Grades 03-05 ELAR VAD Conventions 10-11

Vertical Alignment Document

English Language Arts and Reading Grade 3 – Grade 5 Oral and Written Conventions 2012-2013 G GRADE 4 GRADE 5 Oral and Written Conventions/Conventions.R Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity. Students are expected to: CCRS E/LAS: Writing: A.5. Edit writing for proper voice, tense, and syntax, assuring that it conforms to standard English, when appropriate. (Grades 3, 4, 5) CDS: II. Foundational Skills. B. Writing across the curriculum. 1. Write clearly and coherently using standard writing 3.22A Use and understand 4.20A Use and understand the function of the 5.20A Use and understand the function of the the function of the following parts of speech in the context following parts of speech in the context following parts of of reading, writing, and speaking. of reading, writing, and speaking. speech in the context of reading, writing, and Readiness Standard Use, Understand speaking. Use, Understand THE FUNCTION OF THE FOLLOWING Use, Understand PARTS OF SPEECH IN THE CONTEXT THE FUNCTION OF THE FOLLOWING OF READING, WRITING, AND SPEAKING THE FUNCTION OF PARTS OF SPEECH IN THE CONTEXT THE FOLLOWING OF READING, WRITING, AND SPEAKING PARTS OF SPEECH IN THE CONTEXT OF READING, WRITING, (i) verbs (irregular verbs) (i) verbs (irregular verbs and active AND SPEAKING voice) Supporting Standard Irregular verbs - do not end in -ed when Irregular verbs - do not end in -ed when stating a past action or when using a stating a past action or when using a helping verb (e.g., I write. I wrote yesterday. (i) verbs (past, present, helping verb (e.g., I write. I wrote yesterday. I have written.) and future) I have written.) Active voice - voice in which the subject Including, but not limited performs the action of the verb (e.g., The to: dog bit the boy), rather than being acted upon (e.g., The boy was bitten by the  Helping/Auxiliary dog) verbs: verbs that come before the main verb; they help state an action or show time (e.g., GRADE 3 GRADE 4 GRADE 5 of being

Past tense verb - states an action that already happened

Future tense verb - states an action that will happen

Present tense verb - states an action that is happening now

(ii) nouns (singular/plural, (ii) nouns (singular/plural, (ii) collective nouns (e.g., class, public) common/proper) common/proper) Including, but not limited to: Including, but not limited to: Supporting Standard  Use appropriate subject-verb  Concrete noun - names something you agreement in sentences can see, touch, taste, hear, or smell Including, but not limited to: (e.g., dog, table, book)  Concrete noun - names something you Collective noun - a noun that is singular in  Abstract noun - names an idea, a can see, touch, taste, hear, or smell form but names a group of people, animals, feeling, emotion, or quality (e.g., (e.g., dog, table, book) or things (e.g., crew, herd, bundle) happiness, freedom, etc.)  Abstract noun - names an idea, a feeling, emotion, or quality (e.g., Noun - names a person, place, thing or happiness, freedom, etc.) idea Noun - names a person, place, thing, or Singular noun - names a idea Single (one) person, place, or thing (e.g., boy, house, cat) Singular noun - names a single (one) person, place, or thing (e.g., boy, house, Plural noun - names more than one person, cat) place, or thing (e.g., add -s or -es) Plural noun - names more than one person, place, or thing (e.g., add –s or Common noun - a general name of a -es) GRADE 3 GRADE 4 GRADE 5 person, place, thing, or an idea (e.g., boy, city) Common noun - a general name of a person, place, thing, or an idea (e.g., boy, Proper noun - names a specific person, city) place, thing, or idea; is always capitalized (e.g., John, Chicago) Proper noun - names a specific person, place, thing, or idea; is always capitalized (e.g., John, Chicago)

(iii) adjectives (e.g., descriptive: (iii) adjectives (e.g., descriptive, (iii) adjectives (e.g., descriptive, wooden, rectangular; limiting: this, including purpose: sleeping bag, including origins: French windows, that; articles: a, an the) frying pan) and their comparative American cars) and their and superlative forms (e.g., fast, comparative and superlative forms Adjective - a word that describes a noun faster, fastest) (e.g., good, better, best) or a pronoun Supporting Standard Including but not limited to: Descriptive adjective - tells what kind, which one, or how many Including but not limited to:  Comparative adjectives using –er and –ier Limiting adjective - tells- How many? (e.g.,  Comparative adjectives using –er and  Superlative adjectives using –est I have six apples.); Which one? (e.g., I –ier want that apple.); Whose? (e.g., His  Superlative adjectives using –est Adjective - a word that describes a noun apple was stolen.) or a pronoun Adjective - a word that describes a noun Article - identifies the noun rather than or a pronoun Purpose adjective - tell purpose (e.g., describing it (e.g., a, an, the) sleeping bag, frying pan) Purpose adjective - tell purpose (e.g., sleeping bag, frying pan) Comparative adjective - an adjective used to compare two or more things. Comparative adjective - an adjective used Comparatives are formed using –er (e.g., to compare two or more things. taller), -ier (happier) Comparatives are formed using –er (e.g., taller), -ier (happier) Superlative adjective - an adjective Superlative adjective - an adjective indicating the greatest degree of indicating the greatest degree of something; a superlative is usually GRADE 3 GRADE 4 GRADE 5 something; a superlative is usually formed using –est (e.g., the best and the formed using –est (e.g., the best and the brightest) brightest) Origin adjective - describes where something came from (e.g., I have a Washington apple.)

(iv) adverbs (e.g., time: before, next; (iv) adverbs (e.g., frequency: usually, (iv) adverbs (e.g., frequency: usually, manner: carefully, beautifully) sometimes; intensity: almost, a lot) sometimes; intensity: almost, a lot)

Adverb - a word that describes a verb, an Supporting Standard Adverb - a word that describes a verb, an adjective, or another adverb adjective, or another adverb Adverb - a word that describes a verb, an Adverbs of time - show when an action is adjective, or another adverb Adverbs of frequency - tell how often an done, the duration, or the frequency (e.g., action takes place (e.g., The teacher when: He did it yesterday; duration: They Adverbs of frequency - tell how often an usually gives us free time.) are always busy; frequency: She usually action takes place (e.g., The teacher does it.) usually gives us free time.) Adverbs of intensity/degree - tell how strong the action is (e.g., She was very Adverbs of manner - describe how the Adverbs of intensity/degree - tell how tired.) action is done (e.g., She did the work strong the action is (e.g., She was very carefully.) tired.)

(v) prepositions and prepositional (v) prepositions and prepositional (v) prepositions and prepositional phrases phrases to convey location, time, phrases to convey location, time, direction, or to provide details direction, or to provide details Including, but not limited to:  Time prepositions Supporting Standard Including, but not limited to:  Location prepositions  Relationship between a noun or Including, but not limited to: pronoun and another word (e.g., Jack  Direction prepositions  Relationship between a noun or works with me.)  Position prepositions pronoun and another word (e.g., Jack GRADE 3 GRADE 4 GRADE 5 works with me.) Preposition - a word that relates its object Preposition - a word that relates its object to another word in the sentence (e.g., at to another word in the sentence (e.g., at Preposition - a word that relates its object in at school or of in of your writing) in at school or of in of your writing) to another word in the sentence (e.g., at in at school or of in of your writing) Prepositional phrase - a phrase that Prepositional phrase - a phrase that begins with a preposition and is begins with a preposition and is Prepositional phrase - a phrase that followed by an object (e.g., on the road followed by an object (e.g., on the road begins with a preposition and is and by now) and by now) followed by an object (e.g., on the road and by now)

(vi) possessive pronouns (e.g., his, (vi) reflexive pronouns (e.g., myself, (vi) indefinite pronouns (e.g., all, both, hers, theirs) ourselves) nothing, anything)

Possessive pronoun - takes the place of a Supporting Standard Indefinite pronoun - a pronoun that does possessive noun (e.g., my, mine, your, not refer to a specific person or thing yours, his, her, hers, its, our, ours, their, Reflexive pronoun - refers back to the (e.g., all, another, any, anybody, anyone, theirs) subject of the sentence (e.g., myself, anything, both, each, either, everybody, himself, herself, yourself, itself, everyone, everything, few, many, most, themselves, yourselves, ourselves) much, neither, nobody, none, no one, nothing, one, other, others, several, some, somebody, someone, something)

(vii) subordinating conjunctions (e.g., (vii) coordinating conjunctions (e.g., (vii) correlative conjunctions (e.g., while, because, although, if) and, or, but) either/or, neither/nor) Subordinating conjunction - connects Coordinating conjunction - connects words, Supporting Standard dependent clauses to independent clauses phrases, and two independent clauses (e.g., after, before, so, until, where, (e.g., and, nor, but, for, yet, so, or) Correlative conjunction - pairs that are split although, for, so that, unless, whereas, as, up by other words (e.g., both/and, if, than, until, wherever, as if, once, that, neither/nor, not only/but also, just as/so, when, whether, because, since, though, whether/or, etc.; Both students and whenever, while, etc.; Both students and teachers were at the assembly.) teachers were at the assembly bec a use GRADE 3 GRADE 4 GRADE 5 there was a special guest.)

(viii) time-order transition words and (viii) use time-order transition words (viii) transitional words (e.g., also, transitions that indicate a and transitions that indicate a therefore) conclusion conclusion Transitional word/phrases - words or Time-order transition words - words or Supporting Standard phrases that help to sustain a thought or phrases that help the reader or writer to idea through the writing. They link make the step from one sentence to the Time-order transition words - words or sentences and paragraphs together next (e.g., first, soon, immediately, phrases that help the reader or writer to smoothly so that there are no abrupt while, during, occasionally, second, make the step from one sentence to the jumps or breaks between ideas. then, at that time, meanwhile, when, next (e.g., first, soon, immediately, frequently, last, now, until, already, after, while, during, occasionally, second, in the meantime, next) then, at that time, meanwhile, when, frequently, last, now, until, already, after, Conclusion transition words - words or in the meantime, next) phrases that help the reader or writer conclude thoughts or ideas (e.g., in other Conclusion transition words - words or words, to sum up, finally, in summary, in phrases that help the reader or writer conclusion, on the whole) conclude thoughts or ideas (e.g., in other words, to sum up, finally, in summary, in conclusion, on the whole) 3.22B Use the complete subject and the 4.20B Use the complete subject and the 5.20B Use the complete subject and the complete predicate in a sentence. complete predicate in a sentence. complete predicate in a sentence.

Use Readiness Standard Use

THE COMPLETE SUBJECT AND THE Use THE COMPLETE SUBJECT AND THE COMPLETE PREDICATE IN A COMPLETE PREDICATE IN A SENTENCE THE COMPLETE SUBJECT AND THE SENTENCE COMPLETE PREDICATE IN A Including, but not limited to: SENTENCE Including, but not limited to: GRADE 3 GRADE 4 GRADE 5  Imperative sentence - a sentence that Including, but not limited to:  Compound subject - made up of two or gives a command and may end in a  Compound subject - made up of two or more simple subjects sharing the period or exclamation mark more simple subjects sharing the same verb and joined by a conjunction  Declarative sentence - a sentence that same verb and joined by a conjunction (e.g., The d o g and cat chased the tells a complete thought and ends in a (e.g., The d o g and cat chased the birds.) period (.) birds.) Complete subject - all the words that tell  Exclamatory sentence - a sentence Complete subject - all the words that tell what the sentence is about (e.g., The furry that expresses strong emotions or what the sentence is about (e.g., The furry dog barks at night.) feeling and ends with an exclamation dog barks at night.) point (!) Complete predicate - all the words that tell  Interrogative sentence - a sentence Complete predicate - all the words that tell what the subject does, did, is, or was. (e.g., that asks a question and ends in a what the subject does, did, is, or was. (e.g., The furry dog barks at nig h t.) question mark (?) The furry dog barks at nig h t.)

Complete subject - all the words that tell what the sentence is about (e.g., The furry dog barks at night.)

Complete predicate - all the words that tell what the subject does, did, is, or was (e.g., The furry dog barks at nig h t.) 3.22C Use complete simple and compound 4.20C Use complete simple and compound 5.20C Use complete simple and compound sentences with correct subject-verb sentences with correct subject-verb sentences with correct subject-verb agreement. agreement. agreement.

Use Supporting Standard Use

COMPLETE SIMPLE AND COMPOUND Use COMPLETE SIMPLE AND COMPOUND SENTENCES WITH CORRECT SUBJECT- SENTENCES WITH CORRECT SUBJECT- VERB AGREEMENT COMPLETE SIMPLE AND COMPOUND VERB AGREEMENT SENTENCES WITH CORRECT SUBJECT- Including, but not limited to recognize: VERB AGREEMENT Including, but not limited:  Run-on sentence - consists of two or Including, but not limited to:  Subjects differing in number more simple sentences missing either  Singular subjects G GRADE 4 GRADE 5 proper R  Plural subjects Including, but not limited to recognize: punctuation or  Run-on sentence - consists of two or coordinating Including, but not limited to recognize: more simple sentences missing either conjunction (e.g., proper punctuation or coordinating Charlotte built  Run-on sentence - consists of two or more simple sentences missing either conjunction (e.g., Charlotte built her her web others came to see it.) web others came to proper punctuation or coordinating see it.) conjunction (e.g., Charlotte built her  Fragment - part of a sentence (an web others came to see it.) incomplete thought) that is missing a  Fragment - part of  Fragment - part of a sentence (an subject or predicate (e.g., Built a web. a sentence (an The busy spider.) incomplete incomplete thought) that is missing a thought) that is subject or predicate (e.g., Built a web. The busy spider.) Simple sentence - contains only one missing a subject independent clause, a complete thought or predicate (e.g., Simple sentence - contains only one that can stand alone as a sentence (e.g., Built a web. The Charlotte built a web in the corner of the busy spider.) independent clause, a complete thought that can stand alone as a sentence (e.g., barn.) Simple sentence - Charlotte built a web in the corner of the barn.) Compound sentence - consists of two or contains only one more simple sentences joined by a independent clause, a coordinating conjunction and a comma. complete thought that Compound sentence: consists of two or more simple sentences joined by a (e.g., Charlotte built her web, and the other can stand alone as a animals came to see it.) sentence (e.g., coordinating conjunction and a comma. Charlotte built a web (e.g., Charlotte built her web, and the other in the corner of the animals came to see it.) barn.) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: 3.23A Write legibly in 4.21A Write legibly by selecting cursive script cursive script with or manuscript printing as appropriate. spacing between words in a sentence. Write

Write LEGIBLY BY SELECTING CURSIVE SCRIPT OR MANUSCRIPT PRINTING AS LEGIBLY IN APPROPRIATE CURSIVE SCRIPT GRADE 3 GRADE 4 GRADE 5

Including, but not limited to: Including, but not limited to:  Gain proficient control of pencil grip,  Gain proficient control of pencil grip, paper position, stroke, and posture. paper position, stroke, and posture  Use appropriate letter formation, size,  Use appropriate letter formation, size, and spacing and spacing  Maintain a consistent and appropriate  Maintain a consistent and appropriate slant slant in cursive script  Write two or more pages by the end of the year, using legible and neat cursive writing with appropriate spacing between words 3.23B Use capitalization for: 4.21B Use capitalization for: 5.21A Use capitalization for:

Use Readiness Standard Use

CAPITALIZATION FOR Use CAPITALIZATION FOR

Including, but not limited to: CAPITALIZATION FOR

Including, but not limited to:  Capitalize first word in a direct quotation that is a complete sentence  Do not capitalize the first word in an indirect quotation  Do not capitalize the first word in a resumed quotation in the same sentence

(iii) official titles of people

Including, but not limited to: GRADE 3 GRADE 4 GRADE 5  Titles used before names of people (e.g., President, General)  Academic and religious titles when preceding a name  Rank, honor, or respect  Titles in place of a name  Family members when used as a name (e.g., I will ask Mother.)

(i) geographical names and places

Including, but not limited to:  Continents  Countries  States  Cities  Landforms  Public areas  “The” with a geographical location (e.g., The Netherlands, the Midwest); know correct use

(ii) historical periods (i) historical events and documents Including, but not limited to: Supporting Standard  Historical periods/eras (e.g., Westward Expansion, Great Depression, etc.) Including, but not limited to:  Historical events (e.g., Battle of the Alamo, Battle of San Jacinto, Texas GRADE 3 GRADE 4 GRADE 5 Revolution, etc.)  Historical documents (e.g., Texas Declaration of Independence, Treaty of Velasco)

(ii) titles of books, stories, and essays

Supporting Standard

Including, but not limited to:  Capitalize the first, last and all the main words in the titles of magazines, newspapers, songs, CDs and TV shows

(iii) languages, races, and nationalities

Supporting Standard

Including, but not limited to:  Capitalize the first letter of languages (e.g., English, Spanish, etc.)  Capitalize proper adjectives (e.g., American industry, Panama hat)

Race - a group of persons of common descent or heredity (e.g., Caucasian, Asian, Hispanic, etc.)

Nationality - the status of belonging to a particular nation whether by birth or nationalization (e.g., American, Mexican, GRADE 3 GRADE 4 GRADE 5 Vietnamese, etc.)

(i) abbreviations

Abbreviation - a shortened or contracted form of a word or phrase (e.g., Mr., Mrs., St., Blvd., Ave., Gen., Col., Lt., Dr.)

(ii) initials and acronyms

Example: C.S. Lewis, RSVP, etc.

(iii) organizations

Example: National Aeronautics and Space Administration; Federal Bureau of Investigation 3.23C Recognize and use punctuation marks 4.21C Recognize and use punctuation marks 5.21B Recognize and use punctuation marks including: including: including:

Recognize, Use Readiness Standard Recognize, Use

PUNCTUATION MARKS INCLUDING Recognize, Use PUNCTUATION MARKS INCLUDING

PUNCTUATION MARKS INCLUDING Including, but not limited to:  Period after an abbreviation and initial  Colon in time  Hyphen in two-part numbers (e.g., twenty-six) GRADE 3 GRADE 4 GRADE 5

(i) apostrophes in contractions and possessives

Including, but not limited to:  Plural possessives  Nouns ending in -s

Apostrophe in contraction - used to take the place of missing letters in a contraction (e.g., didn't - did not, can't - cannot)

Apostrophe in possessive - used to show singular and plural possession (e.g., Joe's car; students’ teacher)

(ii) commas in series and dates (i) commas in compound sentences (i) commas in compound sentences

Including, but not limited to: Supporting Standard A comma precedes the coordinating conjunction (e.g., I lost my ring, but Mom  Series - use to separate three or more found it.) items (e.g., Joe loves pizza, A comma precedes the coordinating hamburgers, and French fries.) conjunction (e.g., I lost my ring, but Mom found it.) Compound sentence - consists of two or  Between the day and year in a date more simple sentences joined by a (e.g., January 12, 2009) Compound sentence - consists of two or conjunction and a comma.  Between city and state more simple sentences joined by a conjunction and a comma

(ii) quotation marks (ii) proper punctuation and spacing for quotations Supporting Standard Including, but not limited to: Including, but not limited to:  Direct quotation - use quotation marks GRADE 3 GRADE 4 GRADE 5  Direct quotation at the beginning and before and after a direct quotation end of a sentence - use quotation (e.g., Mom said, "Go clean your marks before and after a direct room.") quotation (e.g., Mom said, "Go clean  Quotation at the beginning, middle, your room.") and end of the sentence  Use quotation marks before and after  Divided quotation the names of articles in magazines and newspapers, the titles of chapters  Use a comma in front of a short, direct in books, songs, and poems quotation in the middle of a sentence (e.g., Joe said, "Here is my book.")  Use a comma at the end of a direct quotation that is a statement when it comes at the beginning of a sentence (e.g., “Here is my book," said Joe.)  Use no space between an opening quotation mark and the following word or the closing quotation mark and the previous word or punctuation mark  Periods and commas go inside quotation marks  Question marks and exclamation marks go inside or outside depending on the situation. They go inside when the question or exclamation is part of what is quoted. (e.g., "Where is my book?" asked Joe.)  Colons and semicolons always go outside quotation marks 3.23D Use correct mechanics including 5.21C Use proper mechanics including italics paragraph indentations. and underlining for titles and emphasis.

Use Use G GRADE 4 GRADE 5 CORRECT R PROPER MECHANICS INCLUDING MECHANICS ITALICS AND UNDERLINING FOR TITLES INCLUDING AND EMPHASIS PARAGRAPH INDENTIONS Including, but not limited to:  Use italics or underlining for titles of Including, but not limited things that can stand by themselves to:  Use italics or underlining for titles of  Indent the books, magazines, albums, paintings, beginning of ships, plays each new paragraph  Use italics or underlining to distinguish certain words from other words in a  Begin a new text paragraph Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to: 3.24A Use knowledge of letter sounds, word parts, word segmentation, and syllabication to spell.

KNOWLEDGE OF LETTER SOUNDS, WORD PARTS, WORD SEGMENTATION, AND SYLLABICATION TO SPELL

Including, but not limited to:  Multisyllabic words  Dropping final e and add endings such GRADE 3 GRADE 4 GRADE 5 babies) (See 3.1Aiii)  Common prefixes and suffixes (e.g., dis-, -ly) (See 3.1Aiv)  Derivational affixes (e.g., de-, -ful, - able) (See 3.1Av)  Common spelling patterns (See 3.1C) 3.24B Spell words with more advanced 4.22A Spell words with more advanced 5.22A Spell words with more advanced orthographic patterns and rules. orthographic patterns and rules. orthographic patterns and rules.

Spell Readiness Standard Spell

WORDS WITH MORE ADVANCED Spell WORDS WITH MORE ADVANCED ORTHOGRAPHIC PATTERNS AND ORTHOGRAPHIC PATTERNS AND RULES WORDS WITH MORE ADVANCED RULES ORTHOGRAPHIC PATTERNS AND RULES (v) complex consonants (e.g., scr- (i) consonant changes (e.g., /t/ to /sh/ in -dge, -tch) select, selection;/k/ to /sh/ in music, musician) Including, but not limited to: Including, but not limited to:  Three-letter initial consonant clusters: str-, spr-, spl-, scr-, squ-, thr-, chr-, phr-  Derivational suffix - a letter or letters , shr- added to the end of a word that change the part of speech (e.g., joy-  Three-letter ending consonant joyful) and often the pronunciation of clusters: -tch, -dge the base word or the root word (e.g., (see 1.3Aiii and 2.2Aii for two-letter invent-invention) consonant blends)  Consonant change - the pronunciation of the final consonant changes when adding a suffix (e.g., magic-magician, depart-departure, benefit-beneficial)

(i) consonant doubling when adding an GRADE 3 GRADE 4 GRADE 5 ending

Double letter rule - in a one syllable word with one short vowel and ending in a consonant (a closed syllable), double the final consonant before a suffix starting with a vowel (e.g., bat, batted, batting, batter, batty)

(iv) double consonants in middle of (iii) double consonants in middle of words words

Including, but not limited to: Supporting Standard  Syllabication - words made of syllables that end and begin with the same letter Including, but not limited to: (e.g., lit tle = little)  Final consonants f, l, s [the floss rule]-  Compound word - made from two in a one-syllable word that has one words ending and beginning in the vowel and ends in f, l, s, the final same letter (e.g., ear ring = earring) consonant is usually doubled (e.g., off, doll, class)  Words with prefixes - words with prefixes that ends with the same letter that begins the base word (e.g., mis spell = misspell)  Words with suffixes - (see 3.24Bi for the rule for consonant doubling when adding an ending)

(ii) dropping final “e” when endings are (ii) vowel changes (e.g., long to short in added (e.g., -ing, -ed) crime, criminal; long to schwa in define, definition; short to schwa in Dropping final -e rule - When a base word legality, legal) GRADE 3 GRADE 4 GRADE 5 ends in final -e, drop the -e before adding a suffix starting with a vowel (e.g., bake - Including, but not limited to: baked - baking - baker)  Derivational suffix - a letter or letters added to the end of a word that change the part of speech (e.g., joy- joyful) and often the pronunciation of the base word or the root word (e.g., define-definition)

Vowel changes - the pronunciation of the vowel in the base word or root word changes when adding a suffix (e.g., sane- sanity, cycle-cyclic, reduce-reduction, analog-analogy)

(iii) changing y to i before adding an ending

Base words ending in -y rule - when a base word ends in -y following a consonant, change the -y to -i before adding a suffix (e.g., try-tried, baby-babies) unless the suffix begins with -i as in -ing, -ist (e.g., trying, babyish)

(vi) abstract vowels (e.g., ou as in could, touch, through, bought)

Including, but not limited to:  Diphthong - vowel teams in which the sound of one vowel glides into the other (e.g., oi as in oil; oy as in boy; ou as in out; ow as in cow) GRADE 3 GRADE 4 GRADE 5  Variant vowels oo, ou, ow: oo as in tooth, cook; ou as in should, count, cough; ow as in crow, town  Variant vowels au and aw: au as in caught; aw as in straw  Variant vowels short a, au, aw, al: short a as in task; au as in haul; aw as in claw; al as in talk

Abstract vowel - vowel that is neither short nor long

(i) plural rules (e.g., words ending in f as in leaf, leaves; adding -es)

Supporting Standard

Including, but not limited to:  Add -s as in book-books; add -es when the word ends in -s, -ss, -sh, -ch, -x, -z, as in class/classes  Change y to i as in candy-candies; add -s when the word ends in vowel -y as in key/keys  Most nouns ending in -f or -fe add -s as in roof/roofs  Some nouns ending in -f or -fe, change -f to -v and add -es as in wolf/wolves  Add -es when the word ends in CV - as in hero/heroes; add -s when the word ends in VV -o as in video/videos GRADE 3 GRADE 4 GRADE 5  In a compound word make the base word plural as in sister-in-law/sisters- in-law

(ii) irregular plural (e.g., man/men, foot/feet, child/children)

Supporting Standard

(iv) other ways to spell sh (e.g., -sion, -tion, -cian)

Supporting Standard

Including, but not limited to:  sh in the initial and final position of most words as in shark, sheepish  ti in a medial position as in patient, action  ci in a medial position as in social, delicious  si in a medial position as in admission  sci in a medial position as in conscious

(v) silent letters (e.g., knee, writing) (iii) silent and sounded consonants (e.g., haste, hasten; sign, signal; Supporting Standard condemn, condemnation)

15 silent letters: tch as in hatch; dg as in Derivational suffix - a letter or letters added edge; wr as in write; kn as in knee; gn as in to the end of a word that changes the part sign; mb as in lamb; ps as in psychology; lk of speech (e.g., joy-joyful) and often the GRADE 3 GRADE 4 GRADE 5 as in talk; lm as in calm; rh and in rhino; dj pronunciation of the base word or the root as in adjust; wh as in who; bt as in debt; gh word (e.g., invent/invention) as in ghost; mn as in hymn Consonant changes - the pronunciation of the final consonant changes from silent to sounded or sounded to silent when adding a suffix (e.g., bomb/bombard, muscle/muscular) 3.24C Spell high-frequency and compound words from a commonly used list.

HIGH-FREQUENCY AND COMPOUND WORDS FROM A COMMONLY USED LIST

Including, but not limited to:  Spell words from a top 500 most commonly used list

High-frequency word - a small group of words (300-500) that account for a large percentage of words in print; can be regular or irregular words. Often, they are referred to as "sight words" since automatic recognition of these words is required for fluent reading. 4.22B Spell base words and roots with affixes 5.22B Spell words with: (e.g., -ion, -ment, -ly, -dis, pre). Spell Supporting Standard WORDS Spell GRADE 3 GRADE 4 GRADE 5

BASE WORDS AND ROOTS WITH AFFIXES

Including, but not limited to:  Common prefixes (un-, re-, dis-, in-, de-, non-, pre-, ir-) with base words  Common suffixes (-ful, -ly, -er, -ing, - ed, -s, -es, -able, -ment, -ion) with base words

Prefixes - one or more sounds or letters placed before a base word that change the meaning of the word

Suffixes - one or more sounds or letters placed after a base word that change the meaning of the word

Base words - words that can stand alone with its own meaning (e.g., school, preschool

Affixes - a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

(i) Greek Roots (e.g., tele, photo, graph, meter)

Including, but not limited to:  Other affixes and roots as found in GRADE 3 GRADE 4 GRADE 5 appropriate grade-level text in multi content areas

(ii) Latin Roots (e.g., spec, scrib, rupt, port, ject, dict)

Including, but not limited to:  Other affixes and roots as found in appropriate grade-level text in multi content areas

(iii) Greek suffixes (e.g., -ology, -phobia, -ism, -ist

Including, but not limited to:  Other affixes and roots as found in appropriate grade-level text in multi content areas

(iv) Latin derived suffixes (e.g., -able, - ilbe; -ance, -ence)

Including, but not limited to:  Other affixes and roots as found in appropriate grade-level text in multi content areas 3.24D Spell words with common syllable constructions (e.g., closed, open, final stable syllable).

Spell GRADE 3 GRADE 4 GRADE 5

WORDS WITH COMMON SYLLABLE CONSTRUCTIONS

Including, but not limited to:  Apply the six syllable patterns to spell regular single syllable and multisyllabic words (See 3.1B) 3.24E Spell single syllable homophones (e.g., 4.22C Spell commonly used homophones 5.22C Differentiate between commonly bear/bare; week/weak; road/rode). (e.g., there, they’re, their, two, too, to). confused terms (e.g., its, it’s; affect, effect). Spell Supporting Standard Differentiate SINGLE SYLLABLE HOMOPHONES Spell BETWEEN COMMONLY CONFUSED Including, but not limited to: COMMONLY USED HOMOPHONES TERMS  Bear/bare Including, but not limited to: Including, but not limited to:  Week/weak  There, they’re, their  Its, it’s  Road/rode  Two, too, to  Affect, effect Homophone - a word that is pronounced  Capital, capitol the same, but not necessarily spelled  Farther, further the same as another word that has a different meaning (e.g., week and weak)  Quiet, quite, quit 3.24F Spell complex contractions (e.g., should’ve, won’t).

COMPLEX CONTRACTIONS

Including, but not limited to:  Should’ve GRADE 3 GRADE 4 GRADE 5  Won’t  See 3.1D

Contraction - a shortened word made by substituting an apostrophe for a letter or letters (e.g., I am contracts to I'm) 3.24G Use print and electronic resources to 4.22D Use spelling patterns and rules and print 5.22D Use spelling patterns and rules and print find and check correct spellings. and electronic resources to determine and electronic resources to determine and check correct spellings. and check correct spellings. Use Supporting Standard Use PRINT AND ELECTRONIC RESOURCES TO FIND AND CHECK CORRECT Use SPELLING PATTERNS AND RULES AND SPELLINGS PRINT AND ELECTRONIC RESOURCES SPELLING PATTERNS AND RULES AND TO DETERMINE AND CHECK CORRECT Including, but not limited to: PRINT AND ELECTRONIC RESOURCES SPELLINGS  Use word walls TO DETERMINE AND CHECK CORRECT SPELLINGS Including, but not limited to:  Use a personal dictionary  Use word walls  Use a dictionary Including, but not limited to:  Use a personal dictionary  Use a thesaurus  Use word walls  Use a dictionary  Use a glossary  Use a personal dictionary  Use a thesaurus  Use spell check  Use a dictionary  Use a glossary  Use commercial hardware  Use a thesaurus  Use spell check  Use online dictionaries  Use a glossary  Use commercial hardware  Select and import correct spelling  Use spell check  Use online dictionaries across a document  Use commercial hardware  Select and import correct spelling  Use online dictionaries across a document  Select and import correct spelling across a document Note: Refer to 3.24A, 3.24B, and 4.22A for GRADE 3 GRADE 4 GRADE 5 Note: spelling patterns and rules. Refer to 3.24A, 3.24B, and 4.22A for spelling patterns and rules. 5.22E Know how to use the spell-check function in word processing while understanding its limitations.

HOW TO USE THE SPELL-CHECK FUNCTION IN WORD PROCESSING WHILE UNDERSTANDING ITS LIMITATIONS

Including, but not limited to:  Add words and spellings to the dictionary of the word processing program  Know when and how to ignore a recommended spelling  Know when and how to use the autocorrect function in spell check