ELA GPS Grades 4-8

4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade

READING READING AND LITERATURE ELA4R1. The student ELA5R1. The student ELA6R1. The student ELA7R1. The student ELA8R1. The student demonstrates comprehension demonstrates comprehension demonstrates comprehension demonstrates comprehension demonstrates comprehension and shows evidence of a and shows evidence of a and shows evidence of a and shows evidence of a and shows evidence of a warranted and responsible warranted and responsible warranted and responsible warranted and responsible warranted and responsible explanation of a variety of explanation of a variety of explanation of a variety of explanation of a variety of explanation of a variety of literary and informational texts. literary and informational texts. literary and informational texts. literary and informational texts. literary and informational texts. The texts are of the quality and The texts are of the quality and The texts are of the quality and The texts are of the quality and The texts are of the quality and complexity illustrated by the complexity illustrated by the complexity illustrated by complexity illustrated by the complexity illustrated by the Grade Four reading list. Grade Five reading list. suggested titles on the Grade Six suggested titles on the Grade suggested titles on the Grade For literary texts, the student For literary texts, the student reading list. Seven reading list. Eight reading list. identifies the characteristics of identifies the characteristics of For literary texts, the student For literary texts, the student For literary texts, the student various genres and produces various genres and produces identifies the characteristics of identifies the characteristics of identifies the characteristics of evidence of reading that: evidence of reading that: various genres and produces various genres and produces various genres and produces a. Relates theme in works of a. Identifies and analyzes the evidence of reading that: evidence of reading that: evidence of reading that: fiction to personal experience. elements of setting, a. Identifies and analyzes a. Distinguishes between the a. Identifies the difference b. Identifies and analyzes the characterization, and conflict in sensory details and figurative concepts of theme in a literary between the concepts of theme elements of plot, character, and plot. language. work and the author’s purpose in a literary work and author’s setting in the stories they read, b. Identifies and analyzes the b. Identifies and analyzes the in an expository text. purpose in an expository text. write, view, or perform. structural elements particular to author’s use of dialogue and b. Interprets a character’s traits, b. Compares and contrasts genre c. Identifies the speaker of a poem dramatic literature (e.g., description. emotions, or motivations and characteristics from two or or story. scenes, acts, cast of characters, c. Relates a literary work to gives supporting evidence from more selections of literature. d. Identifies sensory details and stage directions) in the plays historical events of the period. a text. 1. Analyzes a character’s traits, figurative language. they read, view, write, and d. Applies knowledge of the c. Relates a literary work to emotions, or motivations and e. Identifies and shows the perform. concept that theme refers to information about its setting or gives supporting evidence from relevance of foreshadowing c. Identifies and analyzes the the main idea and meaning of historical moment. the text(s). clues. similarities and differences a selection, whether it is d. Analyzes recurring and similar 2. Compares and contrasts f. Makes judgments and between a narrative text and its implied or stated, and analyzes themes across a variety of motivations and reactions of inferences about setting, film or play version. theme as it relates to the selections, distinguishing literary characters from characters, and events and d. Relates a literary work to selection. theme from topic. different historical eras supports them with elaborating information about its setting e. Identifies and analyzes the e. Identifies events that advance confronting similar situations or and convincing evidence from (historically or culturally). elements of setting, the plot and determines how conflicts. the text. e. Identifies imagery, figurative characterization, plot and the each event explains past or 3. Evaluates recurring or similar g. Identifies similarities and language (e.g., personification, resolution of the conflict of a present action(s) or themes across a variety of differences between the metaphor, simile, hyperbole), story or play: foreshadows future action(s). selections, distinguishing theme characters or events and theme rhythm, or flow when i. internal/external f. Analyzes characterization from topic. in a literary work and the actual responding to literature. conflicts (dynamic and static) in prose 4. Evaluates the structural experiences in an author’s life. f. Identifies and analyzes the ii. character conflicts, and plays as delineated through elements of the plot (e.g., h. Identifies themes and lessons in author’s use of dialogue and characters vs. nature, a character’s thoughts, words, subplots, parallel episodes, folktales, tall tales, fables. description. characters vs. society speech patterns, and actions; climax), the plot’s i. Identifies rhyme and rhythm, g. Applies knowledge of the iii. antagonist/ protagonist. the narrator’s description; and development, and the way in repetition, similes, and sensory concept that theme refers to the f. Identifies the speaker and the thoughts, words, and which conflicts are (or are not)

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images in poems. main idea and meaning of a recognizes the difference actions of other characters. addressed and resolved. selection the message about life between first- and third-person g. Explains and analyzes the 5. Analyzes and evaluates the For informational texts, the and the world that the author narration. effects of sound, form, effects of sound, form, student reads and comprehends in wants us to understand whether g. Defines and explains how tone figurative language, and figurative language, and order to develop understanding implied or stated. is conveyed in literature graphics in order to uncover graphics in order to uncover and expertise and produces h. Responds to and through word choice, sentence meaning in literature: meaning in literature: evidence of reading that: analyzes the effects of sound, structure, punctuation, rhythm, i. Sound (e.g., alliteration, i. Sound (e.g., alliteration, a. Locates facts that answer the figurative language, and repetition, and rhyme. onomatopoeia, internal onomatopoeia, internal reader’s questions. graphics in order to uncover i. Responds to and explains the rhyme, rhyme scheme) rhyme, rhyme scheme, b. Identifies and uses knowledge meaning in poetry. effects of sound, figurative ii. Figurative language (e.g., meter) of common textual features i. Sound (e.g., alliteration, language, and graphics in simile, metaphor, ii. Figurative language (e.g., (e.g., paragraphs, topic onomatopoeia, rhyme order to uncover meaning in personification, and simile, metaphor, sentences, concluding scheme) literature: hyperbole) personification, sentences, glossary). ii. Figurative language (e.g., i. Sound (e.g., alliteration, iii. Graphics (e.g., capital hyperbole, symbolism, c. Identifies and uses knowledge personification, metaphor, onomatopoeia, rhyme letters, line length, word imagery). of common graphic features simile, hyperbole) scheme) position). 2. Analyzes and evaluates how an (e.g., charts, maps, diagrams, iii. Graphics (e.g., capital ii. Figurative language h. Identifies and analyzes how an author’s use of words creates illustrations). letters, line length, stanzas). (e.g., simile, metaphor) author’s use of words creates tone and mood and provides d. Identifies and uses knowledge i. Makes judgments iii. Graphics (e.g., capital tone and mood giving supporting details from text. of common organizational and inferences about setting, letters, line length). supporting evidence from text. structures (e.g., chronological characters, and events and j. Compares traditional literature i. Identifies and analyzes For informational texts, the order, cause and effect). supports them with elaborating and mythology from different similarities and differences in student reads and comprehends in e. Distinguishes cause from effect and convincing evidence from cultures. traditional literature from order to develop understanding in context. the text. l. Identifies and analyzes different cultures. and expertise and produces f. Summarizes main ideas and j. Identifies similarities and differences in evidence of reading that: supporting details. similarities and differences mythologies from different For informational texts, the a. Analyzes and evaluates g. Makes perceptive and well- between the characters or cultures. student reads and comprehends in common textual features (e.g., developed connections. events and theme in a literary order to develop understanding paragraphs, topic sentences, h. Distinguishes fact from opinion work and the actual For informational texts, the and expertise and produces concluding sentences, or fiction. experiences in an author’s life. student reads and comprehends in evidence of reading that: introduction, conclusion, k. Identifies common order to develop understanding a. Analyzes common textual footnotes, index, structures and stylistic and expertise and produces features to obtain information bibliography). elements (e.g., hyperbole, evidence of reading that: (e.g., paragraphs, topic b. Applies, analyzes, and refrain, simile) in traditional a. Applies knowledge of common sentences, concluding evaluates common literature. textual features (e.g., sentences, introduction, organizational structures (e.g., paragraphs, topic sentences, conclusion, footnotes, index, graphic organizers, logical For informational texts, the concluding sentences, glossary, bibliography). order, cause and effect student reads and comprehends in index). b. Identifies and uses knowledge relationships, comparison and order to develop understanding b. Applies knowledge of common of common graphic features contrast). and expertise and produces graphic features (e.g., graphic to draw conclusions and make a. Recognizes and traces the evidence of reading that: organizers, diagrams, captions, judgments (e.g., graphic development of an author’s a. Locates facts that answer the illustrations). organizers, diagrams, argument, point of view, or

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reader’s questions. c. Applies knowledge of common captions, illustrations). perspective in text. b. Identifies and uses knowledge organizational structures and c. Applies knowledge of common b. Understands and explains the of common textual features patterns (e.g., transitions, organizational structures and use of a complex mechanical (e.g., paragraphs, topic logical order, cause and effect, patterns (e.g., logical order, device by following technical sentences, concluding classification schemes). cause and effect relationships, directions. sentences, glossary). d. Identifies and analyzes main comparison and contrast, c. Uses information from a c. Identifies and uses knowledge ideas, supporting ideas, and transitions, overlays). variety of consumer, of common graphic features supporting details. d. Recognizes and traces the workplace, and public (e.g., charts, maps, diagrams, e. Follows multi-step instructions development of the author’s documents (e.g., job captions, and illustrations). to complete or create a simple argument for and against an applications) to explain a d. Identifies and uses knowledge product. issue. situation or decision and to of common organizational e. Identifies evidence used to solve a problem. structures (e.g., chronological support an argument. order, logical order, cause and f. Understands and explains the effect, classification schemes). use of a simple device by e. Distinguishes cause from effect following technical directions. in context. f. Identifies and analyzes main ideas, supporting ideas, and supporting details. g. Makes perceptive and well- developed connections. h. Relates new information to prior knowledge and experience and makes connections to related topics or information.

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ELA4R3. The student ELA5R3. The student ELA6R2. The student ELA7R2. The student ELA8R2. The student understands and acquires understands and acquires understands and acquires understands and acquires understands and acquires new vocabulary and uses it new vocabulary and uses it new vocabulary and uses it new vocabulary and uses it new vocabulary and uses it correctly in reading and correctly in reading and correctly in reading and correctly in reading and correctly in reading and writing; the student writing; the student writing; the student writing; the student writing; the student a. Reads a variety of texts and a. Reads a variety of texts and a. Determines the meaning of a. Determines the meaning of a. Determines pronunciations, incorporates new words into incorporates new words into unfamiliar words by using unfamiliar words using context meanings, alternate word oral and written language. oral and written language. word, sentence, and paragraph clues (e.g., contrast, cause and choices, parts of speech, or b. Determines the meaning of b. Determines the meaning of clues. effect, etc.). etymologies of words. unknown words using their unfamiliar words using context b. Uses knowledge of Greek and b. Uses knowledge of Greek, b. Determines the meaning of context. clues (e.g., definition, Latin affixes to understand Latin, and Anglo-Saxon roots unfamiliar words in content c. Identifies the meaning of example). unfamiliar vocabulary. and affixes to determine the and context specific reading common root words to c. Determines the meaning of c. Identifies and interprets words meaning of unfamiliar words. and writing. determine the meaning of unfamiliar words using with multiple meanings. c. Identifies and explains idioms c. Demonstrates an initial unfamiliar words. knowledge of common roots, d. Uses reference skills to and analogies in prose and understanding of the history of d. Determines meanings of words suffixes, and prefixes. determine pronunciations, poetry. the English Language. and alternate word choices d. Determines pronunciations, meanings, alternate word d. Determines word meanings using a dictionary or meanings, alternate word choices, and parts of speech of through the use of definition, thesaurus. choices, and parts of speech of words. example, restatement, or e. Identifies the meaning of words using dictionaries and contrast. common prefixes (e.g., un-, thesauruses. re-, dis-). e. Identifies the meaning of f. Identifies the meaning of common prefixes (e.g., un-, re-, common idioms and figurative dis-). phrases. f. Identifies the meaning of g. Identifies playful uses of common idioms and figurative language (e.g., puns, jokes, phrases. palindromes). g. Identifies playful uses of h. Recognizes and uses words language (e.g., puns, jokes, with multiple meanings (e.g., palindromes). sentence, school, hard) and h. Recognizes and uses words determines which meaning is with multiple meanings (e.g., intended from the context of sentence, school, hard) and the sentence. determines which meaning is i. Identifies and applies the intended from the context of meaning of the terms antonym, the sentence. synonym, and homophone. i. Identifies and applies the meaning of the terms antonym, synonym, and homophone. ELA4R4. The student reads ELA5R4. The student reads ELA6R3. The student reads ELA7R3. The student reads ELA8R3. The student reads aloud, accurately (in the aloud, accurately (in the aloud, accurately (in the aloud, accurately (in the aloud, accurately (in the range of 95%), familiar range of 95%), familiar range of 95%), familiar range of 95%), familiar range of 95%), familiar

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material in a variety of material in a variety of material in a variety of material in a variety of material in a variety of genres of the quality and genres of the quality and genres of the quality and genres of the quality and genres of the quality and complexity illustrated in complexity illustrated in complexity illustrated in complexity illustrated in complexity illustrated in the sample reading list, in the sample reading list, in the sample reading list, in the sample reading list, in the sample reading list, in a way that makes meaning a way that makes meaning a way that makes meaning a way that makes meaning a way that makes meaning clear to listeners. The clear to listeners. The clear to listeners, by clear to listeners, by clear to listeners, by student: student: a. Using letter-sound knowledge a. Using letter-sound knowledge a. Using letter-sound knowledge a. Uses letter-sound knowledge a. Uses letter-sound knowledge to to decode written English and to decode written English and to decode written English and to decode written English and decode written English and using a range of cueing using a range of cueing using a range of cueing systems using a range of cueing using a range of cueing systems (e.g., phonics and systems (e.g., phonics and (e.g., phonics and context clues) systems (e.g., phonics and systems (e.g., phonics and context clues) to determine context clues) to determine to determine pronunciation and context clues) to determine context clues) to determine pronunciation and meaning. pronunciation and meaning. meaning. pronunciation and meaning. pronunciation and meaning. b. Using self-correction when b. Using self-correction when b. Using self-correction when b. Uses self-correction when b. Uses self-correction when subsequent reading indicates subsequent reading indicates subsequent reading indicates an subsequent reading indicates subsequent reading indicates an an earlier miscue (self – an earlier miscue (self – earlier miscue (self – an earlier miscue (self- earlier miscue (self-monitoring monitoring and self-correcting monitoring and self-correcting monitoring and self-correcting monitoring and self-correcting and self-correcting strategies). strategies). strategies). strategies). strategies). c. Reads with a rhythm, flow, and c. Reading with a rhythm, flow, c. Reading with a rhythm, flow, c. Reading with a rhythm, flow, c. Reads with a rhythm, flow, meter that sounds like everyday and meter that sounds like and meter that sounds like and meter that sounds like and meter that sounds like speech (fluency). everyday speech (fluency). everyday speech everyday speech everyday speech (fluency). (fluency). (fluency).

READING ACROSS THE CURRICULUM ELA4R2. The student ELA5R2. The student ELA6RC1. The student reads a ELA7RC1. The student reads a ELA8RC1. The student reads a consistently reads at least consistently reads at least minimum of 25 grade-level minimum of 25 grade-level minimum of 25 grade-level twenty-five books or book twenty-five books or book appropriate books or book appropriate books or book appropriate books or book equivalents equivalents equivalents (approximately equivalents (approximately equivalents (approximately (approximately 1,000,000 (approximately 1,000,000 1,000,000 words) per year from 1,000,000 words) per year from 1,000,000 words) per year from words) each year. The words) each year. The a variety of subject disciplines. a variety of subject disciplines. a variety of subject disciplines. quality and complexity of quality and complexity of The student reads both The student reads both The student reads both the materials to be read the materials to be read informational and fictional texts informational and fictional texts informational and fictional texts are illustrated in the are illustrated in the in a variety of genres and modes in a variety of genres and modes in a variety of genres and modes sample reading list. The sample reading list. The of discourse, including technical of discourse, including technical of discourse, including technical materials should include materials should include texts related to various subject texts related to various subject texts related to various subject traditional and traditional and areas. areas. areas. contemporary literature contemporary literature (both fiction and non- (both fiction and non- fiction) as well as fiction) as well as magazines, newspapers, magazines, newspapers, textbooks, and electronic textbooks, and electronic material. Such reading material. Such reading should represent a diverse should represent a diverse

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4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade collection of material from collection of material from at least three different at least three different literary forms and from at literary forms and from at least five different writers. least five different writers.

ELA6RC2. The student ELA7RC2. The student ELA8RC2. The student participates in discussions participates in discussions participates in discussions related to curricular learning in related to curricular learning in related to curricular learning in all subject areas; the student all subject areas; the student all subject areas; the student a. Identifies messages and a. Identifies messages and themes a. Identifies messages and themes themes from books in all from books in all subject areas. from books in all subject areas. subject areas. b. Responds to a variety of texts b. Responds to a variety of texts in b. Responds to a variety of texts in multiple modes of discourse. multiple modes of discourse. in multiple modes of c. Relates messages and themes c. Relates messages and themes discourse. from one subject area to those from one subject area to those c. Relates messages and themes in another area. in another area. from one subject area to those d. Evaluates the merits of texts in d. Evaluates the merits of texts in in another area. every subject discipline. every subject discipline. d. Evaluates the merits of texts in e. Examines the author’s purpose e. Examines the author’s purpose every subject discipline. in writing. in writing. e. Examines the author’s purpose f. Recognizes and uses the f. Recognizes and uses the in writing. features of disciplinary texts. features of disciplinary texts. f. Recognizes and uses the (e.g., charts, graphs, photos, (e.g., charts, graphs, photos, features of disciplinary texts. maps, highlighted vocabulary) maps, highlighted vocabulary) (e.g., charts, graphs, photos, maps, highlighted vocabulary)

ELA6RC3. The student ELA7RC3. The student ELA8RC3. The student acquires new vocabulary in each acquires new vocabulary in each acquires new vocabulary in each content area and uses it content area and uses it content area and uses it correctly; the student correctly; the student correctly; the student a. Demonstrates an a. Demonstrates an understanding a. Demonstrates an understanding understanding of contextual of contextual vocabulary in of contextual vocabulary in vocabulary in various subjects. various subjects. various subjects. b. Uses content vocabulary in b. Uses content vocabulary in b. Uses content vocabulary in writing and speaking. writing and speaking. writing and speaking. c. Explores understanding of c. Explores understanding of new c. Explores understanding of new new words found in subject words found in subject area words found in subject area area texts. texts. texts.

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ELA6RC4. The student ELA7RC4. The student ELA8RC4. The student establishes a context for establishes a context for establishes a context for information acquired by reading information acquired by reading information acquired by reading across subject areas; the student across subject areas; the student across subject areas; the student a. Explores life experiences a. Explores life experiences a. Explores life experiences related to subject area content. related to subject area related to subject area content. b. Discusses in both writing and content. b. Discusses in both writing and speaking how certain words b. Discusses in both writing and speaking how certain words and concepts relate to multiple speaking how certain words and concepts relate to multiple subjects. and concepts relate to subjects. c. Determines strategies for multiple subjects. c. Determines strategies for finding content and contextual c. Determines strategies for finding content and contextual meaning for unfamiliar words finding content and meaning for unfamiliar words or concepts. contextual meaning for or concepts. unfamiliar words or concepts.

WRITING ELA4W1. The student ELA5W1. The student ELA6W1. The student ELA7W1. The student ELA8W1. The student produces produces writing that produces writing that produces writing that produces writing that writing that establishes an establishes an appropriate establishes an appropriate establishes an appropriate establishes an appropriate appropriate organizational organizational structure, sets a organizational structure, sets a organizational structure, sets a organizational structure, sets a structure, sets a context and context and engages the reader, context and engages the reader, context and engages the reader, context and engages the reader, engages the reader, maintains a maintains a coherent focus maintains a coherent focus maintains a coherent focus maintains a coherent focus coherent focus throughout, and throughout, and signals a throughout, and signals a throughout, and provides a throughout, and provides a signals a satisfying closure; the satisfying closure. The student satisfying closure; the student satisfying closure; the student satisfying closure; the student student employs the following strategies: a. Selects a focus, organizational a. Selects a focus, organizational a. Selects a focus, organizational a. Selects a focus, organizational a. Selects a focus, organizational structure, and a point of view structure, and a point of view structure, and a point of view structure, and a point of view structure, and a point of view based on purpose, genre based on purpose, genre based on purpose, genre based on purpose, genre based on purpose, genre expectations, audience, length, expectations, audience, length, expectations, audience, length, expectations, audience, length, expectations, audience, length, and format requirements. and format requirements. and format requirements. and format requirements. and format requirements. b. Writes texts of a length b. Writes texts of a length b. Writes texts of a length b. Writes texts of a length b. Writes texts of a length appropriate to address the topic appropriate to address the appropriate to address the topic appropriate to address the appropriate to address the or tell the story. topic or tell the story. or tell the story. topic or tell the story. topic or tell the story. c. Uses traditional structures for c. Uses traditional structures for c. Uses traditional structures for c. Uses traditional structures for c. Uses traditional structures for conveying information (e.g., conveying information (e.g., conveying information (e.g., conveying information (e.g., conveying information (e.g., chronological order, cause and chronological order, cause and chronological order, cause and chronological order, cause and chronological order, cause and effect, similarity and effect, similarity and effect, similarity and effect, similarity and effect, similarity and difference, and posing and difference, and posing and difference, and posing and difference, and posing and difference, and posing and answering a question). answering a question). answering a question). answering a question). answering a question). d. Uses appropriate structures to d. Uses appropriate structures to d. Uses appropriate structures to d. Uses appropriate structures to d. Uses appropriate structures to ensure coherence (e.g., ensure coherence (e.g., ensure coherence (e.g., ensure coherence (e.g., ensure coherence (e.g., transition elements). transition elements). transition elements). transition elements, parallel

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transition elements). e. Supports statements and claims structure). with anecdotes, descriptions, e. Supports statements and facts and statistics, and specific claims with anecdotes, examples. descriptions, facts and statistics, and specific examples. ELA4W2. The student ELA5W2. The student ELA6W2. The student ELA7W2. The student ELA8W2. The student demonstrates competence in a demonstrates competence in a demonstrates competence in a demonstrates competence in a demonstrates competence in a variety of genres: variety of genres: variety of genres: variety of genres: variety of genres: The student produces a narrative The student produces a narrative The student produces a narrative The student produces a narrative The student produces a narrative that: that: (fictional, personal) that: (fictional, personal, experimental) (fictional, personal, experimental) a. Engages the reader by a. Engages the reader by a. Engages readers by that: that: establishing a context, creating establishing a context, creating establishing and developing a a. Engages readers by a. Engages readers by a point of view, and otherwise a point of view, and otherwise plot, setting, and point of view establishing and developing a establishing and developing a developing reader interest. developing reader interest. that are appropriate to the plot, setting, and point of view plot, setting, and point of view b. Establishes a plot, setting, and b. Establishes a plot, point of story (e.g., varied beginnings, that are appropriate to the story that are appropriate to the conflict, and/or the view, setting, and conflict, standard plot line, cohesive (e.g., varied beginnings, story (e.g., varied beginnings, significance of events. and/or the significance of devices). standard plot line, cohesive standard plot line, cohesive c. Creates an organizing events. b. Creates an organizing devices, and a sharpened devices, and a sharpened structure. c. Creates an organizing structure. structure appropriate to focus). focus). d. Includes sensory details and d. Includes sensory details and purpose, audience, and b. Creates an organizing structure b. Creates an organizing concrete language to develop concrete language to develop context. appropriate to purpose, structure appropriate to plot and character. plot and character. c. Includes sensory details and audience, and context. purpose, audience, and e. Excludes extraneous details e. Excludes extraneous details concrete language to develop c. Develops characters using context. and inconsistencies. and inconsistencies. plot, setting, and character standard methods of c. Relates a clear, coherent f. Develops complex characters f. Develops complex characters (e.g., vivid verbs, descriptive characterization. incident, event, or situation by through actions describing the through actions describing the adjectives, and varied sentence d. Includes sensory details and using well-chosen details. motivation of characters and motivation of characters and structures). concrete language to develop d. Reveals the significance of the character conversation. character conversation. d. Uses a range of strategies plot, setting, and character writer’s attitude about the g. Uses a range of appropriate g. Uses a range of appropriate (e.g., suspense, figurative (e.g., vivid verbs, descriptive subject. narrative strategies such as narrative strategies such as language, dialogue, expanded adjectives, and varied sentence e. Develops complex major and dialogue, tension or suspense. flashback, foreshadowing, vocabulary, movement, structures). minor characters using h. Provides a sense of closure to dialogue, tension or suspense. gestures, expressions). e. Excludes extraneous details standard methods of the writing. h. Provides a sense of closure to e. Excludes extraneous details and inconsistencies. characterization. the writing. and inconsistencies. f. Uses a range of strategies (e.g., f. Includes sensory details and The student produces i. Lifts the level of language f. Provides a sense of closure suspense, figurative language, concrete language to develop informational writing (e.g., report, using appropriate strategies appropriate to the writing. dialogue, expanded plot, setting, and character procedures, correspondence) that: including word choice. vocabulary, flashback, (e.g., vivid verbs, descriptive a. Engages the reader by The student produces writing movement, gestures, and adjectives, varied sentence establishing a context, creating The student produces (multi-paragraph expository expressions, tone, and mood). structures, and specific a persona, and otherwise informational writing (e.g., report, composition such as description, g. Provides a sense of closure to narratives action). developing reader interest. procedures, correspondence) that: explanation, comparison and the writing. g. Excludes extraneous and

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4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade b. Frames a central question about a. Engages the reader by contrast, or problem and solution) inappropriate information. an issue or situation. establishing a context, creating that: The student produces writing h. Uses a range of strategies (e.g., c. Creates an organizing structure a persona, and otherwise a. Engages the reader by (multi-paragraph expository suspense, figurative language, appropriate to a specific developing reader interest. establishing a context, creating composition such as description, dialogue, expanded vocabulary, purpose, audience, and context. b. Develops a controlling idea a speaker’s voice, and explanation, comparison and flashback, movement, gestures, d. Includes appropriate facts and that conveys a perspective on a otherwise developing reader contrast, or problem and solution) and expressions, details. subject. interest. that: foreshadowing, tone, and e. Excludes extraneous details and c. Creates an organizing structure b. Establishes a statement as the a. Engages the reader by mood). inappropriate information. appropriate to a specific main idea or topic sentence. establishing a context, creating i. Provides a sense of closure f. Uses a range of appropriate purpose, audience, and context. c. Develops a controlling idea a speaker’s voice, and appropriate to the writing. strategies, such as providing d. Includes appropriate facts and that conveys a perspective on otherwise developing reader facts and details, describing or details. the subject. interest. The student produces writing analyzing the subject, and e. Excludes extraneous details d. Creates an organizing b. Develops a controlling idea (multi-paragraph expository narrating a relevant anecdote. and inappropriate information. structure appropriate to that conveys a perspective on composition such as description, g. Draws from more than one f. Uses a range of appropriate purpose, audience, and the subject. explanation, comparison and source of information such as strategies, such as providing context. c. Creates an organizing structure contrast, or problem and solution) speakers, books, newspapers facts and details, describing or e. Develops the topic with appropriate to purpose, that: and online materials. analyzing the subject, and supporting details. audience, and context. a. Engages the reader by h. Provides a sense of closure to narrating a relevant anecdote. f. Excludes extraneous and d. Develops the topic with establishing a context, creating the writing. g. Draws from more than one inappropriate information. supporting details. a speaker’s voice, and source of information such as g. Follows an organizational e. Excludes extraneous and otherwise developing reader The student produces a response speakers, books, newspapers pattern appropriate to the type inappropriate information. interest. to literature that: and online materials. of composition. f. Follows an organizational b. Develops a controlling idea that a. Engages the reader by h. Provides a sense of closure to h. Concludes with a detailed pattern appropriate to the type conveys a perspective on the establishing a context, creating the writing. summary linked to the purpose of composition. subject. a persona, and otherwise i. Lifts the level of language of the composition. g. Concludes with a detailed c. Creates an organizing structure developing reader interest. using appropriate strategies summary linked to the purpose appropriate to purpose, b. Advances a judgment that is including word choice. The student produces technical of the composition. audience, and context. interpretive, evaluative, or writing (friendly letters, thank-you d. Develops the topic with reflective. The student produces a response to notes, formula poems, The student produces technical supporting details. c. Supports judgments through literature that: instructions, web pages) that: writing (business correspondence, e. Excludes extraneous and references to the text, other a. Engages the reader by a. Creates or follows an instructions and procedures, web inappropriate information. works, authors or non-print establishing a context, organizing structure appropriate pages) that: f. Follows an organizational media, or references to personal creating a persona, and to purpose, audience, and a. Creates or follows an pattern appropriate to the type knowledge. otherwise developing reader context. organizing structure of composition. d. Demonstrates an understanding interest. b. Excludes extraneous and appropriate to purpose, g. Concludes with a detailed of the literary work (e.g., a b. Advances a judgment that is inappropriate information. audience, and context. summary linked to the purpose summary that contains the main interpretive, evaluative, or c. Follows an organizational b. Excludes extraneous and of the composition. idea and most significant details reflective. pattern appropriate to the type inappropriate information. of the reading selection). c. Supports judgments through of composition. c. Follows an organizational The student produces technical e. Excludes extraneous details and references to the text, other d. Applies rules of standard pattern appropriate to the type writing (business correspondence, inappropriate information. works, authors or non-print English. of composition. resumes, job applications, college

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4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade f. Provides a sense of closure to media, or references to d. Applies rules of standard application essays, web pages) the writing. personal knowledge. The student produces a response English. that: d. Develops interpretations that to literature that: a. Creates or follows an The student produces a persuasive exhibit careful reading and a. Engages the reader by The student produces a response to organizing structure appropriate essay that: demonstrate an understanding establishing a context, creating literature that: to purpose, audience, and a. Engages the reader by of the literary work. a speaker’s voice, and a. Engages the reader by context. establishing a context, creating e. Excludes extraneous details otherwise developing reader establishing a context, creating b. Excludes extraneous and a persona, and otherwise and inappropriate interest. a speaker’s voice, or otherwise inappropriate information. developing reader interest. information. b. Demonstrates an developing reader interest. c. Follows an organizational b. States a clear position. f. Provides a sense of closure to understanding of the literary b. Demonstrates an understanding pattern appropriate to the type c. Supports a position with the writing. work. of the literary work. of composition. relevant evidence. g. Lifts the level of language c. Advances a judgment that is c. Organizes an interpretation d. Applies rules of standard d. Excludes extraneous details and using appropriate strategies interpretive, analytic, around several clear ideas, English. inappropriate information. including word choice. evaluative, or reflective. premises, or images from the e. Creates an organizing structure d. Organizes an interpretation original work. The student produces a response to appropriate to a specific The student produces a persuasive around several clear ideas, d. Supports a judgment through literature that: purpose, audience, and context. essay that: premises, or images. references to the text and a. Engages the reader by f. Provides a sense of closure to a. Engages the reader by e. Supports a judgment through personal knowledge. establishing a context, creating the writing. establishing a context, creating references to the text. e. Justifies interpretations through a speaker’s voice, or otherwise a persona, and otherwise f. Provides a sense of closure to sustained use of examples and developing reader interest. ELA4W3 The student uses developing reader interest. the writing. textual evidence from the b. Demonstrates an understanding research and technology to b. States a clear position in literary work. of the literary work. support writing. The student support of a proposal. The student produces a multi- f. Provides a sense of closure to c. Supports a judgment through a. Acknowledges information c. Supports a position with paragraph persuasive essay that: the writing. references to the text and from sources. relevant evidence. a. Engages the reader by personal knowledge. b. Locates information in d. Creates an organizing structure establishing a context, creating The student produces a multi- d. Justifies interpretations through reference texts by using appropriate to a specific a speaker’s voice, and paragraph persuasive essay that: sustained use of examples and organizational features (i.e., purpose, audience, and context. otherwise developing reader a. Engages the reader by textual evidence from the prefaces, appendices, indices, e. Addresses reader concerns. interest. establishing a context, creating literary work. glossaries, and tables of f. Excludes extraneous details b. States a clear position of a a speaker’s voice, and e. Supports a judgment through contents). and inappropriate information. proposition or proposal. otherwise developing reader references to the text, c. Uses various reference materials g. Provides a sense of closure to c. Supports the position with interest. references to other works, (i.e., dictionary, thesaurus, the writing. organized and relevant b. States a clear position or authors, or non-print media, or encyclopedia, electronic h. Raises the level of language evidence. perspective in support of a references to personal information, almanac, atlas, using appropriate strategies d. Excludes information and proposition or proposal. knowledge. magazines, newspapers, and (word choice). arguments that are irrelevant. c. Describes the points in support f. Produces a judgment that is key words). e. Creates an organizing structure of the proposition, employing interpretive, analytic, d. Demonstrates basic ELA5W3 The student uses appropriate to a specific well-articulated, relevant evaluative, or reflective (orally, keyboarding skills and research and technology to purpose, audience, and context. evidence. graphically, in writing). familiarity with computer support writing. The student f. Anticipates and addresses d. Excludes information and g. Anticipates and answers a terminology (e.g., software, a. Acknowledges information readers’ concerns and counter- arguments that are irrelevant. reader’s questions. memory, disk drive, hard drive). from sources. arguments. e. Creates an organizing structure h. Provides a sense of closure to

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b. Uses organizational features of g. Provides a sense of closure to appropriate to a specific the writing. printed text (i.e., citations, end the writing. purpose, audience, and context. notes, bibliographic references, f. Anticipates and addresses The student produces a multi- appendices) to locate relevant . readers’ concerns and counter- paragraph persuasive essay that: information. arguments. a. Engages the reader by c. Uses various reference g. Provides a sense of closure to establishing a context, creating materials (i.e., dictionary, the writing. a speaker’s voice, and thesaurus, encyclopedia, otherwise developing reader electronic information, interest. almanac, atlas, magazines, b. States a clear position or newspapers) as aids to writing. perspective in support of a d. Uses the features of texts (e.g., proposition or proposal. index, table of contents, guide c. Creates an organizing words, alphabetical/ numerical structure that is appropriate to order) to obtain and organize the needs, values, and interests information and thoughts. of a specified audience, and e. Demonstrates basic arranges details, reasons, and keyboarding skills and examples. familiarity with computer d. Includes appropriate relevant terminology (e.g., software, information and arguments. memory, disk drive, hard e. Excludes information and drive). arguments that are irrelevant. f. Creates simple documents by f. Provides details, reasons, and using electronic media and examples, arranging them employing organizational effectively by anticipating and features (e.g., passwords, entry answering reader concerns and and pull-down menus, word counter-arguments. searches, thesaurus, spell g. Supports arguments with check). detailed evidence, citing g. Uses a thesaurus to identify sources of information as alternative word choices and appropriate. meanings. h. Anticipates and addresses reader concerns and counter- arguments. i. Provides a sense of closure to the writing.

The student produces a piece of writing drawn from research that: a. Poses relevant and tightly drawn questions about the topic.

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b. Engages the reader by establishing a context. c. Conveys clear and accurate perspectives on the subject. d. Defines a thesis. e. Records important ideas, concepts, and direct quotations from significant information sources and paraphrases and summarizes all perspectives on the topic, as appropriate. f. Uses a variety of primary and secondary sources and distinguishes the nature and value of each. g. Organizes and displays information on charts, maps, and graphs. h. Provides a sense of closure to the writing. i. Documents resources (bibliography, footnotes, endnotes, etc.).

ELA4W3. The student uses ELA5W3. The student uses ELA6W3. The student uses ELA7W3. The student uses ELA8W3. The student uses research and technology to research and technology to research and technology to research and technology to research and technology to support writing; the student support writing; the student support writing; the student support writing; the student support writing; the student a. Acknowledges information a. Acknowledges information a. Uses organizational features of a. Identifies topics; asks and a. Plans and conducts multiple- from sources. from sources. electronic text (e.g., bulletin evaluates questions; and step information searches by b. Locates information in b. Uses organizational features of boards, databases, keyword develops ideas leading to using computer networks and reference texts by using printed text (e.g., citations, end searches, e-mail addresses) to inquiry, investigation, and modems. organizational features (e.g., notes, bibliographic references) locate relevant information. research. b. Achieves an effective balance prefaces, appendices). to locate relevant information. b. Produces brief research b. Gives credit for both quoted between researched information c. Uses various reference c. Uses various reference projects (compositions, power and paraphrased information in and original ideas. materials (e.g., dictionary, materials (e.g., dictionary, points, graphic organizers, a bibliography by using a c. Avoids plagiarism. thesaurus, encyclopedia, thesaurus, encyclopedia, projects, etc.) consistent and sanctioned electronic information) as aids electronic information) as aids c. Cites references. format and methodology for to writing. to writing. citations. d. Demonstrates basic d. Uses the features of texts (e.g., c. Produces brief research keyboarding skills and index, table of contents, guide products (compositions, power familiarity with computer words, alphabetical/numerical points, graphic organizers, terminology (e.g., software, order) to obtain and organize projects, etc.)

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memory, disk drive, hard information and thoughts. d. Documents sources. drive). e. Demonstrates basic keyboarding skills and familiarity with computer terminology (e.g., software, memory, disk drive, hard drive). f. Creates simple documents by using electronic media and employing organizational features (e.g., passwords, entry and pull-down menus, word searches, thesaurus, spell check). g. Uses a thesaurus to identify alternative word choices and meanings.

ELA4W4 The student ELA5W4. The student ELA6W4. The student ELA7W4. The student ELA8W4. The student consistently uses a writing consistently uses a writing consistently uses the writing consistently uses the writing consistently uses the writing process to develop, revise, process to develop, revise, and process to develop, revise, and process to develop, revise, and process to develop, revise, and and evaluate writing. The evaluate writing; the student evaluate writing; the student evaluate writing; the student evaluate writing; the student student a. Plans and drafts independently a. Plans and drafts independently a. Plans and drafts independently a. Plans and drafts independently a. Plans and drafts independently and resourcefully. and resourcefully. and resourcefully. and resourcefully. and resourcefully. b. Revises manuscripts to b. Revises manuscripts to b. Uses strategies of notetaking, b. Revises writing for appropriate b. Revises selected drafts to improve the meaning and focus improve the organization and outlining, and summarizing to organization; consistent point of improve coherence and of writing by adding, deleting, consistency of ideas within impose structure on view; and transitions between progression by adding, deleting, consolidating, clarifying, and and between paragraphs. composition drafts. paragraphs, passages, and ideas. consolidating, and rearranging rearranging words and c. Edits to correct errors in c. Revises manuscripts to c. Edits writing to improve word text. sentences. spelling, punctuation, etc. improve the organization and choice, grammar, punctuation, c. Uses various reference materials c. Edits to correct errors in consistency of ideas within and etc. (i.e., dictionary, thesaurus, spelling, punctuation, etc. between paragraphs. encyclopedia, electronic d. Edits writing to improve word information, almanac, atlas, choice after checking the magazines, newspapers, and precision of the vocabulary. key words).

CONVENTIONS ELA4C1. The student ELA5C1. The student ELA6C1. Building upon skills ELA7C1. Building upon skills ELA8C1. Building upon skills demonstrates understanding demonstrates understanding mastered in 5th grade, the mastered in 6th grade, the mastered in 7th grade, the and control of the rules of the and control of the rules of the student demonstrates student demonstrates student demonstrates English language, realizing that English language, realizing that understanding and control of understanding and control of understanding and control of the

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4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade usage involves the appropriate usage involves the appropriate the rules of the English the rules of the English rules of the English language, application of conventions and application of conventions and language, realizing that usage language, realizing that usage realizing that usage involves the grammar in both written and grammar in both written and involves the appropriate involves the appropriate appropriate application of spoken formats; the student spoken formats; the student application of conventions and application of conventions and conventions and grammar in a. Recognizes the subject- a. Identifies and uses the eight grammar in both written and grammar in both written and both written and spoken predicate relationship in basic parts of speech (e.g., spoken formats; the student spoken formats. The student formats; the student sentences. noun, pronoun, verb, adverb, a. Identifies and uses the eight a. Identifies and writes simple, a. Declines pronouns b. Identifies and uses the four adjective, conjunction, basic parts of speech and compound, complex, and by gender and case, and basic parts of speech preposition, interjection). demonstrates that words can be compound-complex sentences demonstrates correct usage in (adjective, noun, verb, b. Expands or reduces sentences different parts of speech within correctly, punctuating properly, sentences. adverb). (e.g., adding or deleting a sentence. avoiding fragments and run- b. Analyzes and uses c. Identifies and uses correct modifiers, combining or i. Identifies and uses nouns ons (adding or deleting simple, compound, complex, mechanics (end marks, revising sentences). – abstract, common, modifiers, combining or and compound-complex commas for series, 1. Identifies and uses verb phrases collective, plural, and revising sentences). sentences correctly, punctuates capitalization), correct usage and verb tenses. possessive. b. Identifies and writes (correctly properly, and avoids fragments (subject and verb agreement in 2. Recognizes that a word ii. Identifies and uses punctuated) adjective and and run-ons. a simple sentence), and correct performs different functions pronouns – personal, adverb clauses. c. Revises sentences sentence structure (elimination according to its position in the possessive, c. Uses standard subject-verb and by correcting misplaced and of sentence fragments). sentence. interrogative, pronoun-antecedent agreement. dangling modifiers. d. Identifies and uses words or c. Varies the sentence structure demonstrative, d. Conjugates regular and d. Revises sentences word parts from other by kind (declarative, reflexive, and indefinite. irregular verbs. by correcting errors in usage. languages that have been interrogative, imperative, and iii. Identifies and uses e. Identifies and uses verb tenses e. Demonstrates adopted into the English exclamatory, and functional adjectives – common, consistently (simple and appropriate comma and semi- language. fragments), order, and proper, and perfect). colon usage (compound, e. Writes legibly in cursive, complexity (simple, compound, demonstrative. f. Demonstrates correct usage of complex, and compound- leaving space between letters complex, and compound iv. Identifies and uses verbs comparative and superlative complex sentences, split in a word and between words complex). – action forms of adjectives and dialogue, and for clarity). in a sentence. d. Identifies and uses correct (transitive/intransitive), adverbs. f. Analyzes the structure of a f. Uses knowledge of letter mechanics (e.g., apostrophes, linking, and state-of- g. Demonstrates appropriate sentence (basic sentence parts, sounds, word parts, word quotation marks, comma use in being. comma and semi-colon usage noun-adjective-adverb clauses segmentation, and compound sentences, v. Identifies and uses verb (compound, complex, and and phrases). syllabication to monitor and paragraph indentations) and phrases – main verbs compound-complex sentences, g. Produces final correct spelling. correct sentence structure (e.g, and helping verbs. and split dialogue). drafts/presentations that g. Spells most commonly used elimination of sentence vi. Identifies and uses h. Distinguishes differences in demonstrate accurate spelling homophones correctly (there, fragments and run-ons). adverbs. meaning and spelling of and the correct use of they’re, their; two, too, to). 1. Uses additional knowledge of vii. Identifies and uses commonly confused punctuation and capitalization. h. Varies the sentence structure correct mechanics (e.g, prepositional phrases homonyms. by kind (declarative, apostrophes, quotation marks, (preposition, object of i. Produces final interrogative, imperative, and comma use in compound the preposition and any drafts/presentations that exclamatory, functional sentences, paragraph of its modifiers) demonstrate accurate spelling fragments), order, and indentations), correct sentence viii. Identifies and uses and the correct use of complexity (simple, structure (e.g, elimination of conjunctions – punctuation and capitalization.

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compound). fragments and run-ons), and coordinating, correct standard English correlative, and spelling (e.g, commonly used common subordinating. homophones) when writing, ix. Identifies and uses revising, and editing. interjections. b. Recognizes basic parts of a sentence (subject, verb, direct object, predicate noun, predicate adjective). c. Identifies and writes simple, compound and complex sentences, avoiding fragments and run-ons. d. Demonstrates appropriate comma and semi-colon usage (compound and complex sentences, appositives, words in direct address). e. Uses common spelling rules, applies common spelling patterns, and develops and masters words that are commonly misspelled. f. Produces final drafts that demonstrate accurate spelling and the correct use of punctuation and capitalization.

LISTENING, SPEAKING, AND VIEWING ELA4LSV1. The student ELA5LSV1. The student ELA6LSV1. The student ELA7LSV1. The student ELA8LSV1. The student participates in student-to- participates in student-to- participates in student-to- participates in student-to- participates in student-to- teacher, student-to-student, and teacher, student-to-student, and teacher, student-to-student, and teacher, student-to-student, and teacher, student-to-student, and group verbal interactions, in group verbal interactions, in group verbal interactions, in group verbal interactions, in group verbal interactions, in which the student: which the student: which the student: which the student: which the student: a. Initiates new topics in a. Initiates new topics in addition a. Initiates new topics in addition a. Initiates new topics in addition a. Initiates new topics in addition addition to responding to to responding to adult-initiated to responding to adult-initiated to responding to adult-initiated to responding to adult-initiated adult-initiated topics. topics. topics. topics. topics. b. Asks relevant questions. b. Asks relevant questions. b. Asks relevant questions. b. Asks relevant questions. b. Asks relevant questions. c. Responds to questions with c. Responds to questions with c. Responds to questions with c. Responds to questions with c. Responds to questions with appropriate information. appropriate information. appropriate information. appropriate information. appropriate information. d. Uses language cues to indicate d. Uses language cues to indicate d. Confirms understanding by d. Confirms understanding by d. Confirms understanding by different levels of certainty or different levels of certainty or paraphrasing the adult’s paraphrasing the adult’s paraphrasing the adult’s

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hypothesizing (e.g., “What if. . hypothesizing (e.g., “What directions or suggestions. directions or suggestions. directions or suggestions. .”; “Very likely. . .”; “I’m if. . .”; “Very likely. . .”; “I’m e. Displays appropriate turn- e. Displays appropriate turn- e. Displays appropriate turn- unsure whether. . .”). unsure whether. . .”). taking behaviors. taking behaviors. taking behaviors. e. Confirms understanding by e. Confirms understanding by f. Actively solicits another f. Actively solicits another f. Actively solicits another paraphrasing the adult’s paraphrasing the adult’s person’s comments or person’s comments or person’s comments or directions or suggestions. directions or suggestions. opinions. opinions. opinions. f. Displays appropriate turn- f. Displays appropriate turn- g. Offers own opinion forcefully g. Offers own opinion forcefully g. Offers own opinion forcefully taking behaviors. taking behaviors. without being domineering. without domineering. without domineering. g. Actively solicits another g. Actively solicits another h. Responds appropriately to h. Responds appropriately to h. Responds appropriately to person’s comments or person’s comments or comments and questions. comments and questions. comments and questions. opinions. opinions. i. Volunteers contributions and i. Volunteers contributions and i. Volunteers contributions and h. Offers own opinion forcefully h. Offers own opinion forcefully responds when directly responds when directly responds when directly without domineering. without domineering. solicited by teacher or solicited by teacher or solicited by teacher or i. Responds appropriately to i. Responds appropriately to discussion leader. discussion leader. discussion leader. comments and questions. comments and questions. j. Gives reasons in support of j. Gives reasons in support of j. Gives reasons in support of j. Volunteers contributions and j. Volunteers contributions and opinions expressed. opinions expressed. opinions expressed. responds when directly responds when directly k. Clarifies, illustrates, or k. Clarifies, illustrates, or k. Clarifies, illustrates, or solicited by teacher or solicited by teacher or expands on a response when expands on a response when expands on a response when discussion leader. discussion leader. asked to do so. asked to do so. asked to do so. k. Gives reasons in support of k. Gives reasons in support of l. Employs a group decision- l. Employs a group decision- l. Employs a group decision- opinions expressed. opinions expressed. making technique such as making technique such as making technique such as l. Clarifies, illustrates, or l. Clarifies, illustrates, or expands brainstorming or a problem- brainstorming or a problem- brainstorming or a problem- expands on a response when on a response when asked to do solving sequence (e.g., solving sequence (e.g., solving sequence (e.g., asked to do so; asks classmates so; asks classmates for similar recognizes problem, defines recognizes problem, defines recognizes problem, defines for similar expansions. expansions. problem, identifies possible problem, identifies possible problem, identifies possible solutions, selects optimal solutions, selects optimal solutions, selects optimal solution, implements solution, solution, implements solution, solution, implements solution, evaluates solution). evaluates solution). evaluates solution). m. Writes a response to/reflection m. Develops an outline that m. Develops a plan of action or of interactions with others. highlights the important issues agenda for written and/or discussed. verbal follow-up.

ELA4LSV2. The student listens ELA5LSV2. The student listens ELA6LSV2. The student listens ELA7LSV2. The student listens ELA8LSV2. The student listens to and views various forms of to and views various forms of to and views various forms of to and views various forms of to and views various forms of text and media in order to text and media in order to text and media in order to text and media in order to text and media in order to gather and share information, gather and share information, gather and share information, gather and share information, gather and share information, persuade others, and express persuade others, and express persuade others, and express persuade others, and express persuade others, and express and understand ideas. and understand ideas. and understand ideas. The and understand ideas. The and understand ideas. The When responding to visual and When responding to visual and student will select and critically student will select and critically student will select and critically oral texts and media (e.g., oral texts and media (e.g., analyze messages using rubrics analyze messages using rubrics analyze messages using rubrics television, radio, film productions, television, radio, film productions, as assessment tools. as assessment tools. as assessment tools. and electronic media), the student and electronic media), the student: When responding to visual and When responding to visual and When responding to visual and

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4 th Grade 5 th Grade 6 th Grade 7 th Grade 8 th Grade a. Demonstrates an awareness of a. Demonstrates an awareness of oral texts and media (e.g., oral texts and media (e.g., oral texts and media (e.g., the presence of the media in the presence of the media in the television, radio, film productions, television, radio, film productions, television, radio, film productions, the daily lives of most people. daily lives of most people. and electronic media), the student: and electronic media), the student: and electronic media), the student: b. Evaluates the role of the media b. Evaluates the role of the media a. Identifies persuasive and a. Analyzes the effect on the a. Interprets and evaluates the in focusing attention and in in focusing attention and in propaganda techniques used in viewer of image, text, and various ways in which visual forming an opinion. forming an opinion. media and identifies false and sound in electronic journalism; image makers (e.g., graphic c. Judges the extent to which the c. Judges the extent to which misleading information. identifies the techniques used artists, illustrators, news media provides a source of media provide a source of b. Identifies the tone, mood, and to achieve the effects studied in photographers) communicate entertainment as well as a entertainment as well as a emotion conveyed in the oral each instance. information and affect source of information. source of information. communication. impressions and opinions. When delivering and responding b. Analyzes oral communication When delivering or responding to When delivering or responding to When delivering or responding to to presentations, the student: by paraphrasing a speaker’s presentations, the presentations, the student: presentations, the student: a. Gives oral presentations or purpose and point of view, and student a. Shapes information to achieve a. Gives oral presentations or dramatic interpretations for asks relevant questions a. Shapes information to achieve a particular purpose and to dramatic interpretations for various purposes. concerning the speaker’s a particular purpose and to appeal to the interests and various purposes. b. Organizes information to content, delivery, and purpose. appeal to the interests and background knowledge of b. Shows appropriate changes in achieve particular purposes and background knowledge of audience members. delivery (e.g., gestures, to appeal to the background When delivering and responding audience members. b. Uses notes, multi-media, or vocabulary, pace, visuals). and interests of the audience. to presentations, the student: b. Uses notes, multi-media, or other memory aids to structure c. Uses language for dramatic c. Shows appropriate changes in a. Gives oral presentations or other memory aids to structure the presentation. effect. delivery (e.g., gestures, dramatic interpretations for the presentation. c. Engages the audience with d. Uses rubrics as assessment vocabulary, pace, visuals). various purposes. c. Engages the audience with appropriate verbal cues and eye tools. d. Uses language for dramatic b. Organizes information (e.g., appropriate verbal cues and contact. e. Uses electronic media for effect. message, vocabulary) to eye contact. d. Projects a sense of presentations. e. Uses rubrics as assessment achieve particular purposes d. Projects a sense of individuality and personality in tools. and to appeal to the individuality and personality selecting and organizing f. Responds to oral background and interests of in selecting and organizing content, and in delivery. communications with the audience. content, and in delivery. e. Shapes content and questions, challenges, or c. Shows appropriate changes in e. Shapes content and organization according to affirmations. delivery (e.g., gestures, organization according to criteria for importance and g. Uses multi-media in expression, tone, pace, criteria for importance and impact rather than according to presentations. visuals). impact rather than according to availability of information in d. Uses language for dramatic availability of information in resource materials. effect. resource materials. f. Uses technology or other e. Uses rubrics as assessment memory aids to structure the tools. presentation. f. Responds to oral communications with questions, challenges, or affirmations. g. Uses multi-media for presentations.

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