New Haven Public Schools

STANDARDS FOR English Language Arts

& Literacy in History/Social Studies, Science and Technical Subjects K-5

New Haven Public Schools CCSS Design Template College and Career Readiness Anchor Standards for Reading

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills Note on range and content and understandings that all students must demonstrate. of student reading Key Ideas and Details To build a foundation for college and career readiness, students 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific must read widely and deeply from textual evidence when writing or speaking to support conclusions drawn from the text. among a broad range of high-quality, 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting increasingly challenging literary and details and ideas. informational texts. Through extensive 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. reading of stories, dramas, poems, Craft and Structure and myths from diverse cultures and different time periods, students gain 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and literary and cultural knowledge as figurative meanings, and analyze how specific word choices shape meaning or tone. well as familiarity with various text 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. structures and elements. By reading a section, chapter, scene, or stanza) relate to each other and the whole. texts in history/social studies, science, 6. Assess how point of view or purpose shapes the content and style of a text. and other disciplines, students build Integration of Knowledge and Ideas a foundation of knowledge in these fields that will also give them the 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as background to be better readers in all well as in words.* content areas. Students can only gain 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well this foundation when the curriculum is as the relevance and sufficiency of the evidence. intentionally and coherently structured 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the to develop rich content knowledge approaches the authors take. within and across grades. Students also acquire the habits of reading Range of Reading and Level of Text Complexity independently and closely, which are 10. Read and comprehend complex literary and informational texts independently and proficiently. essential to their future success.

*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 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 through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. RL

Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students:

Key Ideas and Details 1. With prompting and support, ask and answer 1. Ask and answer questions about key 1. Ask and answer such questions as 1. Ask and answer questions to demonstrate 1. Refer to details and examples in a text when 1. Quote accurately from a text when explaining questions about key details in a text. details in a text. who, what, where, when, why, and how understanding of a text, referring explicitly to explaining what the text says explicitly and what the text says explicitly and when drawing to demonstrate understanding of key the text as the basis for the answers. when drawing inferences from the text. inferences from the text. details in a text.

2. With prompting and support, retell familiar 2. Retell stories, including key details, and 2. Recount stories, including fables and 2. Recount stories, including fables, folktales, 2. Determine a theme of a story, drama, or poem 2. Determine a theme of a story, drama, or Stories, including key details. demonstrate understanding of their central folktales from diverse cultures, and and myths from diverse cultures; determine the from details in the text; summarize the text. poem from details in the text, including how message or lesson. determine their central message, lesson, central message, lesson, or moral and explain characters in a story or drama respond to or moral. how it is conveyed through key details in the challenges or how the speaker in a poem text. reflects upon a topic; summarize the text.

3. With prompting and support, identify characters, 3. Describe characters, settings, and major 3. Describe how characters in a story 3. Describe characters in a story (e.g., their 3. Describe in depth a character, setting, or 3. Compare and contrast two or more settings, and major events in a story. events in a story, using key details. respond to major events and challenges. traits, motivations, or feelings) and explain event in a story or drama, drawing on specific characters, settings, or events in a story or how their actions contribute to the sequence of details in the text (e.g., a character’s thoughts, drama, drawing on specific details in the text events. words, or actions). (e.g., how characters interact). Craft and Structure 4. Ask and answer questions about unknown words in a 4. Identify words and phrases in stories or 4. Describe how words and phrases 4. Determine the meaning of words and 4. Determine the meaning of words and phrases 4. Determine the meaning of words and phrases text. poems that suggest feelings or appeal to the (e.g., regular beats, alliteration, rhymes, phrases as they are used in a text, as they are used in a text, including those as they are used in a text, including figurative senses. repeated lines) supply rhythm and distinguishing literal from non-literal language. that allude to significant characters found in language such as metaphors and similes. meaning in a story, poem, or song. mythology (e.g., Herculean).

5. Recognize common types of texts (e.g., 5. Explain major differences between books 5. Describe the overall structure of a 5. Refer to parts of stories, dramas, and poems 5. Explain major differences between poems, 5. Explain how a series of chapters, scenes, or storybooks, poems). that tell stories and books that give story, including describing how the when writing or speaking about a text, using drama, and prose, and refer to the structural stanzas fits together to provide the overall information, drawing on a wide reading of a beginning introduces the story and the terms such as chapter, scene, and stanza; elements of poems (e.g., verse, rhythm, meter) structure of a particular story, drama, or poem. range of text types. ending concludes the action. describe how each successive part builds on and drama (e.g., casts of characters, settings, earlier sections. descriptions, dialogue, stage directions) when writing or speaking about a text.

6. With prompting and support, name the author and 6. Identify who is telling the story at various 6. Acknowledge differences in the 6. Distinguish their own point of view from 6. Compare and contrast the point of view from 6. Describe how a narrator’s or speaker’s point illustrator of a story and define the role of each in points in a text. points of view of characters, including that of the narrator or those of the characters. which different stories are narrated, including of view influences how events are described. telling the story. by speaking in a different voice for each the difference between first- and third-person character when reading dialogue aloud. narrations. Integration of Knowledge and Ideas 7. With prompting and support, describe the 7. Use illustrations and details in a story to 7 . Use information gained from the 7. Explain how specific aspects of a text’s 7. Make connections between the text of a story 7. Draw on information from multiple print relationship between illustrations and the story in which describe its characters, setting, or events. illustrations and words in a print or illustrations contribute to what is conveyed or drama and a visual or oral presentation of or digital sources, demonstrating the ability they appear (e.g., what moment in a story an illustration digital text to demonstrate understanding by the words in a story (e.g., create mood, the text, identifying where each version reflects to locate an answer to a question quickly or depicts). of its characters, setting, or plot. emphasize aspects of a character or setting). specific descriptions and directions in the text. to solve a problem efficiently.

8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature) 8. (Not applicable to literature)

9. With prompting and support, compare and contrast 9. Compare and contrast the adventures and 9. Compare and contrast two or more 9. Compare and contrast the themes, settings, 9. Compare and contrast the treatment of similar 9. Compare and contrast stories in the same the adventures and experiences of characters in familiar experiences of characters in stories. versions of the same story (e.g., and plots of stories written by the same author themes and topics (e.g., opposition of good and genre (e.g., mysteries and adventure stories) on stories. Cinderella stories) by different authors about the same or similar characters (e.g., in evil) and patterns of events (e.g., the quest) in their approaches to similar themes and topics. or from different cultures. books from a series). stories, myths, and traditional literature from different cultures.

Range of Reading and Level of Text Complexity 10. With prompting and support, read prose 10. By the end of the year, read and 10. By the end of the year, read and 10. By the end of the year, read and 10. By the end of the year, read and 10. Actively engage in group reading activities with and poetry of appropriate complexity for comprehend literature, including stories comprehend literature, including stories, comprehend literature, including stories, comprehend literature, including stories, purpose and understanding. grade 1. and poetry, in the grades 2–3 text dramas, and poetry, at the high end of the dramas, and poetry, in the grades 4–5 text dramas, and poetry, at the high end of the complexity band proficiently, grades 2–3 text complexity band independently complexity band proficiently, with scaffolding grades 4–5 text complexity band independently with scaffolding as needed at the high and proficiently. as needed at the high end of the range. and proficiently.: end of the range. Reading Standards for Informational Text K–5 RI Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students:

Key Ideas and Details 1. With prompting and support, ask and 1. Ask and answer questions about key details in a 1. Ask and answer such questions as who, what, 1. Ask and answer questions to 1. Refer to details and examples in a text when 1. Quote accurately from a text when explaining answer questions about key details in a text. text. where, when, why, and how to demonstrate demonstrate understanding of a text, explaining what the text says explicitly and what the text says explicitly and when drawing understanding of key details in a text. referring explicitly to the text as the basis when drawing inferences from the text. inferences from the text. for the answers.

2. With prompting and support, identify the 2. Identify the main topic and retell key details of a 2. Identify the main topic of a multiparagraph text 2. Determine the main idea of a text; 2. Determine the main idea of a text and explain 2. Determine two or more main ideas of a text main topic and retell key details of a text. text. as well as the focus of specific paragraphs within recount the key details and explain how how it is supported by key details; summarize and explain how they are supported by key the text. they support the main idea. the text. details; summarize the text.

3. With prompting and support, describe the 3. Describe the connection between two individuals, 3. Describe the connection between a series of 3. Describe the relationship between a 3. Explain events, procedures, ideas, or 3. Explain the relationships or interactions connection between two individuals, events, events, ideas, or pieces of information in a text. historical events, scientific ideas or concepts, or series of historical events, scientific ideas concepts in a historical, scientific, or technical between two or more individuals, events, ideas, ideas, or pieces of information in a text. steps in technical procedures in a text. or concepts, or steps in technical text, including what happened and why, based or concepts in a historical, scientific, or procedures in a text, using language that on specific information in the text. technical text based on specific information in pertains to time, sequence, and the text. cause/effect.

Craft and Structure 4. With prompting and support, ask and 4. Ask and answer questions to help determine or 4. Determine the meaning of words and phrases in a 4. Determine the meaning of general 4. Determine the meaning of general academic 4. Determine the meaning of general academic answer questions about unknown words in a clarify the meaning of words and phrases in a text. text relevant to a grade 2 topic or subject area. academic and domain-specific words and and domain-specific words or phrases in a text and domain-specific words and phrases in a text text. phrases in a text relevant to a grade 3 relevant to a grade 4 topic or subject area. relevant to a grade 5 topic or subject area. topic or subject area. 5. Identify the front cover, back cover, and 5. Know and use various text features 5. Know and use various text features 5. Use text features and search tools (e.g., 5. Describe the overall structure (e.g., 5. Compare and contrast the overall structure title page of a book. (e.g., headings, tables of contents, glossaries, (e.g., captions, bold print, subheadings, glossaries, key words, sidebars, hyperlinks) to locate chronology, comparison, cause/effect, (e.g., chronology, comparison, cause/effect, electronic menus, icons) to locate key facts or indexes, electronic menus, icons) to locate key information relevant to a given topic problem/solution) of events, ideas, concepts, or problem/solution) of events, ideas, concepts, or information in a text. facts or information in a text efficiently. efficiently. information in a text or part of a text. information in two or more texts.

6. Name the author and illustrator of a text 6. Distinguish between information provided by 6. Identify the main purpose of a text, including 6. Distinguish their own point of view 6. Compare and contrast a firsthand and 6. Analyze multiple accounts of the same event and define the role of each in presenting the pictures or other illustrations and information what the author wants to answer, explain, or from that of the author of a text. secondhand account of the same event or or topic, noting important similarities and ideas or information in a text. provided by the words in a text. describe. topic; describe the differences in focus and the differences in the point of view they represent. information provided.

Integration of Knowledge and Ideas

7. With prompting and support, describe the 7. Use the illustrations and details in a text to 7. Explain how specific images (e.g., a diagram 7. Use information gained from 7. Interpret information presented visually, 7. Draw on information from multiple print or relationship between illustrations and the describe its key ideas. showing how a machine works) contribute to and illustrations (e.g., maps, photographs) and orally, or quantitatively (e.g., in charts, graphs, digital sources, demonstrating the ability to text in which they appear (e.g., what person, clarify a text. the words in a text to demonstrate diagrams, time lines, animations, or interactive locate an answer to a question quickly or to place, thing, or idea in the text an understanding of the text (e.g., where, elements on Web pages) and explain how the solve a problem efficiently. illustration depicts). when, why, and how key events occur). information contributes to an understanding of the text in which it appears.

8. With prompting and support, identify the 8. Identify the reasons an author gives to support 8. Describe how reasons support specific points the 8. Describe the logical connection 8. Explain how an author uses reasons and 8. Explain how an author uses reasons and reasons an author gives to support points in points in a text. author makes in a text. between particular sentences and evidence to support particular points in a text. evidence to support particular points in a text, a text. paragraphs in a text (e.g., comparison, identifying which reasons and evidence support cause/effect, first/second/third in a which point(s). sequence). 9. With prompting and support, identify 9. Identify basic similarities in and differences 9. Compare and contrast the most important points 9. Compare and contrast the most 9. Integrate information from two texts on the 9. Integrate information from several texts on basic similarities in and differences between between two texts on the same topic (e.g., in presented by two texts on the same topic. important points and key details presented same topic in order to write or speak about the the same topic in order to write or speak about two texts on the same topic (e.g., in illustrations, descriptions, or procedures). in two texts on the same topic. subject knowledgeably. the subject knowledgeably. illustrations, descriptions, or procedures). Range of Reading and Level of Text Complexity 10. Actively engage in group reading 10. With prompting and support, read informational 10. By the end of year, read and comprehend 10. By the end of the year, read and 10. By the end of year, read and comprehend 10. By the end of the year, read and activities with purpose and understanding. texts appropriately complex for grade 1. informational texts, including history/social studies, comprehend informational texts, informational texts, including history/social comprehend informational texts, including science, and technical texts, in the grades 2–3 text including history/social studies, science, studies, science, and technical texts, in the history/social studies, science, and technical complexity band proficiently, with scaffolding as and technical texts, at the high end of the grades 4–5 text complexity band proficiently, texts, at the high end of the grades 4–5 text needed at the high end of the range. grades 2–3 text complexity band with scaffolding as needed at the high end of complexity band independently and independently and proficiently. the range. proficiently. Reading Standards: Foundational Skills (K–5) RF

Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students:

Print Concepts 1. Demonstrate understanding of the organization and 1. Demonstrate understanding of the organization and basic basic features of print. features of print. a. Follow words from left to right, top to bottom, and a. Recognize the distinguishing features of a sentence (e.g., page by page. first word, capitalization, ending punctuation). b. Recognize that spoken words are represented in written language by specific sequences of letters. c. Understand that words are separated by spaces in print. d. Recognize and name all upper- and lowercase letters of the alphabet. Phonological Awareness 2. Demonstrate understanding of spoken words, 2. Demonstrate understanding of spoken words, syllables, syllables, and sounds (phonemes). and sounds (phonemes). a. Recognize and produce rhyming words. a. Distinguish long from short vowel sounds in spoken b. Count, pronounce, blend, and segment syllables in single-syllable words. spoken words. b. Orally produce single-syllable words by blending sounds c. Blend and segment onsets and rimes of single- (phonemes) including consonant blends. syllable spoken words. c. Isolate and pronounce initial, medial vowel, and final d. Isolate and pronounce the initial, medial vowel, and sounds (phonemes) in spoken single-syllable words. final sounds (phonemes) in three-phoneme d. Segment spoken single-syllable words into their complete (consonant-vowel- consonant, or CVC) words.* (This sequence of individual sounds (phonemes). does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition 3. Know and apply grade-level phonics and word 3. Know and apply grade-level phonics and word analysis 3. Know and apply grade-level phonics and 3. Know and apply grade-level phonics and 3. Know and apply grade-level phonics and 3. Know and apply grade-level phonics and word analysis skills in decoding words. skills in decoding words. word analysis skills in decoding words. word analysis skills in decoding words. word analysis skills in decoding words. analysis skills in decoding words. a. Demonstrate basic knowledge of one-to-one letter- a. Know the spelling-sound correspondences for common a. Distinguish long and short vowels when a. Identify and know the meaning of the most a. Use combined knowledge of all letter-sound a. Use combined knowledge of all letter-sound sound correspondences by producing the primary or consonant digraphs. reading regularly spelled one-syllable words. common prefixes and derivational suffixes. correspondences, syllabication patterns, and correspondences, syllabication patterns, and many of the most frequent sound for each consonant. b. Decode regularly spelled one-syllable words. b. Know spelling-sound correspondences for b. Decode words with common Latin suffixes. morphology (e.g., roots and affixes) to read morphology (e.g., roots and affixes) to read b. Associate the long and short sounds with common c. Know final -e and common vowel team conventions for additional common vowel teams. c. Decode multisyllable words. accurately unfamiliar multisyllabic words in accurately unfamiliar multisyllabic words in spellings (graphemes) for the five major vowels. representing long vowel sounds. c. Decode regularly spelled two-syllable words d. Read grade-appropriate irregularly spelled context and out of context. context and out of context. c. Read common high-frequency words by sight d. Use knowledge that every syllable must have a vowel with long vowels. words. (e.g., the, of, to, you, she, my, is, are, do, does). sound to determine the number of syllables in a printed d. Decode words with common prefixes and d. Distinguish between similarly spelled words by word. suffixes. identifying the sounds of the letters that differ. e. Decode two-syllable words following basic patterns by e. Identify words with inconsistent but breaking the words into syllables. common spelling-sound correspondences. f. Read words with inflectional endings. f. Recognize and read grade-appropriate g. Recognize and read grade-appropriate irregularly spelled irregularly spelled words. words. Fluency 4. Read with sufficient accuracy and fluency to support 4. Read with sufficient accuracy and fluency to 4. Read with sufficient accuracy and fluency 4. Read with sufficient accuracy and fluency to 4. Read with sufficient accuracy and fluency to 4. Read emergent-reader texts with purpose and comprehension. support comprehension. to support comprehension. support comprehension. support comprehension. understanding. a. Read on-level text with purpose and understanding. a. Read on-level text with purpose and a. Read on-level text with purpose and a. Read on-level text with purpose and a. Read on-level text with purpose and b. Read on-level text orally with accuracy, appropriate rate, understanding. understanding. understanding. understanding. and expression on successive readings. b. Read on-level text orally with accuracy, b. Read on-level prose and poetry orally with b. Read on-level prose and poetry orally with b. Read on-level prose and poetry orally with c. Use context to confirm or self-correct word recognition appropriate rate, and expression on successive accuracy, appropriate rate, and expression on accuracy, appropriate rate, and expression on accuracy, appropriate rate, and expression on and understanding, rereading as necessary. readings. successive readings. successive readings. successive readings. c. Use context to confirm or self-correct word c. Use context to confirm or self-correct word c. Use context to confirm or self-correct word c. Use context to confirm or self-correct word recognition and understanding, rereading as recognition and understanding, rereading as recognition and understanding, rereading as recognition and understanding, rereading as necessary. necessary. necessary. necessary. *Words, syllables, or phonemes written in /slashes/ refer to their pronunciation or phonology. Thus /CVC/ is a word with three phonemes regardless of the number of letters in the spelling of the word. College and Career Readiness Anchor Standards for Writing

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must Note on range and content demonstrate. of student writing To build a foundation for college Text Types and Purposes* and career readiness, students need to learn to use writing as a way of 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and offering and supporting opinions, sufficient evidence. demonstrating understanding of 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the subjects they are studying, the effective selection, organization, and analysis of content. and conveying real and imagined 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and experiences and events. They learn well-structured event sequences. to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar Production and Distribution of Writing audience, and they begin to adapt 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and the form and content of their writing audience. to accomplish a particular task and 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. purpose. They develop the capacity 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. to build knowledge on a subject through research projects and to respond analytically to literary and Research to Build and Present Knowledge informational sources. To meet these 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating goals, students must devote significant understanding of the subject under investigation. time and effort to writing, producing 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, numerous pieces over short and and integrate the information while avoiding plagiarism. extended time frames throughout the year.. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing 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 tasks, purposes, and audiences. *These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Writing Standards K–5 The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

1 W Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students:

Text Types and Purposes 1. Use a combination of drawing, dictating, and 1. Write opinion pieces in which they introduce 1. Write opinion pieces in which they introduce 1. Write opinion pieces on topics or texts, 1. Write opinion pieces on topics or texts, 1. Write opinion pieces on topics or texts, writing to compose opinion pieces in which they the topic or name the book they are writing the topic or book they are writing about, state an supporting a point of view with reasons. supporting a point of view with reasons and supporting a point of view with reasons and tell a reader the topic or the name of the book about, state an opinion, supply a reason for the opinion, supply reasons that support the a. Introduce the topic or text they are writing information. information. they are writing about and state an opinion or opinion, and provide some sense of closure. opinion, use linking words (e.g., because, and, about, state an opinion, and create an a. Introduce a topic or text clearly, state an a. Introduce a topic or text clearly, state an preference about the topic or book (e.g., My also) to connect opinion and reasons, and organizational structure that lists reasons. opinion, and create an organizational structure opinion, and create an organizational structure favorite book is . . .). provide a concluding statement or section. b. Provide reasons that support the opinion. in which related ideas are grouped to support in which ideas are logically grouped to support c. Use linking words and phrases (e.g., because, the writer’s purpose. the writer’s purpose. therefore, since, for example) to connect b. Provide reasons that are supported by facts b. Provide logically ordered reasons that are opinion and reasons. and details. supported by facts and details. d. Provide a concluding statement or section. c. Link opinion and reasons using words and c. Link opinion and reasons using words, phrases (e.g., for instance, in order to, in phrases, and clauses (e.g., consequently, addition). specifically). d. Provide a concluding statement or section d. Provide a concluding statement or section related to the opinion presented. related to the opinion presented. 2. Use a combination of drawing, dictating, and 2. Write informative/explanatory texts in which 2. Write informative/explanatory texts in which 2. Write informative/explanatory texts to 2. Write informative/explanatory texts to 2. Write informative/explanatory texts to writing to compose informative/explanatory they name a topic, supply some facts about the they introduce a topic, use facts and definitions examine a topic and convey ideas and examine a topic and convey ideas and examine a topic and convey ideas and texts in which they name what they are writing topic, and provide some sense of closure. to develop points, and provide a concluding information clearly. information clearly. information clearly. about and supply some information about the statement or section. a. Introduce a topic and group related a. Introduce a topic clearly and group related a. Introduce a topic clearly, provide a general topic. information together; include illustrations information in paragraphs and sections; observation and focus, and group related when useful to aiding comprehension. include formatting (e.g., headings), illustrations, information logically; include formatting (e.g., b. Develop the topic with facts, definitions, and and multimedia when useful to aiding headings), illustrations, and multimedia when details. comprehension. useful to aiding comprehension. c. Use linking words and phrases (e.g., also, b. Develop the topic with facts, definitions, b. Develop the topic with facts, definitions, another, and, more, but) to connect ideas concrete details, quotations, or other concrete details, quotations, or other within categories of information. information and examples related to the topic. information and examples related to the topic. d. Provide a concluding statement or section. c. Link ideas within categories of information c. Link ideas within and across categories of using words and phrases (e.g., another, for information using words, phrases, and clauses example, also, because). (e.g., in contrast, especially). d. Use precise language and domain-specific d. Use precise language and domain-specific vocabulary to inform about or explain the vocabulary to inform about or explain the topic. topic. e. Provide a concluding statement or section e. Provide a concluding statement or section related to the information or explanation related to the information or explanation presented. presented. 3. Use a combination of drawing, dictating, and 3. Write narratives in which they recount two or 3. Write narratives in which they recount a well 3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined 3. Write narratives to develop real or imagined writing to narrate a single event or several more appropriately sequenced events, include elaborated event or short sequence of events, experiences or events using effective technique, experiences or events using effective technique, experiences or events using effective technique, loosely linked events, tell about the events in some details regarding what happened, use include details to describe actions, thoughts, descriptive details, and clear event sequences. descriptive details, and clear event sequences. descriptive details, and clear event sequences. the order in which they occurred, and provide a temporal words to signal event order, and and feelings, use temporal words to signal event a. Establish a situation and introduce a narrator a. Orient the reader by establishing a situation a. Orient the reader by establishing a situation reaction to what happened. provide some sense of closure. order, and provide a sense of closure. and/or characters; organize an event sequence and introducing a narrator and/or characters; and introducing a narrator and/or characters; that unfolds naturally. organize an event sequence that unfolds organize an event sequence that unfolds b. Use dialogue and descriptions of actions, naturally. naturally. thoughts, and feelings to develop experiences b. Use dialogue and description to develop b. Use narrative techniques, such as dialogue, and events or show the response of characters experiences and events or show the responses description, and pacing, to develop to situations. of characters to situations. experiences and events or show the responses c. Use temporal words and phrases to signal c. Use a variety of transitional words and of characters to situations. event order. phrases to manage the sequence of events. c. Use a variety of transitional words, phrases, d. Provide a sense of closure. d. Use concrete words and phrases and sensory and clauses to manage the sequence of events. details to convey experiences and events d. Use concrete words and phrases and sensory precisely. details to convey experiences and events e. Provide a conclusion that follows from the precisely. narrated experiences or events. e. Provide a conclusion that follows from the narrated experiences or events.

Writing Standards K–5 W Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students:

Production and Distribution of Writing 4. With guidance and support from adults, 4. Produce clear and coherent writing in which 4. Produce clear and coherent writing in which 4. (Begins in grade 3) 4. (Begins in grade 3) 4. (Begins in grade 3) produce writing in which the development the development and organization are the development and organization are and organization are appropriate to task and appropriate to task, purpose, and audience. appropriate to task, purpose, and audience. purpose. (Grade-specific expectations for (Grade-specific expectations for writing types (Grade-specific expectations for writing types writing types are defined in standards 1–3 are defined in standards 1–3 above.) are defined in standards 1–3 above.) above.) 5. With guidance and support from adults, 5. With guidance and support from adults, focus 5. With guidance and support from adults and 5. With guidance and support from peers and 5. With guidance and support from peers and 5. With guidance and support from peers and respond to questions and suggestions from peers on a topic, respond to questions and suggestions peers, focus on a topic and strengthen writing as adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed adults, develop and strengthen writing as needed and add details to strengthen writing as needed. from peers, and add details to strengthen writing needed by revising and editing. by planning, revising, and editing. (Editing for by planning, revising, and editing. (Editing for by planning, revising, editing, rewriting, or as needed. conventions should demonstrate command of conventions should demonstrate command of trying a new approach. (Editing for conventions Language standards 1–3 up to and including Language standards 1–3 up to and including should demonstrate command of Language grade 3 on pages 28 and 29). grade 4 on pages 28 and 29). standards 1–3 up to and including grade 5 on pages 28 and 29). 6. With guidance and support from adults, explore a variety of digital tools to produce and 6. With guidance and support from adults, use a 6. With guidance and support from adults, use a 6. With guidance and support from adults, use 6. With some guidance and support from adults, 6. With some guidance and support from adults, publish writing, including in collaboration with variety of digital tools to produce and publish variety of digital tools to produce and publish technology to produce and publish writing use technology, including the Internet, to use technology, including the Internet, to peers. writing, including in collaboration with peers. writing, including in collaboration with peers. (using keyboarding skills) as well as to interact produce and publish writing as well as to produce and publish writing as well as to and collaborate with others. interact and collaborate with others; interact and collaborate with others; demonstrate demonstrate sufficient command of keyboarding sufficient command of keyboarding skills to skills to type a minimum of one page in a single type a minimum of two pages in a single sitting. sitting.

Research to Build and Present Knowledge 7. Conduct short research projects that use 7. Participate in shared research and writing 7. Participate in shared research and writing 7. Participate in shared research and writing 7. Conduct short research projects that build 7. Conduct short research projects that build several sources to build knowledge through projects (e.g., explore a number of books by a projects (e.g., explore a number of “how-to” projects (e.g., read a number of books on a knowledge about a topic knowledge through investigation of different investigation of different aspects of a topic. favorite author and express opinions about books on a given topic and use them to write a single topic to produce a report; record science aspects of a topic. them). sequence of instructions). observations).

8. With guidance and support from adults, recall 8. With guidance and support from adults, recall 8. Recall information from experiences or 8. Recall information from experiences or 8.Recall relevant information from experiences 8. Recall relevant information from experiences information from experiences or gather information from experiences or gather gather information from provided sources to gather information from print and digital or gather relevant information from print and or gather relevant information from print and information from provided sources to answer a information from provided sources to answer a answer a question. sources; take brief notes on sources and sort digital sources; take notes and categorize digital sources; summarize or paraphrase question. question. evidence into provided categories. information, and provide a list of sources. information in notes and finished work, and provide a list of sources.

9. (Begins in grade 4) 9. (Begins in grade 4) 9. (Begins in grade 4) 9. Begins in grade 4) 9. Draw evidence from literary or informational 9. Draw evidence from literary or informational texts to support analysis, reflection, and texts to support analysis, reflection, and research. research. a. Apply grade 4 Reading standards to literature a. Apply grade 5 Reading standards to literature (e.g., “Describe in depth a character, setting, (e.g., “Compare and contrast two or more or event in a story or drama, drawing on characters, settings, or events in a story or a specific details in the text [e.g., a character’s drama, drawing on specific details in the text thoughts, words, or actions].”). [e.g., how characters interact]”). b. Apply grade 4 Reading standards to b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an informational texts (e.g., “Explain how author uses reasons and evidence to support an author uses reasons and evidence to particular points in a text”). support particular points in a text, identifying which reasons and evidence support which point[s]”). Range of Writing

10. (Begins in grade 3) 10. (Begins in grade 3) 10. (Begins in grade 3) 10. Write routinely over extended time frames 10. Write routinely over extended time frames 10. Write routinely over extended time frames (time for research, reflection, and revision) and (time for research, reflection, and revision) and (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or shorter time frames (a single sitting or a day or shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, two) for a range of discipline-specific tasks, purposes, and audiences. purposes, and audiences. purposes, and audiences.

College and Career Readiness Anchor Standards for Speaking and Listening

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Note on range and content of student speaking and Presentation of Knowledge and Ideas listening 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the To build a foundation for college organization, development, and style are appropriate to task, purpose, and audience. and career readiness, students must 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of have ample opportunities to take presentations. part in a variety of rich, structured 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when conversations—as part of a whole indicated or appropriate. class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains. New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

Speaking and Listening Standards K–5 The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. SL Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students: Comprehension and Collaboration 1. Engage effectively in a range of collaborative 1. Participate in collaborative conversations with 1. Participate in collaborative conversations with 1. Participate in collaborative conversations with 1. Engage effectively in a range of collaborative 1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- diverse partners about kindergarten topics and diverse partners about grade 1 topics and texts diverse partners about grade 2 topics and texts discussions (one-on-one, in groups, and discussions (one-on-one, in groups, and led) with diverse partners on grade 5 topics and texts with peers and adults in small and larger with peers and adults in small and larger groups. with peers and adults in small and larger groups. teacher -led) with diverse partners on grade 3 teacher-led) with diverse partners on grade 4 texts, building on others’ ideas and expressing groups. a. Follow agreed-upon rules for discussions (e.g, a. Follow agreed-upon rules for discussions topics and texts, building on others’ ideas and topics and texts, building on others’ ideas and their own clearly. a. Follow agreed-upon rules for discussions (e.g listening to others with care, speaking one (e.g., gaining the floor in respectful ways, expressing their own clearly. expressing their own clearly. a. Come to discussions prepared, having read listening to others and taking turns speaking at a time about the topics and texts under listening to others with care, speaking one at a a. Come to discussions prepared, having read a. Come to discussions prepared, having read or studied required material; explicitly draw about the topics and texts under discussion). discussion). time about the topics and texts under or studied required material; explicitly draw or studied required material; explicitly draw on that preparation and other information b. Continue a conversation through multiple b. Build on others’ talk in conversations by discussion). on that preparation and other information on that preparation and other information known about the topic to explore ideas under exchanges. responding to the comments of others through b. Build on others’ talk in conversations by known about the topic to explore ideas under known about the topic to explore ideas under discussion. multiple exchanges. linking their comments to the remarks of others. discussion. discussion. b. Follow agreed-upon rules for discussions and c. Ask questions to clear up any confusion about c. Ask for clarification and further explanation b. Follow agreed-upon rules for discussions b. Follow agreed-upon rules for discussions and carry out assigned roles. the topics and texts under discussion. as needed about the topics and texts under (e.g., gaining the floor in respectful ways, carry out assigned roles. c. Pose and respond to specific questions by discussion. listening to others with care, speaking one at a c. Pose and respond to specific questions to making comments that contribute to the time about the topics and texts under clarify or follow up on information, and make discussion and elaborate on the remarks of discussion). comments that contribute to the discussion others. c. Ask questions to check understanding of and link to the remarks of others. d. Review the key ideas expressed and draw information presented, stay on topic, and link d. Review the key ideas expressed and explain conclusions in light of information and their comments to the remarks of others. their own ideas and understanding in light of knowledge gained from the discussions. d. Explain their own ideas and understanding in the discussion. light of the discussion.

2. Confirm understanding of a text read aloud or 2. Ask and answer questions about key details in 2. Recount or describe key ideas or details from 2. Determine the main ideas and supporting 2. Paraphrase portions of a text read aloud or 2. Summarize a written text read aloud or information presented orally or through other a text read aloud or information presented orally a text read aloud or information presented orally details of a text read aloud or information information presented in diverse media and information presented in diverse media and media by asking and answering questions or through other media. or through other media. presented in diverse media and formats, formats, including visually, quantitatively, and formats, including visually, quantitatively, and about key details and requesting clarification if including visually, quantitatively, and orally. orally. orally. something is not understood.

3. Ask and answer questions in order to seek 3. Ask and answer questions about what a 3. Ask and answer questions about what a 3. Ask and answer questions about information 3. Identify the reasons and evidence a speaker 3. Summarize the points a speaker makes and help, get information, or clarify something that speaker says in order to gather additional speaker says in order to clarify comprehension, from a speaker, offering appropriate elaboration provides to support particular points. explain how each claim is supported by reasons is not understood. information or clarify something that is not gather additional information, or deepen and detail. and evidence. understood. understanding of a topic or issue.

Presentation of Knowledge and Ideas 4. Describe familiar people, places, things, and 4. Describe people, places, things, and events 4. Tell a story or recount an experience with 4. Report on a topic or text, tell a story, or 4. Report on a topic or text, tell a story, or 4. Report on a topic or text or present an events and, with prompting and support, provide with relevant details, expressing ideas and appropriate facts and relevant, descriptive recount an experience with appropriate facts and recount an experience in an organized manner, opinion, sequencing ideas logically and using additional detail. feelings clearly. details, speaking audibly in coherent sentences. relevant, descriptive details, speaking clearly at using appropriate facts and relevant, descriptive appropriate facts and relevant, descriptive details an understandable pace. details to support main ideas or themes; speak to support main ideas or themes; speak clearly at clearly at an understandable pace. an understandable pace.

5. Add drawings or other visual displays to 5. Add drawings or other visual displays to 5. Create audio recordings of stories or poems; 5. Create engaging audio recordings of stories 5. Add audio recordings and visual displays to 5. Include multimedia components (e.g., descriptions as desired to provide additional descriptions when appropriate to clarify ideas, add drawings or other visual displays to stories or poems that demonstrate fluid reading at an presentations when appropriate to enhance the graphics, sound) and visual displays in detail. thoughts, and feelings. or recounts of experiences when appropriate to understandable pace; add visual displays when development of main ideas or themes. presentations when appropriate to enhance the clarify ideas, thoughts, and feelings. appropriate to emphasize or enhance certain development of main ideas or themes. facts or details.

6. Speak audibly and express thoughts, feelings, 6. Produce complete sentences when appropriate 6. Produce complete sentences when appropriate 6. Speak in complete sentences when 6. Differentiate between contexts that call for 6. Adapt speech to a variety of contexts and and ideas clearly. to task and situation. (See grade 1 Language to task and situation in order to provide appropriate to task and situation in order to formal English (e.g., presenting ideas) and tasks, using formal English when appropriate to standards 1 and 3.) requested detail or clarification. (See grade 2 provide requested detail or clarification. (See situations where informal discourse is task and situation. (See grade 5 Language Language standards 1 and 3.) grade 3 Language standards 1 and 3.) appropriate (e.g., small-group discussion); use standards 1 and 3.) formal English when appropriate to task and situation. (See grade 4 Language standards 1.)

College and Career Readiness Anchor Standards for Language

The K–5 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

Conventions of Standard English 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Knowledge of Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing Note on range and content meaningful word parts, and consulting general and specialized reference materials, as appropriate. of student language use 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. To build a foundation for college 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, and career readiness in language, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary students must gain control over many knowledge when encountering an unknown term important to comprehension or expression. conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Language Standards K–5 The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*). See the table on page 30 for a complete list and Appendix A for an example of how these skills develop in sophistication L Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students: Conversations of Standard English 1. Demonstrate command of the conventions of 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions 1. Demonstrate command of the conventions of standard English grammar and usage when writing of standard English grammar and usage when of standard English grammar and usage when of standard English grammar and usage when of standard English grammar and usage when standard English grammar and usage when or speaking. writing or speaking. writing or speaking. writing or speaking. writing or speaking. writing or speaking. a. Explain the function of conjunctions, a. Print many upper- and lowercase letters. a. Print all upper- and lowercase letters. a. Use collective nouns (e.g., group). a. Explain the function of nouns, pronouns, a. Use relative pronouns (who, whose, whom, prepositions, and interjections in general and their b. Use frequently occurring nouns and verbs. b. Use common, proper, and possessive b. Form and use frequently occurring irregular verbs, adjectives, and adverbs in general and which, that) and relative adverbs (where, function in particular sentences. c. Form regular plural nouns orally by nouns. plural nouns (e.g., feet, children, teeth, mice, their functions in particular sentences. when, why). b. Form and use the perfect (e.g., I had walked; I adding /s/ or /es/ (e.g., dog, dogs; wish, c. Use singular and plural nouns with fish). b. Form and use regular and irregular plural b. Form and use the progressive (e.g., I was have walked; I will have walked) verb tenses. wishes). matching verbs in basic sentences (e.g., He c. Use reflexive pronouns (e.g., myself, nouns. walking; I am walking; I will be walking) c. Use verb tense to convey various times, sequences, d. Understand and use question words hops; We hop). ourselves). c. Use abstract nouns (e.g., childhood). verb tenses. states, and conditions. (interrogatives) (e.g., who, what, where, d. Use personal, possessive, and indefinite d. Form and use the past tense of frequently d. Form and use regular and irregular verbs. c. Use modal auxiliaries (e.g., can, may, must) d. Recognize and correct inappropriate shifts in verb when, why, how). pronouns (e.g., I, me, my; they, them, their; occurring irregular verbs (e.g., sat, hid, told). e. Form and use the simple (e.g., I walked; I to convey various conditions. tense.* e. Use the most frequently occurring anyone, everything). e. Use adjectives and adverbs, and choose walk; I will walk) verb tenses. d. Order adjectives within sentences e. Use correlative conjunctions (e.g., either/or, prepositions (e.g., to, from, in, out, on, off, e. Use verbs to convey a sense of past, between them depending on what is to be f. Ensure subject-verb and pronoun- according to conventional patterns (e.g., a neither/nor). for, of, by, with). present, and future (e.g., Yesterday I walked modified. antecedent agreement.* small red bag rather than a red small bag). f. Produce and expand complete sentences in home; Today I walk home; Tomorrow I will f. Produce, expand, and rearrange complete g. Form and use comparative and superlative e. Form and use prepositional phrases. shared language activities. walk home). simple and compound sentences (e.g., The adjectives and adverbs, and choose between f. Produce complete sentences, recognizing f. Use frequently occurring adjectives. boy watched the movie; The little boy them depending on what is to be modified. and correcting inappropriate fragments and g. Use frequently occurring conjunctions watched the movie; The action movie was h. Use coordinating and subordinating run-ons.* (e.g., and, but, or, so, because). watched by the little boy. conjunctions. g. Correctly use frequently confused words h. Use determiners (e.g., articles, i. Produce simple, compound, and complex (e.g., to, too, two; there, their).* demonstratives). sentences. i. Use frequently occurring prepositions (e.g., during, beyond, toward). j. Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

2. Demonstrate command of the conventions 2. Demonstrate command of the conventions 2. Demonstrate command of the conventions 2. Demonstrate command of the conventions 2. Demonstrate command of the conventions of 2. Demonstrate command of the conventions of standard English capitalization, of standard English capitalization, of standard English capitalization, of standard English capitalization, standard English capitalization, punctuation, and of standard English capitalization, punctuation, and spelling when writing. punctuation, and spelling when writing. punctuation, and spelling when writing. punctuation, and spelling when writing. spelling when writing. punctuation, and spelling when writing. a. Capitalize dates and names of people. a. Capitalize holidays, product names, and a. Capitalize appropriate words in titles. a. Use correct capitalization. a. Use punctuation to separate items in a series.* a. Capitalize the first word in a sentence and b. Use end punctuation for sentences. geographic names. b. Use commas in addresses. b. Use commas and quotation marks to mark b. Use a comma to separate an introductory the pronoun I. c. Use commas in dates and to separate single b. Use commas in greetings and closings of c. Use commas and quotation marks in direct speech and quotations from a text. element from the rest of the sentence. b. Recognize and name end punctuation. words in a series. letters. dialogue. c. Use a comma before a coordinating c. Use a comma to set off the words yes and no c. Write a letter or letters for most consonant d. Use conventional spelling for words with c. Use an apostrophe to form contractions and d. Form and use possessives. conjunction in a compound sentence. (e.g., Yes, thank you), to set off a tag question and short-vowel sounds (phonemes). common spelling patterns and for frequently frequently occurring possessives. e. Use conventional spelling for high- d. Spell grade-appropriate words correctly, from the rest of the sentence (e.g., It’s true, isn’t d. Spell simple words phonetically, drawing occurring irregular words. d. Generalize learned spelling patterns when frequency and other studied words and for consulting references as needed. it?), and to indicate direct address (e.g., Is that on knowledge of sound-letter relationships. e. Spell untaught words phonetically, drawing writing words (e.g., cage → badge; boy → adding suffixes to base words (e.g., sitting, you, Steve?). on phonemic awareness and spelling boil). smiled ,cries, happiness). d. Use underlining, quotation marks, or italics to conventions. e. Consult reference materials, including f. Use spelling patterns and generalizations indicate titles of works. beginning dictionaries, as needed to check (e.g., word families, position-based spellings, e. Spell grade-appropriate words correctly, and correct spellings. syllable patterns, ending rules, meaningful consulting references as needed. word parts) in writing words. g. Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Language Standards K–5 L Kindergarteners: Grade 1 Students: Grade 2 Students: Grade 3 Students: Grade 4 Students: Grade 5 Students: Knowledge of Language

3. (Begins in grade 2) 3. (Begins in grade 2) 3. Use knowledge of language and its 3. Use knowledge of language and its 3. Use knowledge of language and its 3. Use knowledge of language and its conventions conventions when writing, speaking, reading, conventions when writing, speaking, reading, conventions when writing, speaking, reading, when writing, speaking, reading, or listening. or listening. or listening. or listening. a. Expand, combine, and reduce sentences for a. Compare formal and informal uses of a. Choose words and phrases for effect.* a. Choose words and phrases to convey ideas meaning, reader/listener interest, and style. English. b. Recognize and observe differences between precisely.* b. Compare and contrast the varieties of English the conventions of spoken and written b. Choose punctuation for effect.* (e.g., dialects, registers) used in stories, dramas, standard English. c. Differentiate between contexts that call or poems). for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion).

Vocabulary Acquisition and Use 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of 4. Determine or clarify the meaning of unknown and unknown and multiple-meaning words and unknown and multiple-meaning words and unknown and multiple-meaning words and unknown and multiple-meaning word and unknown and multiple-meaning words and multiple-meaning words and phrases based on phrases based on kindergarten reading and phrases based on grade 1 reading and phrases based on grade 2 reading and phrases based on grade 3 reading and phrases based on grade 4 reading and grade 5 reading and content, choosing flexibly content. content, choosing flexibly from an array of content, choosing flexibly from an array of content, choosing flexibly from a range of content, choosing flexibly from a range of from a range of strategies. a. Identify new meanings for familiar words strategies. strategies. strategies. strategies. a. Use context (e.g., cause/effect relationships and apply them accurately (e.g., knowing a. Use sentence-level context as a clue to the a. Use sentence-level context as a clue to the a. Use sentence-level context as a clue to the a. Use context (e.g., definitions, examples, or and comparisons in text) as a clue to the duck is a bird and learning the verb to duck). meaning of a word or phrase. meaning of a word or phrase. meaning of a word or phrase. restatements in text) as a clue to the meaning meaning of a word or phrase. b. Use the most frequently occurring b. Use frequently occurring affixes as a clue b. Determine the meaning of the new word b. Determine the meaning of the new word of a word or phrase. b. Use common, grade-appropriate Greek and inflections and affixes (e.g., -ed, -s, re-, un-, to the meaning of a word. formed when a known prefix is added to a formed when a known affix is added to a b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning pre-, -ful, -less) as a clue to the meaning of c. Identify frequently occurring root words known word (e.g., happy/unhappy, tell/retell). known word (e.g., agreeable/disagreeable, Latin affixes and roots as clues to the of a word (e.g., photograph, photosynthesis). an unknown word. (e.g., look) and their inflectional forms (e.g., c. Use a known root word as a clue to the comfortable/uncomfortable, care/careless, meaning of a word (e.g., telegraph, c. Consult reference materials (e.g., dictionaries, looks, looked, looking). meaning of an unknown word with the same heat/preheat). photograph, autograph). glossaries, thesauruses), both print and digital, root (e.g., addition, additional). c. Use a known root word as a clue to the c. Consult reference materials (e.g., to find the pronunciation and determine or d. Use knowledge of the meaning of meaning of an unknown word with the same dictionaries, glossaries, thesauruses), both clarify the precise meaning of key words and phrases. individual words to predict the meaning of root (e.g., company, companion). print and digital, to find the pronunciation and compound words (e.g., birdhouse, lighthouse, d. Use glossaries or beginning dictionaries, determine or clarify the precise meaning of housefly; bookshelf, notebook, bookmark). both print and digital, to determine or clarify key words and phrases. e. Use glossaries and beginning dictionaries, the precise meaning of key words and both print and digital, to determine or clarify phrases. the meaning of words and phrases. 5. Demonstrate understanding of figurative language, 5. With guidance and support from adults, 5. With guidance and support from adults, 5. Demonstrate understanding of word 5. Demonstrate understanding of word 5. Demonstrate understanding of figurative word relationships, and nuances in word meanings. explore word relationships and nuances in demonstrate understanding of word relationships and nuances in word meanings. relationships and nuances in word meanings. language, word relationships, and nuances in a. Interpret figurative language, including similes word meanings. relationships and nuances in word meanings. a. Identify real-life connections between a. Distinguish the literal and nonliteral word meanings. and metaphors, in context. a. Sort common objects into categories (e.g., a. Sort words into categories (e.g., colors, words and their use (e.g., describe foods that meanings of words and phrases in context a. Explain the meaning of simple similes and b. Recognize and explain the meaning of common shapes, foods) to gain a sense of the clothing) to gain a sense of the concepts the are spicy or juicy). (e.g., take steps). metaphors (e.g., as pretty as a picture) in idioms, adages, and proverbs. concepts the categories represent. categories represent. b. Distinguish shades of meaning among b. Identify real-life connections between context. c. Use the relationship between particular words b. Demonstrate understanding of frequently b. Define words by category and by one or closely related verbs (e.g., toss, throw, hurl) words and their use (e.g., describe people who b. Recognize and explain the meaning of (e.g., synonyms, antonyms, homographs) to occurring verbs and adjectives by relating more key attributes (e.g., a duck is a bird that and closely related adjectives (e.g., thin, are friendly or helpful). common idioms, adages, and proverbs. better understand each of the words. them to their opposites (antonyms). swims; a tiger is a large cat with stripes). slender, skinny, scrawny). c. Distinguish shades of meaning among c. Demonstrate understanding of words by c. Identify real-life connections between c. Identify real-life connections between related words that describe states of mind or relating them to their opposites (antonyms) words and their use (e.g., note places at words and their use (e.g., note places at home degrees of certainty (e.g., knew, believed, and to words with similar but not identical school that are colorful). that are cozy). suspected, heard, wondered). meanings (synonyms). d. Distinguish shades of meaning among d. Distinguish shades of meaning among verbs describing the same general action verbs differing in manner (e.g., look, peek, (e.g., walk, march, strut, prance) by acting glance, stare, glare, scowl) and adjectives out the meanings. differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings. 6. Acquire and use accurately grade-appropriate 6. Use words and phrases acquired through 6. Use words and phrases acquired through 6. Use words and phrases acquired through 6. Acquire and use accurately grade- 6. Acquire and use accurately grade- general academic and domain-specific words conversations, reading and being read to, conversations, reading and being read to, and conversations, reading and being read to, and appropriate conversational, general academic, appropriate general academic and domain- and phrases, including those that signal contrast, and responding to texts. responding to texts, including using responding to texts, including using adjectives and domain specific words and phrases, specific words and phrases, including those addition, and other logical relationships (e.g., frequently occurring conjunctions to signal and adverbs to describe (e.g., When other kids including those that signal spatial and that signal precise actions, emotions, or states however, although, nevertheless, similarly, simple relationships (e.g., because). are happy that makes me happy). temporal relationships (e.g., After dinner that of being (e.g., quizzed, whined, stammered) moreover, in addition). night we went looking for them). and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).