentations, titles).
Objective 5
Use fluent and legible handwriting to communicate. ||
Write using upper- and lower-case cursive letters with proper form, proportions, and spacing.
Increase fluency with cursive handwriting.
Produce legible documents with cursive handwriting.
Objective 6
Write in different forms and genres. || || ||
Produce personal writing (e.g., journals, personal experiences, eyewitness accounts, memoirs, literature responses).
Produce traditional and imaginative stories, narrative and formula poetry.
Produce informational text (e.g., book reports, compare and contrast essays, observational reports, research reports, content area reports, biographies, summaries).
Produce writing to persuade (e.g., response to newspaper and magazine articles).
Produce functional texts (e.g. newspaper and newsletter articles, e-mails, simple PowerPoint presentations).
Share writing with others incorporating relevant illustrations, photos, charts, diagrams, and/or graphs to add meaning.
Standard 1
Oral Language-Students develop language for the purpose of effectively communicating through listening, speaking, viewing, and presenting.
Develop language through listening and speaking. ||
- Identify specific purpose(s) for listening (e.g., to gain information, to be entertained).
- Listen and demonstrate understanding by responding appropriately (e.g., follow multiple-step directions, restate, clarify, question, summarize, elaborate formulating an opinion with supporting evidence).
- Speak clearly and audibly with expression in communicating ideas (i.e., effective rate, volume, pitch, tone, phrasing, tempo).
- Speak using simple and compound sentences with appropriate subject-verb agreement and verb tense.
Objective 2Develop language through viewing media and presenting ||
- Identify specific purpose(s) for viewing media (i.e., to identify main idea and details, to gain information, distinguish between fiction/nonfiction, distinguish between fact/opinion, form an opinion, determine presentation’s accuracy).
- Use a variety of formats in presenting with various forms of media (e.g., pictures, posters, charts, ads, newspapers, graphs, videos, slide shows).
Standard 2Concepts of Print-Students develop an understanding of how printed language works.
See Kindergarten and First Grade.
Phonological and Phonemic Awareness-Students develop phonological and phonemic awareness.
See Kindergarten and First Grade.
Phonics and Spelling-Students apply understanding of phonics and other strategies to decode and spell unfamiliar words while reading and writing.
Demonstrate an understanding of the relationship between letters and sounds.
See Kindergarten, First, and Second Grade. ||
Objective 2
Use knowledge of structural analysis to decode words.
See Kindergarten, First, and Second Grade.|| ||
Objective 3
Spell words correctly. || || ||
- Use knowledge of word families, patterns, syllabication, and common letter combinations to spell new words.
- Spell words with roots, inflectional endings, prefixes, and suffixes (e.g., faster, disapprove, celebration).
- Spell an increasing number of high-frequency and irregular words correctly (e.g., explain, course, several).
- Learn the spellings of irregular and difficult words (e.g., triangle, volcanoes, minerals, county).
Objective 4Use spelling strategies to achieve accuracy (e.g., prediction, visualization, association). || ||
- Use knowledge about spelling to predict the spelling of new words.
- Visualize words while writing.
- Associate spelling of new words from known words and word patterns.
- Use spelling generalities to assist spelling of new words.
Standard 5Fluency-Students develop reading fluency to read aloud grade level text effortlessly without hesitation.
Read aloud grade level text with appropriate speed and accuracy. || || ||
- Read grade level text at a rate of approximately 120-150 wpm.
- Read grade level text with an accuracy rate of 95-100%.
Objective 2Read aloud grade level text effortlessly with clarity. || ||
- Read grade level text in meaningful phrases using intonation, expression, and punctuation cues.
- Read grade level words with automaticity.
Standard 6Vocabulary-Students learn and use grade level vocabulary to increase understanding and read fluently.
Learn new words through listening and reading widely. || ||
- Use new vocabulary learned by listening, reading, and discussing a variety of genres.
- Learn the meaning and properly use a variety of grade level words (e.g., words from literature, social studies, science, math).
Objective 2Use multiple resources to learn new words by relating them to known words and/or concepts. ||
- Use multiple resources to determine the meanings of unknown words (e.g., dictionaries, glossaries, beginning thesauruses).
- Relate unfamiliar words and concepts to prior knowledge to increase vocabulary (e.g., settlers: Indians, pioneers, farmers).
Objective 3Use structural analysis and context clues to determine meanings of words. || ||
- Identify meanings of words using roots and affixes (e.g., disrespectfully).
- Use words, sentences, and paragraphs as context clues to determine meanings of unknown key words, similes and idioms.
- Use context to determine meanings of synonyms, antonyms, homonyms (e.g., there/their/they’re) and multiple-meaning words (e.g., rock).
Standard 7Comprehension-Students understand, interpret, and analyze narrative and informational grade level text.
Identify purposes of text. ||
- Identify purpose for reading.
- Identify author’s purpose.
Objective 2Apply strategies to comprehend text. ||
- Relate prior knowledge to make connections to text (e.g., text to text, text to self, text to world).
- Generate questions about text (e.g., factual, inferential, evaluative).
- Form mental pictures to aid understanding of text.
- Make and confirm or revise predictions while reading using title, picture clues, text, and/or prior knowledge.
- Make inferences and draw conclusions from text.
- Identify theme/topic/main idea from text; note details.
- Summarize important ideas/events; summarize supporting details in sequence.
- Monitor and clarify understanding applying fix-up strategies while interacting with text.
- Compile, organize, and interpret information from text.
Objective 3Recognize and use features of narrative and informational text. || || ||
- Identify characters, setting, sequence of events, problem/resolution.
- Identify different genres: fairy tales, poems, realistic fiction, fantasy, fables, folk tales, tall tales, biographies, historical fiction.
- Identify information from text, headings, subheadings, diagrams, charts, captions, graphs, table of contents, index, and glossary.
- Identify different structures in text (e.g., description, problem/solution, compare/contrast, cause/effect).
- Locate facts from a variety of informational texts (e.g., newspapers, magazines, textbooks, biographies, other resources).
Standard 8Writing-Students write daily to communicate effectively for a variety of purposes and audiences.
Prepare to write by gathering and organizing information and ideas (pre-writing). || ||
- Generate ideas for writing by reading, discussing, researching, and reflecting on personal experiences.
- Select and narrow a topic from generated ideas.
- Identify audience, purpose, form for writing.
- Use a variety of graphic organizers to organize information.
Objective 2Compose a written draft. || ||
- Draft ideas on paper in an organized manner utilizing words, sentences, and multiple paragraphs (e.g., beginning, middle, end; main idea; details; characterization; setting; plot).
- Use voice to fit the purpose and audience.
- Use strong verbs and precise and vivid language to convey meaning.
- Identify and use effective leads and strong endings.
Objective 3Revise by elaborating and clarifying a written draft. || ||
- Revise draft to add details, strengthen word choice, clarify main idea, and reorder content.
- Enhance fluency by using transitional words, phrases to connect ideas, and a variety of complete sentences (i.e., sentence length, simple and complex sentences).
- Revise writing, considering the suggestions of others.
Objective 4Edit written draft for conventions. || || ||
- Edit writing for correct capitalization and punctuation (i.e., words in a series, dialogue, complex sentences, singular possessives, abbreviations).
- Edit for spelling of grade level-appropriate words.
- Edit for standard grammar (e.g., subject-verb agreement, verb tense, comparatives, superlatives, pronouns).
- Edit for appropriate formatting features (e.g., margins, indentations, titles).
Objective 5Use fluent and legible handwriting to communicate. ||
- Write using upper- and lower-case cursive letters with proper form, proportions, and spacing.
- Increase fluency with cursive handwriting.
- Produce legible documents with cursive handwriting.
Objective 6Write in different forms and genres. || || ||