Georgia Performance Standards K-3 ELA Kindergarten 1st Grade 2nd Grade 3rd Grade

Reading CONCEPTS OF PRINT CONCEPTS OF PRINT ELAKR1 The student demonstrates ELA1R1 The student demonstrates knowledge of concepts of print. knowledge of concepts of print. The student The student a. Recognizes that print and a. Understands that there are pictures (signs and labels, correct spellings for words. newspapers, and informational books) can inform, entertain, and b. Identifies the beginning and end persuade. of a paragraph. b. Demonstrates that print has c. Demonstrates an understanding meaning and represents spoken that punctuation and capitalization language in written form. are used in all written sentences. c. Tracks text read from left to right and top to bottom. d. Distinguishes among written letters, words, and sentences. e. Recognizes that sentences in print are made up of separate words. f. Begins to understand that punctuation and capitalization are used in all written sentences.

PHONOLOGICAL AWARENESS PHONOLOGICAL AWARENESS ELAKR2 The student demonstrates ELA1R2 The student demonstrates the ability to identify and orally the ability to identify and orally manipulate words and manipulate words and individual sounds within those individual sounds within those spoken words. The student spoken words. The student a. Identifies and produces rhyming a. Isolates beginning, middle, and words in response to an oral ending sounds in single-syllable prompt and distinguishes rhyming words. and non-rhyming words.

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b. Identifies onsets and rhymes in b. Identifies component sounds spoken one-syllable words. (phonemes and combinations of phonemes) in spoken words. c. Adds, deletes, or substitutes target sounds to change words c. Blends and segments syllables in (e.g., change top to stop; change spoken words. smile to mile; change cat to cap). d. Segments the phonemes in high d. Distinguishes between long and frequency words. short vowel sounds in spoken, one- syllable words (can and cane). e. Blends spoken phonemes to make high frequency words. e. Orally blends two to four phonemes into recognizable and/or nonsense words.

f. Automatically segments one- syllable words into sounds.

PHONICS PHONICS PHONICS/WORD IDENTIFICATION ELAKR3 The student demonstrates ELA1R3 The student demonstrates ELA2R1 The student quickly applies the relationship between letters the relationship between letters knowledge of letter-sound and letter combinations of and letter combinations of correspondence and spelling written words and the sounds of written words and the sounds of patterns to decode unfamiliar spoken words. The student spoken words. The student words. The student a. Demonstrates an understanding a. Automatically generates the a. Reads words containing blends, that there are systematic and sounds for all letters and letter digraphs, and diphthongs. predictable relationships between patterns, including long and short print and spoken sounds. vowels. b. Recognizes, reads, and writes words containing regular plurals, b. Recognizes and names all b. Applies knowledge of letter- irregular plurals, and possessives. uppercase and lowercase letters of sound correspondence to decode the alphabet. new words. c. Reads compound words and contractions in grade appropriate c. Matches all consonant and short- c. Reads words containing texts. vowel sounds to appropriate consonant blends and digraphs. letters. d. Reads and spells words d. Reads words with inflectional containing r-controlled vowels and d. Blends individual sounds to read endings. silent letters. one-syllable decodable words. e. Reads compound words and e. Reads and spells words

Page 2 of 11 Georgia Performance Standards K-3 ELA Kindergarten 1st Grade 2nd Grade 3rd Grade e. Applies learned phonics skills contractions in grade appropriate containing irregular vowel when reading words and sentences texts. patterns. in stories. f. Reads words containing vowel f. Reads multi-syllabic words. digraphs and r-controlled vowels. g. Applies learned phonics skills g. Uses spelling patterns to when reading and writing words, recognize words. sentences, and stories.

h. Applies learned phonics skills when reading and writing words, sentences, and stories.

FLUENCY FLUENCY FLUENCY FLUENCY ELAKR4 The student demonstrates ELA1R4 The student demonstrates ELA2R2 The student demonstrates ELA3R1 The student demonstrates the ability to read orally with the ability to read orally with the ability to read orally with the ability to read orally with speed, accuracy, and expression. speed, accuracy, and expression. speed, accuracy, and expression. speed, accuracy, and expression. The student The student The student The student a. Reads previously taught high a. Applies letter-sound knowledge a. Applies letter-sound knowledge a. Applies letter-sound knowledge frequency words at the rate of 30 to decode quickly and accurately. to decode quickly and accurately. to decode unknown words quickly words correct per minute. b. Automatically recognizes and accurately. additional high frequency and b. Automatically recognizes b. Reads previously taught grade- familiar words within texts. additional high frequency and b. Reads familiar text with level text with appropriate familiar words within texts. expression. expression. c. Reads grade-level text with appropriate expression. c. Reads familiar text with c. Reads third-grade text at a expression. target rate of 120 words correct d. Reads first-grade text at a target per minute. rate of 60 words correct per d. Reads second-grade texts at a minute. target rate of 90 words correct per d. Uses self-correction when minute. subsequent reading indicates an e. Uses self-correction when earlier misreading within grade subsequent reading indicates an e. Uses self-correction when level texts. earlier misreading within grade subsequent reading indicates an level text. earlier misreading within grade level text.

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VOCABULARY VOCABULARY VOCABULARY VOCABULARY ELAKR5 The student acquires and ELA1R5 The student acquires and ELA2R3 The student acquires and ELA3R2 The student acquires and uses grade-level words to uses grade-level words to uses grade-level words to uses grade-level words to communicate effectively. The communicate effectively. The communicate effectively. The communicate effectively. The Student Student Student Student a. Listens to a variety of texts and a. Reads and listens to a variety of a. Reads a variety of texts and uses a. Reads literary and informational uses new vocabulary in oral texts and uses new words in oral new words in oral and written texts and incorporates new words language. and written language. language. into oral and written language. b. Discusses the meaning of words b. Recognizes grade-level words b. Recognizes grade appropriate b. Uses grade-appropriate words and understands that some words with multiple meanings. words with multiple meanings. with multiple meanings. have multiple meanings. c. Identifies words that are c. Recognizes and applies the c. Recognizes and applies the opposites (antonyms) or have appropriate usage of homophones, appropriate usage of homophones, similar meanings (synonyms). homographs, antonyms, and homographs, antonyms, and synonyms. synonyms.

d. Determines the meaning of d. Identifies the meaning of unknown words on the basis of common idioms and figurative context. phrases, and incorporates them into oral and written language.

e. Identifies and infers meaning from common root words, common prefixes (e.g., un-, re-, dis-, in-) and common suffixes (e.g., -tion, - ous, -ly).

f. Determines the meaning of unknown words on the basis of context.

COMPREHENSION COMPREHENSION COMPREHENSION COMPREHENSION ELAKR6 The student gains meaning ELA1R6 The student uses a variety ELA2R4 The student uses a variety ELA3R3 The student uses a variety from orally presented text. The of strategies to understand and of strategies to gain meaning from of strategies to gain meaning from student gain meaning from grade level grade level text. The student grade level text. The student text. The student

Page 4 of 11 Georgia Performance Standards K-3 ELA Kindergarten 1st Grade 2nd Grade 3rd Grade a. Listens to and reads a variety of a. Reads and listens to a variety of a. Reads a variety of texts for a. Reads a variety of texts for literary (e.g., short stories, poems) texts for information and pleasure. information and pleasure. information and pleasure. and informational texts and materials to gain knowledge and b. Makes predictions using prior b. Makes predictions from text b. Makes predictions from text for pleasure. knowledge. content. content. b. Makes predictions from pictures c. Asks and answers questions c. Generates questions before, c. Generates questions to improve and titles. about essential narrative elements during and after reading. comprehension. (e.g., beginning-middle-end, c. Asks and answers questions setting, characters, problems, d. Recalls explicit facts and infers d. Distinguishes fact from opinion. about essential narrative elements events, resolution) of a read-aloud implicit facts. (e.g., beginning-middle-end, or independently read text. e. Recognizes plot, setting, and setting, characters, problems, e. Summarizes text content. character within text, and events, resolution) of a read-aloud d. Retells stories read compares and contrasts these text. independently or with a partner. f. Distinguishes fact from fiction in elements between texts. a text. d. Begins to distinguish fact from e. Distinguishes fact from fiction in f. Makes judgments and inferences fiction in a read-aloud text. a text. g. Interprets information from about setting, characters, and illustrations, diagrams, charts, events and supports them with e. Retells familiar events and f. Makes connections between graphs and graphic organizers. evidence from the text. stories to include beginning, texts and/or personal experiences. middle, and end. h. Makes connections between g. Summarizes text content. g. Identifies the main idea and texts and/or personal experiences. f. Uses prior knowledge, graphic supporting details of informational h. Interprets information from features (illustrations), and graphic text read or heard. i. Identifies and infers main idea illustrations, diagrams, charts, organizers to understand text. and supporting details. graphs, and graphic organizers. h. Self-monitors comprehension g. Connects life experiences to and rereads when necessary. j. Self-monitors comprehension i. Makes connections between read-aloud text. and attempts to clarify meaning. texts and/or personal experiences i. Recognizes cause-and-effect h. Retells important facts in the relationships in text. k. Identifies and infers cause-and- j. Identifies and infers main idea student’s own words. effect relationships. and supporting details. j. Identifies word parts to determine meanings. l. Recognizes plot, setting, and k. Self-monitors comprehension to character within text, and clarify meaning. k. Begins to use dictionary and compares and contrasts these glossary skills to determine word elements among texts. l. Identifies and infers cause-and- meanings. effect relationships and draws m. Recognizes the basic elements conclusions. l. Recognizes plot, setting, and of a variety of genres (e.g., poetry, character within texts, and fables, folktales). m. Recalls explicit facts and infers compares and contrasts these implicit facts.

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elements among texts. n. Uses titles, tables of contents, and chapter headings to locate n. Identifies the basic elements of m. Recognizes and uses graphic information quickly and accurately a variety of genres (fiction, non- features and graphic organizers to and to preview text. fiction, drama, and poetry). understand text. o. Recognizes the author’s o. Uses titles, table of contents, purpose. and chapter headings to locate information quickly and accurately p. Uses word parts to determine and to preview text. meanings. p. Recognizes the author’s q. Uses dictionary, thesaurus, and purpose. glossary skills to determine word meanings. q. Formulates and defends an opinion about a text.

r. Applies dictionary, thesaurus, and glossary skills to determine word meanings.

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Writing ELAKW1 The student begins to ELA1W1 The student begins to ELA2W1 The student demonstrates ELA3W1The student demonstrates understand the principles of demonstrate competency in the competency in the writing process. competency in the writing process. writing. The student writing process. The student The student The student a. Writes or dictates to describe a. Writes texts of a length a. Writes text of a length a. Captures a reader’s interest by familiar persons, places, objects, or appropriate to address a topic and appropriate to address a topic and setting a purpose and developing a experiences. tell a story. tell the story. point of view. b. Uses drawings, letters, and b. Describes an experience in b. Uses traditional organizational b. Begins to select a focus and an phonetically spelled words to writing. patterns for conveying information organizational pattern based on create meaning. (e.g., chronological order, purpose, genre, expectations, c. Rereads writing to self and similarity and difference, audience, and length. c. Accurately prints name, all others, revises to add details, and answering questions). uppercase and lowercase letters of edits to make corrections. c. Writes text of a length the alphabet, and teacher-selected c. Uses transition words and appropriate to address the topic or words. d. Prints with appropriate spacing phrases. tell the story. between words and sentences. d. Uses left-to-right pattern of d. Begins to create graphic d. Uses organizational patterns for writing. e. Writes in complete sentences features (charts, tables, graphs). conveying information (e.g., with correct subject-verb chronological order, cause e. Begins to use capitalization at agreement. e. Begins to use appropriate and effect, similarity and the beginning of sentences and formatting conventions for letter difference, questions and punctuation (periods and question f. Uses nouns (singular and plural) writing (e.g., date, salutation, answers). marks) at the end of sentences. correctly. body, closing). e. Begins to use appropriate g. Begins to use personal pronouns f. Begins to write a response to structures to ensure coherence (e.g., I, me, we, us) in place of literature that demonstrates (e.g., transition words and phrases, nouns. understanding of the text and bullets, subheadings, numbering). expresses and supports an opinion. h. Uses singular possessive f. Begins to use specific sensory pronouns. g. Begins to write a persuasive details (e.g., strong verbs, piece that states and supports an adjectives) to enhance descriptive i. Begins to write different types of opinion. effect. sentences (e.g., simple/compound and declarative/interrogative). h. Prewrites to generate ideas g. Begins to develop characters orally. through action and dialogue. j. Begins to use common rules of spelling. i. Uses planning ideas to produce a rough draft.

k. Begins to use a variety of j. Rereads writing to self and h. Begins to use descriptive

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resources (picture dictionaries, the others, revises to add details and adjectives and verbs to Internet, books) and strategies to edits to make corrections. communicate setting, character, gather information to write about a and plot. topic. k. Creates documents with legible handwriting. i. Begins to include relevant l. Uses appropriate end examples, facts, anecdotes, and punctuation (period and question l. Consistently writes in complete details appropriate to the mark) and correct capitalization of sentences with correct audience. initial words and common proper subject/verb agreement. nouns (e.g., personal names, j. Uses a variety of resources to months). m. Uses nouns (singular, plural, research and share information on and possessive) correctly. a topic. m. Uses commas in a series of items. n. Uses singular possessive pronouns. k. Writes a response to literature that demonstrates understanding o. Uses singular and plural of the text, formulates an opinion, personal pronouns. and supports a judgment.

p. Uses increasingly complex l. Writes a persuasive piece that sentence structure. states a clear position.

q. Uses common rules of spelling. m. Pre-writes to generate ideas, develops a rough draft, rereads to r. Uses appropriate capitalization revise, and edits to correct. and punctuation (periods, question and exclamation marks) at the end n. Publishes by presenting an of sentences (declarative, edited piece of writing to others. interrogative, and exclamatory/ simple and compound).

s. Begins to use commas (e.g., in a series, in dates, after friendly a letter greeting, in a friendly letter closure, and between cities and states), and periods after grade appropriate abbreviations.

t. Uses a variety of resources (encyclopedia, Internet, books) to research and share information on a topic.

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u. Recognizes appropriate uses of quotation marks.

v. Uses the dictionary and thesaurus to support word choices.

Conventions ELA3C1 The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. The student

a. Correctly identifies and uses subject/verb agreement and adjectives.

b. Identifies and uses nouns (singular, plural, possessive) correctly.

c. Identifies and uses contractions correctly.

d. Identifies and uses personal and possessive pronouns. e. Speaks and writes in complete and coherent sentences.

f. Identifies and uses increasingly complex sentence structure.

g. Distinguishes between complete and incomplete sentences.

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h. Demonstrates knowledge of when to use formal or informal language exchanges (e.g., slang, colloquialisms, idioms).

i. When appropriate, determines the meaning of a word based on how it is used in an orally presented sentence.

j. Uses resources (encyclopedias, Internet, books) to research and share information about a topic.

k. Uses the dictionary and thesaurus to support word choices.

l. Uses common rules of spelling and corrects words using dictionaries and other resources.

m. Uses appropriate capitalization and punctuation (end marks, commas, apostrophes, quotation marks).

n. Writes legibly in cursive, leaving space between letters in a word and between words in a sentence.

Listening, Speaking, Viewing ELAKLSV1 The student uses oral ELA1LSV1 The student uses oral ELA2LSV1 The student uses oral ELA3LSV1 The student uses oral and visual skills to communicate. and visual strategies to and visual strategies to and visual strategies to The student communicate. The student communicate. The student communicate. The student a. Listens and speaks appropriately a. Follows three-part oral a. Interprets information a. Adapts oral language to fit the with peers and adults. directions. presented and seeks clarification situation by following the rules of when needed. conversation with peers and b. Follows two-part oral directions. b. Recalls information presented adults. orally. b. Begins to use oral language for c. Repeats auditory sequences different purposes: to inform, to b. Recalls, interprets, and

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(letters, words, numbers, and c. Responds appropriately to orally persuade, and to entertain. summarizes information presented rhythmic patterns). presented questions. orally. c. Uses increasingly complex d. Recites short poems, rhymes, d. Increases vocabulary to reflect a language patterns and sentence c. Uses oral language for different songs, and stories with repeated growing range of interests and structure when communicating. purposes: to inform, persuade, or patterns. knowledge. entertain. d. Listens to and views a variety of e. Describes people, places, things, e. Communicates effectively when media to acquire information. d. Listens to and views a variety of locations, and actions. relating experiences and retelling media to acquire information. stories read, heard, or viewed. e. Increases vocabulary to reflect a growing range of interests and f. Increases vocabulary to reflect a f. Uses complete sentences when knowledge. growing range of interests and speaking. knowledge. g. Communicates effectively when relating experiences and retelling stories heard. h. Uses complete sentences when speaking. i. Begins to use subject-verb agreement and tense correctly.

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