PA Core Standards for English Language Arts

Arts

Grades Pre K–5 March 1, 2014

Pennsylvania Department of Education

PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

INTRODUCTION

These standards describe what students should know and be able to do with the English language, prekindergarten through Grade 12. The standards provide the targets for instruction and student learning essential for success in all academic areas, not just language arts classrooms. Although the standards are not a curriculum or a prescribed series of activities, school entities will use them to develop a local school curriculum that will meet local students’ needs.

Five standard categories are designed to provide a Pre K–12 continuum to reflect the demands of a college- and career-ready graduate: Standard 1: Foundational Skills begin at prekindergarten and focus on early childhood, with some standards reflected through Grade 5. These foundational skills are a necessary and important component of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend text, both literary and informational, across disciplines. Standard 2: Reading Informational Text enables students to read, understand, and respond to informational text. Standard 3: Reading Literature enables students to read, understand, and respond to works of literature. Standard 4: Writing develops the skills of informational, argumentative, and narrative writing, as well as the ability to engage in evidence- based analysis of text and research. Standard 5: Speaking and Listening focuses students on communication skills that enable critical listening and effective presentation of ideas.

With a focus on college and career readiness, the instructional shifts are evident throughout the PA Core Standards:  Balancing the reading of informational and literary texts so that students can access nonfiction and authentic texts, as well as literature  Focusing on close and careful reading of text so that students are learning from the text  Building a staircase of complexity (i.e., each grade level requires a “step” of growth on the “staircase”) so that students graduate college or career ready  Supporting writing from sources (i.e., using evidence from text to inform or make an argument) so that students use evidence and respond to the ideas, events, facts, and arguments presented in the texts they read  Stressing an academically focused vocabulary so that students can access more complex texts

The English Language Arts Standards also provide parents and community members with information about what students should know and be able to do as they progress through the educational program and at graduation. With a clearly defined target provided by the standards, parents, students, educators, and community members become partners in learning. Each standard implies an end-of-year goal—with the understanding that exceeding the standard is an even more desirable end goal.

Note: The Aligned Eligible Content is displayed with the standard statement. On the Standard Aligned System portal, it is a live link.

March 1, 2014 2 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

TABLE OF CONTENTS

Foundational Skills (Pre K–5) ...... 1.1 Writing ...... 1.4 Students gain a working knowledge of concepts of print, alphabetic principle, Students write for different purposes and audiences. Students write clear and and other basic conventions. These foundational skills are not an end in and of focused text to convey a well-defined perspective and appropriate content. themselves; rather, students apply them as effective readers.  Informative/Explanatory  Book Handling  Opinion/Argumentative  Print Concepts  Narrative  Phonological Awareness  Response to Literature  Phonics and Word Recognition  Production and Distribution of Writing  Fluency  Technology and Publication  Conducting Research Reading Informational Text ...... 1.2  Credibility, Reliability, and Validity of Sources Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections  Range of Writing among ideas and between texts with a focus on textual evidence.  Key Ideas and Details Speaking and Listening ...... 1.5 Students present appropriately in formal speaking situations, listen critically,  Craft and Structure and respond intelligently as individuals or in group discussions.  Integration of Knowledge and Ideas  Comprehension and Collaboration  Vocabulary Acquisition and Use  Presentation of Knowledge and Ideas  Range of Reading  Integration of Knowledge and Ideas  Conventions of Standard English Reading Literature ...... 1.3 Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Vocabulary Acquisition and Use  Range of Reading

March 1, 2014 3 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

CC.1.1.PK.A CC.1.1.K.A Practice appropriate Utilize book handing book handling skills. skills.

Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank Book Handling

CC.1.1.PK.B CC.1.1.K.B CC.1.1.1.B Identify basic Demonstrate Demonstrate features of print. understanding of the understanding of the  Differentiate organization and organization and between basic features of basic features of numbers and print. print.  Follow words left  Recognize the letters and to right, top to distinguishing letters and bottom, and page features of a words. by page. sentence.  Recognize and  Recognize that name some

spoken words uppercase and are represented lowercase letters in written of the alphabet. Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank language by specific Print Concepts sequences of letters.  Understand that words are separated by spaces in print.  Recognize and name all uppercase and lowercase letters of the alphabet.

March 1, 2014 4 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.1.PK.C CC.1.1.K.C CC.1.1.1.C Demonstrate Demonstrate Demonstrate understanding of understanding of understanding of spoken words, spoken words, spoken words, syllables, and sounds syllables, and sounds syllables, and sounds (phonemes). (phonemes). (phonemes).  Recognize  Recognize and  Distinguish long rhyming words produce rhyming from short vowel and when two or words. sounds in spoken single-syllable more words  Count, words. begin with the pronounce,

 Count, pronounce, same sound blend, and blend, and segment (alliteration). segment syllables in spoken  Count syllables syllables in and written words. in spoken words. spoken words.  Orally produce Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank  Segment single-  Blend and single-syllable syllable spoken segment onsets words, including consonant blends words. and rimes of and digraphs.

Phonological Awareness single-syllable  Isolate and  Isolate and pronounce initial spoken words. pronounce initial, sounds.  Isolate and medial vowel, and pronounce the final sounds initial, medial (phonemes) in vowel, and final spoken single- sound syllable words. (phonemes) in  Add or substitute individual sounds the three- (phonemes) in one- phoneme (CVC) syllable words to words. make new words.

March 1, 2014 5 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.1.PK.D CC.1.1.K.D CC.1.1.1.D CC.1.1.2.D CC.1.1.3.D CC.1.1.4.D CC.1.1.5.D Develop beginning Know and apply Know and apply Know and apply Know and apply Know and apply Know and apply phonics and word grade-level phonics grade-level phonics grade-level phonics grade-level phonics grade-level phonics grade-level phonics skills. and word analysis and word analysis and word analysis and word analysis and word analysis and word analysis  Associate some skills in decoding skills in decoding skills in decoding skills in decoding skills in decoding skills in decoding letters with their words. words. words. words. words. words. names and  Demonstrate  Identify common  Distinguish long  Identify and  Use combined  Use combined sounds. basic knowledge consonant and short vowels know the knowledge of all knowledge of all  Identify familiar of one-to-one diagraphs, when reading meaning of the letter-sound letter-sound words and letter-sound final-e, and regularly spelled most common correspondences, correspondences, correspondence. common vowel one-syllable prefixes and syllabication syllabication

environmental print.  Associate the teams. words. derivational patterns, and patterns, and long and short  Decode one- and  Decode two- suffixes. morphology to morphology to sounds with two-syllable syllable words  Decode words read accurately read accurately common words with with long vowels with common unfamiliar unfamiliar

spellings for the common and words with Latin suffixes. multisyllabic multisyllabic

five major patterns. common prefixes  Decode words. words.

vowels.  Read grade-level and suffixes. multisyllable and Word Recognition and Word  Read grade-level words with  Read grade-level words. high-frequency inflectional high-frequency  Read grade-

Phonics sight words with endings. sight words and appropriate automaticity.  Read grade- words with irregularly spelled  Distinguish appropriate inconsistent but words. between irregularly common similarly spelled spelled words. spelling-sound words by correspondences. identifying the  Read grade- sounds of the appropriate letters that differ. irregularly spelled words.

March 1, 2014 6 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.1 Foundational Skills Students gain a working knowledge of concepts of print, alphabetic principle, and other basic conventions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.1.K.E CC.1.1.1.E CC.1.1.2.E CC.1.1.3.E CC.1.1.4.E CC.1.1.5.E Read emergent- Read with accuracy Read with accuracy Read with accuracy Read with accuracy Read with accuracy reader text with and fluency to and fluency to and fluency to and fluency to and fluency to purpose and support support support support support understanding. comprehension. comprehension. comprehension. comprehension. comprehension.  Read on-level  Read on-level  Read on-level  Read on-level  Read on-level text with text with text with text with text with purpose and purpose and purpose and purpose and purpose and understanding. understanding. understanding. understanding. understanding.  Read on-level  Read on-level  Read on-level  Read on-level  Read on-level

text orally with text orally with text orally with text orally with text orally with

accuracy, accuracy, accuracy, accuracy, accuracy, Intentionally Blank appropriate rate, appropriate rate, appropriate rate, appropriate rate, appropriate rate,

Fluency and expression and expression and expression and expression and expression on successive on successive on successive on successive on successive readings. readings. readings. readings. readings.  Use context to  Use context to  Use context to  Use context to  Use context to confirm or self- confirm or self- confirm or self- confirm or self- confirm or self- correct word correct word correct word correct word correct word recognition and recognition and recognition and recognition and recognition and understanding, understanding, understanding, understanding, understanding, rereading as rereading as rereading as rereading as rereading as necessary. necessary. necessary. necessary. necessary.

March 1, 2014 7 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.2.PK.A CC.1.2.K.A CC.1.2.1.A CC.1.2.2.A CC.1.2.3.A CC.1.2.4.A CC.1.2.5.A With prompting and With prompting and Identify the main Identify the main Determine the main Determine the main Determine two or

support, retell key support, identify the idea and retell key idea of a idea of a text; recount idea of a text and more main ideas in a details of text that main idea and retell key details of text. multiparagraph text the key details and explain how it is text and explain how support a provided details of text. as well as the focus explain how they supported by key they are supported main idea. of specific support the main details; summarize by key details; Main Idea paragraphs within idea. the text. summarize the text. the text. Key Ideas and DetailsKey and Ideas E03.B-K.1.1.2 E04.B-K.1.1.2 E05.B-K.1.1.2

CC.1.2.PK.B CC.1.2.K.B CC.1.2.1.B CC.1.2.2.B CC.1.2.3.B CC.1.2.4.B CC.1.2.5.B

Answer questions With prompting and Ask and answer Ask and answer Ask and answer Refer to details and Cite textual evidence

about a text. support, answer questions about key questions such as questions about the examples in text to by quoting accurately questions about key details in a text. who, what, where, text and make support what the from the text to details in a text. when, why, and how inferences from text; text says explicitly explain what the text to demonstrate refer to text to and make says explicitly and

Text AnalysisText understanding of support responses. inferences. make inferences.

key details in a text. Key Ideas and DetailsKey and Ideas E03.B-K.1.1.1 E04.B-K.1.1.1 E05.B-K.1.1.1 CC.1.2.PK.C CC.1.2.K.C CC.1.2.1.C CC.1.2.2.C CC.1.2.3.C CC.1.2.4.C CC.1.2.5.C With prompting and With prompting and Describe the Describe the Explain how a series Explain events, Explain the

support, make support, make a connection between connection between of events, concepts, procedures, ideas, relationships or

connections between connection between two individuals, a series of events, or steps in a or concepts in a text, interactions between

information in a text two individuals, events, events, ideas, or concepts, or steps in procedure is including what two or more and personal ideas, or pieces of pieces of information a procedure within connected within a happened and why, individuals, events,

experiences. information in a text. in a text. a text. text, using language based on specific ideas, or that pertains to time, information in the concepts in a text

Text AnalysisText sequence, and text. based on specific cause/effect. information in the Key Ideas and DetailsKey and Ideas E04.B-K.1.1.3 text. E03.B-K.1.1.3 E05.B-K.1.1.3

March 1, 2014 8 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

Explain the point of Compare and Analyze multiple

view of the author. contrast an event or accounts of the same

topic told from two event or topic, noting E03.B-C.2.1.1 different points of important Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank view. similarities and differences in the

Point Viewof E04.B-C.2.1.1 point of view they

represent. Craft Craft and Structure

E05.B-C.2.1.1 CC.1.2.PK.E CC.1.2.K.E CC.1.2.1.E CC.1.2.2.E CC.1.2.3.E CC.1.2.4.E CC.1.2.5.E

Identify the front Identify parts of a book Use various text Use various text Use text features and Use text structure to Use text structure, in cover, back cover, and (title, author) and parts features and search features and search search tools to locate interpret and among texts, to title page of a book. of a text (beginning, tools to locate key tools to locate key and interpret information (e.g., interpret information end, details). facts or information facts or information information. chronology, (e.g., chronology, in a text. in a text efficiently. comparison, comparison, E03.B-C.2.1.2 cause/effect, cause/effect,

Text Structure Text problem/solution). problem/solution).

Craft Craft and Structure E04.B-C.2.1.2 E05.B-C.2.1.2 CC.1.2.PK.F CC.1.2.K.F CC.1.2.1.F CC.1.2.2.F CC.1.2.3.F CC.1.2.4.F CC.1.2.5.F With prompting and With prompting and Ask and answer Determine the Determine the Determine the Determine the support, answer support, ask and questions to help meaning of words meaning of words meaning of words meaning of words

questions about answer questions about determine or clarify and phrases as they and phrases as they and phrases as they and phrases as they

unfamiliar words read unknown words in a the meaning of words are used in grade- are used in grade- are used in grade- are used in grade- aloud from a text. text. and phrases in a text. level text including level text, level text, including level text, including multiple-meaning distinguishing literal figurative language. interpretation of words. from nonliteral figurative language.

meaning as well as E04.B-V.4.1.1 Vocabulary shades of meaning E04.B-V.4.1.2 E05.B-V.4.1.1

Craft Craft and Structure among related words. E05.B-V.4.1.2

E03.B-V.4.1.1 E03.B-V.4.1.2

March 1, 2014 9 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.2.PK.G CC.1.2.K.G CC.1.2.1.G CC.1.2.2.G CC.1.2.3.G CC.1.2.4.G CC.1.2.5.G With prompting and Answer questions to Use the illustrations Explain how graphic Use information Interpret various Draw on information support, answer describe the and details in a text representations gained from text presentations of from multiple print questions to connect relationship between to describe its key contribute to and features to information within or digital sources, illustrations to the illustrations and the ideas. clarify a text. demonstrate a text or digital demonstrating the written word. text in which they understanding of a source and explain ability to locate an appear. text. how the information answer to a question contributes to an quickly or to solve a E03.B-C.3.1.3 understanding of problem efficiently.

Diverse Diverse Media text in which it appears. E05.B-C.3.1.3

E04.B-C.3.1.3 Integration Integration Knowledge and of Ideas

CC.1.2.K.H CC.1.2.1.H CC.1.2.2.H CC.1.2.3.H CC.1.2.4.H CC.1.2.5.H With prompting and Identify the reasons Describe how Describe how an Explain how an Determine how an

support, identify the an author gives to reasons support author connects author uses reasons author supports

s reasons an author gives support points in a specific points the sentences and and evidence to particular points in a to support points in a text. author makes in a paragraphs in a text support particular text through reasons text. text. to support particular points in a text. and evidence. points. E05.B-C.3.1.1 Intentionally Blank E04.B-C.3.1.1

E03.B-C.3.1.1

Evaluating Evaluating Argument Integration Integration Knowledge and of Ideas

March 1, 2014 10 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.2.PK.I CC.1.2.K.I CC.1.2.1.I CC.1.2.2.I CC.1.2.3.I CC.1.2.4.I CC.1.2.5.I With prompting and With prompting and Identify basic Compare and Compare and Integrate Integrate information support, identify basic support, identify basic similarities in and contrast the most contrast the most information from from several texts on similarities and similarities and differences between important points important points and two texts on the the same topic to differences between differences between two texts on the presented by two key details presented same topic to demonstrate two texts read aloud two texts (read or read same topic. texts on the same in two texts on the demonstrate understanding of that on the same topic. aloud) on the same topic. same topic. understanding of topic. topic. that topic. E03.B-C.3.1.2 E05.B-C.3.1.2

E04.B-C.3.1.2

Analysis Across Texts Integration Integration Knowledge and of Ideas CC.1.2.PK.J CC.1.2.K.J CC.1.2.1.J CC.1.2.2.J CC.1.2.3.J CC.1.2.4.J CC.1.2.5.J Use new vocabulary Use words and phrases Use words and Acquire and use Acquire and use Acquire and use Acquire and use

and phrases acquired acquired through phrases acquired grade-appropriate accurately grade- accurately grade- accurately grade- in conversations and conversations, reading, through conversational, appropriate appropriate appropriate being read to. and being read to, and conversations, general academic, conversational, conversational, conversational, responding to texts. reading, and being and domain-specific general academic, general academic, general academic, read to, and words and phrases. and domain-specific and domain-specific and domain-specific responding to texts, words and phrases, words and phrases, words and phrases,

including words that including those that including those that including those that signal connections signal spatial and signal precise signal contrast, and relationships temporal actions, emotions, addition, and other between the words relationships. or states of being logical relationships. and phrases. and that are basic to E03.B-V.4.1.1 a particular topic. E05.B-V.4.1.1 Vocabulary Use Vocabulary Acquisition and E03.B-V.4.1.2 E05.B-V.4.1.2. E04.B-V.4.1.1 E04.B-V.4.1.2.

March 1, 2014 11 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.2 Reading Informational Text Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.2.PK.K CC.1.2.K.K CC.1.2.1.K CC.1.2.2.K CC.1.2.3.K CC.1.2.4.K CC.1.2.5.K With prompting and Determine or clarify the Determine or clarify Determine or clarify Determine or clarify Determine or clarify Determine or clarify support, clarify meaning of unknown or the meaning of the meaning of the meaning of the meaning of the meaning of unknown words or multiple-meaning unknown and unknown and unknown and unknown and unknown and phrases read aloud. words and phrases multiple-meaning multiple-meaning multiple-meaning multiple-meaning multiple-meaning based upon grade-level words and phrases words and phrases words and phrases words and phrases words and phrases

reading and content. based on grade-level based on grade- based on grade-level based on grade- based on grade-level

reading and content. level reading and reading and content, level reading and reading and content, content, choosing choosing flexibly content, choosing choosing flexibly from a range of from a range of flexibly from a from a range of strategies and tools. strategies and tools. range of strategies strategies and tools. and tools.

Vocabulary Use Vocabulary Acquisition and E03.B-V.4.1.1 E05.B-V.4.1.1 E04.B-V.4.1.1 CC.1.2.PK.L CC.1.2.K.L CC.1.2.1.L CC.1.2.2.L CC.1.2.3.L CC.1.2.4.L CC.1.2.5.L

With prompting and Actively engage in Read and Read and Read and Read and Read and support, actively group reading activities comprehend literary comprehend comprehend literary comprehend comprehend literary engage in group with purpose and nonfiction and literary nonfiction nonfiction and literary nonfiction nonfiction and

reading activities with understanding. informational text on and informational informational text on and informational informational text on purpose and grade level, reading text on grade level, grade level, reading text on grade level, grade level, reading understanding. independently and reading independently and reading independently and

Range Reading of proficiently. independently and proficiently. independently and proficiently. proficiently. proficiently.

March 1, 2014 12 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.3 Reading Literature Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.3.PK.A CC.1.3.K.A CC.1.3.1.A CC.1.3.2.A CC.1.3.3.A CC.1.3.4.A CC.1.3.5.A

With prompting and With prompting and Retell stories, Recount stories and Determine the Determine a theme of Determine a theme of a

support, retell a support, retell familiar including key details, determine their central message, a text from details in text from details in the familiar story in stories including key and demonstrate central message, lesson, or moral in the text; summarize text, including how

sequence with details. understanding of lesson, or moral. literary text; explain the text. characters in a story or picture support. their central message how it is conveyed in drama respond to or lesson. text. E04.A-K.1.1.2 challenges or how the Theme speaker in a poem E03.A-K.1.1.2 reflects upon a topic;

Key Ideas and DetailsKey and Ideas summarize the text.

E05.A-K.1.1.2

CC.1.3.PK.B CC.1.3.K.B CC.1.3.1.B CC.1.3.2.B CC.1.3.3.B CC.1.3.4.B CC.1.3.5.B

Answer questions Answer questions Ask and answer Ask and answer Ask and answer Cite relevant details Cite textual evidence by

about a particular about key details in a questions about key questions such as questions about the from text to support quoting accurately from story (who, what, text. details in a text. who, what, where, text and make what the text says the text to explain what how, when, and when, why, and how inferences from text, explicitly and make the text says explicitly where). to demonstrate referring to text to inferences. and make inferences.

Text AnalysisText understanding of key support responses. details in a text. E04.A-K.1.1.1 E05.A-K.1.1.1 Key Ideas and DetailsKey and Ideas E03.A-K.1.1.1

CC.1.3.PK.C CC.1.3.K.C CC.1.3.1.C CC.1.3.2.C CC.1.3.3.C CC.1.3.4.C CC.1.3.5.C With prompting and With prompting and Describe characters, Describe how Describe characters Describe in depth a Compare and contrast support, answer support, identify settings, and major characters in a story in a story and explain character, setting, or two or more characters, questions to identify characters, settings, events in a story, respond to major how their actions event in a story or settings, or events in a characters, settings, and major events in a using key details. events and contribute to the drama, drawing on story or drama, and major events in story. challenges. sequence of events. specific details in the drawing on specific a story. text. details in the text.

Literary Elements E03.A-K.1.1.3 Key Ideas and DetailsKey and Ideas E04.A-K.1.1.3 E05.A-K.1.1.3

March 1, 2014 13 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.3 Reading Literature Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.3.PK.D CC.1.3.K.D CC.1.3.1.D CC.1.3.2.D CC.1.3.3.D CC.1.3.4.D CC.1.3.5.D

With prompting and Name the author and Identify who is telling Acknowledge Explain the point of Compare and Analyze multiple

support, name the illustrator of a story the story at various differences in the view of the author. contrast an event or accounts of the same author and and define the role of points in a text. points of views of topic told from two event or topic, noting

illustrator of a story. each in telling the characters, including E03.A-C.2.1.1 different points of important similarities

story. by speaking in a view. and differences in the different voice for point of view they Point Viewof each character when E04.A-C.2.1.1 represent.

Craft Craft and Structure reading dialogue aloud. E05.A-C.2.1.1 CC.1.3.PK.E CC.1.3.K.E CC.1.3.1.E CC.1.3.2.E CC.1.3.3.E CC.1.3.4.E CC.1.3.5.E

With prompting and Recognize common Explain major Describe the overall Refer to parts of texts Explain major Explain how a series of support, recognize types of text. differences between structure of a story, when writing or differences between chapters, scenes, or common types of books that tell stories including describing speaking about a text poems, drama, and stanzas fits together to text. and books that give how the beginning using such terms as prose and refer to the provide the overall information, drawing introduces the story chapter, scene, and structural elements structure of a particular on a wide reading or and the ending stanza and describe of each when writing story, drama, or poem.

Text Structure Text range of text types. concludes the action. how each successive or speaking about a

Craft Craft and Structure part builds upon text. earlier sections. CC.1.3.PK.F CC.1.3.K.F CC.1.3.1.F CC.1.3.2.F CC.1.3.3.F CC.1.3.4.F CC.1.3.5.F Answer questions Ask and answer Identify words and Describe how words Determine the Determine the Determine the meaning about unfamiliar questions about phrases in stories or and phrases supply meaning of words meaning of words of words and phrases as

words read aloud unknown words in a poems that suggest rhythm and meaning and phrases as they and phrases as they they are used in grade-

from a story. text. feelings or appeal to in a story, poem, or are used in grade- are used in grade- level text, including the senses. song. level text, level text, including interpretation of distinguishing literal figurative language. figurative language. from nonliteral

meaning as well as E04.A-V.4.1.1 E05.A-V.4.1.1 Vocabulary shades of meaning E04.A-V.4.1.2 E05.A-V.4.1.2

Craft Craft and Structure among related words.

E03.A-V.4.1.1 E03.A-V.4.1.2

March 1, 2014 14 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.3.PK.G CC.1.3.K.G CC.1.3.1.G CC.1.3.2.G CC.1.3.3.G CC.1.3.4.G CC.1.3.5.G Describe pictures in Make connections Use illustrations and Use information from Explain how specific Make connections Analyze how visual and

books using details. between the details in a story to illustrations and aspects of a text’s between the text of a multimedia elements illustrations and the describe characters, words, in print or illustrations story or drama and a contribute to the text in a story (read or setting, or events. digital text, to contribute to what is visual or oral meaning, tone, or read aloud). demonstrate conveyed by the presentation of the beauty of a text (e.g., understanding of words in a story (e.g., text, identifying graphic novel, characters, setting, or create mood, where each version multimedia plot. emphasize aspects of reflects specific presentation of fiction, a character or descriptions and folktale, myth, poem). setting). directions in the text.

Sources ofSources Information Integration Integration Knowledge and of Ideas

CC.1.3.PK.H CC.1.3.K.H CC.1.3.1.H CC.1.3.2.H CC.1.3.3.H CC.1.3.4.H CC.1.3.5.H Answer questions to Compare and contrast Compare and Compare and Compare and Compare and Compare and contrast compare and the adventures and contrast the contrast two or more contrast the themes, contrast similar texts in the same genre contrast the experiences of adventures and versions of the same settings, and plots of themes, topics, and on their approaches to

adventures and characters in familiar experiences of story by different stories written by the patterns of events in similar themes and experiences of stories. characters in stories. authors or from same author about literature, including topics as well as characters in different cultures. the same or similar texts from different additional literary familiar stories. characters. cultures. elements.

Text AnalysisText E03.A-C.3.1.1 E04.A-C.3.1.1 E05.A-C.3.1.1 Integration Integration Knowledge and of Ideas

March 1, 2014 15 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.3.PK.I CC.1.3.K.I CC.1.3.1.I CC.1.3.2.I CC.1.3.3.I CC.1.3.4.I CC.1.3.5.I With prompting and Determine or clarify Determine or clarify Determine or clarify Determine or clarify Determine or clarify Determine or clarify the support, clarify the meaning of the meaning of the meaning of the meaning of the meaning of meaning of unknown unknown words or unknown or multiple- unknown and unknown and unknown and unknown and and multiple-meaning

phrases read aloud. meaning words and multiple-meaning multiple-meaning multiple-meaning multiple-meaning words and phrases phrases based upon words and phrases words and phrases words and phrases words and phrases based on grade-level grade-level reading based on grade-level based on grade-level based on grade-level based on grade-level reading and content, and content. reading and content. reading and content, reading and content, reading and content, choosing flexibly from a Strategies choosing from a choosing flexibly choosing flexibly range of strategies and range of strategies from a range of from a range of tools. and tools. strategies and tools. strategies and tools.

Vocabulary Use Vocabulary Acquisition and E03.A-V.4.1.1 E04.A-V.4.1.1 E05.A-V.4.1.1 CC.1.3.PK.J CC.1.3.K.J CC.1.3.1.J CC.1.3.2.J CC.1.3.3.J CC.1.3.4.J CC.1.3.5.J Use new vocabulary Use words and Use words and Acquire and use Acquire and use Acquire and use Acquire and use

and phrases phrases acquired phrases acquired grade-appropriate accurately grade- accurately grade- accurately grade- acquired in through through conversational, appropriate appropriate appropriate conversations and conversations, conversations, general academic, conversational, conversational, conversational, general being read to. reading, and being reading, and being and domain-specific general academic, general academic, academic, and domain- read to, and read to, and words and phrases. and domain-specific and domain-specific specific words and responding to texts. responding to texts, words and phrases, words and phrases, phrases, including including words that including those that including those that those that signal signal connections signal spatial and signal precise contrast, addition, and and relationships temporal actions, emotions, or other logical between the words relationships. states of being and relationships. and phrases. that are basic to a E03.A-V.4.1.1 particular topic. E05.A-V.4.1.1 Vocabulary Use Vocabulary Acquisition and E03.A-V.4.1.2 E05.A-V.4.1.2. E04.A-V.4.1.1 E04.A-V.4.1.2. CC.1.3.PK.K CC.1.3.K.K CC.1.3.1.K CC.1.3.2.K CC.1.3.3.K CC.1.3.4.K CC.1.3.5.K

With prompting and Actively engage in Read and Read and Read and Read and Read and comprehend

support, actively group reading comprehend comprehend comprehend literary comprehend literary literary fiction on grade engage in group activities with purpose literature on grade literature on grade fiction on grade level, fiction on grade level, level, reading

reading activities and understanding. level, reading level, reading reading reading independently and

Reading Range of with purpose and independently and independently and independently and independently and proficiently. understanding. proficiently. proficiently. proficiently. proficiently.

March 1, 2014 16 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.4.PK.A CC.1.4.K.A CC.1.4.1.A CC.1.4.2.A CC.1.4.3.A CC.1.4.4.A CC.1.4.5.A Draw/dictate to Use a combination of Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ compose informative/ drawing, dictating, explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts and writing to examine a topic and examine a topic and examine a topic and examine a topic and examine a topic and examining a topic. compose informative/ convey ideas and convey ideas and convey ideas and convey ideas and convey ideas and

explanatory texts. information. information clearly. information clearly. information clearly. information clearly. Informative/Explanatory

CC.1.4.PK.B CC.1.4.K.B CC.1.4.1.B CC.1.4.2.B CC.1.4.3.B CC.1.4.4.B CC.1.4.5.B With prompting and Use a combination of Identify and write Identify and introduce Identify and introduce Identify and introduce Identify and introduce

support, draw/dictate drawing, dictating, and about one specific the topic. the topic. the topic clearly. the topic clearly.

Focus

about one specific topic. writing to focus on one topic. specific topic. E03.C.1.2.1 E04.C.1.2.1 E05.C.1.2.1

E04.E.1.1.1 E05.E.1.1.1

anatory Informative/Expl CC.1.4.PK.C CC.1.4.K.C CC.1.4.1.C CC.1.4.2.C CC.1.4.3.C CC.1.4.4.C CC.1.4.5.C With prompting and With prompting and Develop the topic with Develop the topic with Develop the topic with Develop the topic with Develop the topic with

support, generate ideas support, generate ideas two or more facts. facts and/or definitions. facts, definitions, facts, definitions, facts, definitions, to convey information. and details to convey details, and concrete details, concrete details, information that relates illustrations, as quotations, or other quotations, or other

to the chosen topic. appropriate. information and information and

examples related to examples related to the

E03C.1.2.2 the topic; include topic; include

Content illustrations and illustrations and multimedia when multimedia when useful to aiding useful to aiding

comprehension. comprehension. Informative/Explanatory

E04C.1.2.2 E05C.1.2.2 E04E.1.1.2 E05E.1.1.2

March 1, 2014 17 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.PK.D CC.1.4.K.D CC.1.4.1.D CC.1.4.2.D CC.1.4.3.D CC.1.4.4.D CC.1.4.5.D With prompting and Make logical Group information Group information and Create an Group related Group related support, make logical connections between and provide some provide a concluding organizational information in information logically connections between drawing and sense of closure. statement or section. structure that includes paragraphs and linking ideas within and drawing and dictation. dictation/writing. information grouped sections, linking ideas across categories of and connected within categories of information using logically with a information using words, phrases, and

concluding statement words and phrases; clauses; provide a or section. provide a concluding concluding statement

statement or section; or section; include

E03.C.1.2.1 include formatting formatting when useful E03.C.1.2.3 when useful to aiding to aiding Organization E03.C.1.2.4 comprehension. comprehension.

Informative/Explanatory E04.C.1.2.1 E05.C.1.2.1 E04.C.1.2.3 E05.C.1.2.3 E04.C.1.2.5 E05.C.1.2.6 E04.E.1.1.1 E05.E.1.1.1 E04.E.1.1.3 E05.E.1.1.3 E04.E.1.1.5 E05.E.1.1.6

March 1, 2014 18 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

vocabulary to E04.C.1.2.4 E04.D.2.1.1 inform about or E04.D.2.1.3 explain the topic. E04.E.1.1.4  Use sentences of Intentionally Blank

Style varying length.

E05.C.1.2.4 E05.C.1.2.5 Informative/Explanatory E05.D.2.1.1 E05.D.2.1.2 E05.D.2.1.3 E05.D.2.1.4 E05.E.1.1.3 E05.E.1.1.4 E05.E.1.1.5

March 1, 2014 19 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.K.F CC.1.4.1.F CC.1.4.2.F CC.1.4.3.F CC.1.4.4.F CC.1.4.5.F Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- appropriate command appropriate command appropriate command appropriate command appropriate command appropriate command of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of standard English standard English standard English standard English standard English standard English grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, capitalization, capitalization, capitalization, capitalization, capitalization, capitalization, punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and

spelling. spelling. spelling. spelling. spelling. spelling.

 Capitalize the first  Capitalize dates  Capitalize proper word in a sentence and names of nouns. E03.D.1.1.1 E04.D.1.1.1 E05.D.1.1.1 and the pronoun I. people.  Use commas and E03.D.1.1.2 E04.D.1.1.2 E05.D.1.1.2 E03.D.1.1.3 E04.D.1.1.3 E05.D.1.1.3  Recognize and use  Use end apostrophes Intentionally Blank E03.D.1.1.4 E04.D.1.1.4 E05.D.1.1.4 end punctuation. punctuation; use appropriately. E03.D.1.1.5 E04.D.1.1.5 E05.D.1.1.5  Spell simple words commas in dates  Spell words E03.D.1.1.6 E04.D.1.1.6 E05.D.1.1.6 phonetically. and words in drawing on E03.D.1.1.7 E04.D.1.1.7 E05.D.1.1.7

series. common spelling E03.D.1.1.8 E04.D.1.1.8 E05.D.1.1.8

Conventions Language of Informative/Explanatory  Spell words patterns. E03.D.1.1.9 E04.D.1.2.1 E05.D.1.2.1 E03.D.1.2.1 E04.D.1.2.2 E05.D.1.2.2 drawing on  Consult reference E03.D.1.2.2 E04.D.1.2.3 E05.D.1.2.3 common spelling material as needed. E03.D.1.2.3 E04.D.1.2.4 E05.D.1.2.4 patterns, E03.D.1.2.4 E05.D.1.2.5 phonemic E03.D.1.2.5 awareness, and E03.D.1.2.6 spelling conventions.

CC.1.4.K.G CC.1.4.1.G CC.1.4.2.G CC.1.4.3.G CC.1.4.4.G CC.1.4.5G

Use a combination of Write opinion pieces Write opinion pieces Write opinion pieces Write opinion pieces Write opinion pieces drawing, dictating, on familiar topics. on familiar topics or on familiar topics or on topics or texts. on topics or texts. Intentionally Blank and writing to texts. texts. compose opinion Opinion/ pieces on familiar Argumentative topics.

March 1, 2014 20 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.4.K.H CC.1.4.1.H CC.1.4.2.H CC.1.4.3.H CC.1.4.4.H CC.1.4.5.H

Form an opinion by Form an opinion by Identify the topic and Introduce the topic Introduce the topic Introduce the topic and choosing between two choosing among given state an opinion. and state an opinion and state an opinion state an opinion on the given topics. topics. on the topic. on the topic. topic.

Intentionally Blank E03.C.1.1.1 E04.C.1.1.1 E05.C.1.1.1 Argumentative

Focus E04.E.1.1.1 E05.E.1.1.1 Opinion/

CC.1.4.K.I CC.1.4.1.I CC.1.4.2.I CC.1.4.3.I CC.1.4.4.I CC.1.4.5.I Support the opinion Support the opinion Support the opinion Support an opinion Provide reasons that Provide reasons that with reasons. with reasons related with reasons that with reasons. are supported by facts are supported by facts

to the opinion. include details and details. and details; draw from connected to the E03.C.1.1.2 credible sources.

Intentionally Blank opinion. E04.C.1.1.2 Argumentative

Content E04.E.1.1.2 E05.C.1.1.2

E05.E.1.1.2 Opinion/

March 1, 2014 21 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

some sense of closure. concluding statement. logical order with a to support the writer’s to support the writer’s concluding statement purpose and linked in purpose; link opinion

or section. a logical order with a and reasons using concluding statement words, phrases, and E03.C.1.1.1 or section related to clauses; provide a Intentionally Blank

E03.C.1.1.3 the opinion. concluding statement Argumentative E03.C.1.1.4 or section related to the Organization E04.C.1.1.1 opinion. E04.C.1.1.3 Opinion/ E04.C.1.1.4 E05.C.1.1.1 E04.E.1.1.1 E05.C.1.1.3 E04.E.1.1.3 E05.C.1.1.5 E04.E.1.1.5 E05.E.1.1.1 E05.E.1.1.3 E05.E.1.1.6

March 1, 2014 22 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

Intentionally Blank Intentionally Blank reader/listener

Style Argumentative interest, and style.

E05.C.1.1.4 Opinion/ E05.D.2.1.1 E05.D.2.1.2 E05.D.2.1.3 E05.D.2.1.4 E05.E.1.1.4 E05.E.1.1.5

March 1, 2014 23 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.K.L CC.1.4.1.L CC.1.4.2.L CC.1.4.3.L CC.1.4.4.L CC.1.4.5.L Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- appropriate command appropriate command appropriate command appropriate command appropriate command appropriate command of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of standard English standard English standard English standard English standard English standard English grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, capitalization, capitalization, capitalization, capitalization, capitalization, capitalization, punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and

spelling. spelling. spelling. spelling. spelling. spelling.

 Capitalize the first  Capitalize dates  Capitalize proper word in a sentence and names of nouns. E03.D.1.1.1 E04.D.1.1.1 E05.D.1.1.1 and the pronoun I. people.  Use commas and E03.D.1.1.2 E04.D.1.1.2 E05.D.1.1.2 E03.D.1.1.3 E04.D.1.1.3 E05.D.1.1.3  Recognize and use  Use end apostrophes Intentionally Blank E03.D.1.1.4 E04.D.1.1.4 E05.D.1.1.4 end punctuation. punctuation; use appropriately. Argumentative E03.D.1.1.5 E04.D.1.1.5 E05.D.1.1.5  Spell simple words commas in dates  Spell words E03.D.1.1.6 E04.D.1.1.6 E05.D.1.1.6 phonetically. and words in drawing on E03.D.1.1.7 E04.D.1.1.7 E05.D.1.1.7 series. E03.D.1.1.8 E04.D.1.1.8 E05.D.1.1.8

Opinion/ common spelling Conventions Language of  Spell words patterns. E03.D.1.1.9 E04.D.1.2.1 E05.D.1.2.1 E03.D.1.2.1 E04.D.1.2.2 E05.D.1.2.2 drawing on  Consult reference E03.D.1.2.2 E04.D.1.2.3 E05.D.1.2.3 common spelling material as needed. E03.D.1.2.3 E04.D.1.2.4 E05.D.1.2.4 patterns, E03.D.1.2.4 E05.D.1.2.5 phonemic E03.D.1.2.5 awareness, and E03.D.1.2.6 spelling conventions.

March 1, 2014 24 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

imagined experiences and writing to imagined imagined experiences imagined imagined imagined experiences

or events. compose narratives experiences or or events. experiences or experiences or or events.

Narrative that describe real or events. events. events. imagined experiences or events. CC.1.4.PK.N CC.1.4.K.N CC.1.4.1.N CC.1.4.2.N CC.1.4.3.N CC.1.4.4.N CC.1.4.5.N Establish who and what Establish who and what Establish who and Establish a situation Establish a situation Orient the reader by Orient the reader by the narrative will be the narrative will be what the narrative will and introduce a and introduce a establishing a establishing a situation

about. about. be about. narrator and/or narrator and/or situation and and introducing a characters. characters. introducing a narrator narrator and/or and/or characters. characters.

Focus E03C.1.3.1 Narrative E04C.1.3.1 E05C.1.3.1

CC.1.4.PK.O CC.1.4.K.O CC.1.4.1.O CC.1.4.2.O CC.1.4.3.O CC.1.4.4.O CC.1.4.5.O With prompting and Describe experiences Include thoughts and Include thoughts and Use dialogue and Use dialogue and Use narrative support describe and events. feelings to describe feelings to describe descriptions of descriptions to techniques such as experiences and events. experiences and experiences and events actions, thoughts, and develop experiences dialogue, description, events. to show the response of feelings to develop and events or show and pacing, to develop

characters to situations. experiences and the responses of experiences and events

events or show the characters to or show the responses

response of characters situations; use of characters to

to situations. concrete words and situations; use concrete Content

Narrative phrases and sensory words and phrases and E03C.1.3.2 details to convey sensory details to experiences and convey experiences and events precisely. events precisely.

E04.C.1.3.2 E05.C.1.3.2 E04.C.1.3.4 E05.C.1.3.4

March 1, 2014 25 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.PK.P CC.1.4.K.P CC.1.4.1.P CC.1.4.2.P CC.1.4.3.P CC.1.4.4.P CC.1.4.5.P Recount a single event Recount a single event Recount two or more Organize a short Organize an event Organize an event Organize an event and tell about the or several loosely appropriately sequence of events, sequence that unfolds sequence that unfolds sequence that unfolds events in the order in linked events, tell about sequenced events using temporal words naturally, using naturally, using a naturally, using a which they occurred. the events in the order using temporal words to signal event order; temporal words and variety of transitional variety of transitional

in which they occurred, to signal event order provide a sense of phrases to signal event words and phrases to words and phrases to and provide a reaction and provide some closure. order; provide a sense manage the sequence manage the sequence of

to what happened. sense of closure. of closure. of events; provide a events; provide a

conclusion that conclusion that follows

Narrative E03.C.1.3.1 follows from the from the narrated Organization E03.C.1.3.3 narrated experiences experiences and events. E03.C.1.3.4 and events.

E04.C.1.3.1 E05.C.1.3.1 E04.C.1.3.3 E05.C.1.3.3 E04.C.1.3.5 E05.C.1.3.5 CC.1.4.1.Q CC.1.4.2.Q CC.1.4.3.Q CC.1.4.4.Q CC.1.4.5.Q Use a variety of words Choose words and Choose words and Choose words and Write with an and phrases. phrases for effect phrases for effect. phrases to convey awareness of style. ideas precisely.  Use sentences of E03.D.2.1.1 varying length. E04.C.1.3.4  Expand, combine, E04.D.2.1.1

and reduce E04.D.2.1.3 E04.E.1.1.4 sentences for

Intentionally Blank Intentionally Blank meaning, Style

Narrative reader/listener interest, and style.

E05.C.1.3.4 E05.D.2.1.1 E05.D.2.1.2 E05.D.2.1.3 E05.D.2.1.4

March 1, 2014 26 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.K.R CC.1.4.1.R CC.1.4.2.R CC.1.4.3.R CC.1.4.4.R CC.1.4.5.R Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- Demonstrate a grade- appropriate command appropriate command appropriate command appropriate command appropriate command appropriate command of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of of the conventions of standard English standard English standard English standard English standard English standard English grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, grammar, usage, capitalization, capitalization, capitalization, capitalization, capitalization, capitalization, punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and punctuation, and spelling. spelling. spelling. spelling. spelling. spelling.

 Capitalize first word  Capitalize dates  Capitalize proper in sentence and and names of nouns. E03.D.1.1.1 E04.D.1.1.1 E05.D.1.1.1 pronoun I. people.  Use commas and E03.D.1.1.2 E04.D.1.1.2 E05.D.1.1.2 E03.D.1.1.3 E04.D.1.1.3 E05.D.1.1.3  Recognize and use  Use end apostrophes E03.D.1.1.4 E04.D.1.1.4 E05.D.1.1.4 Intentionally Blank end punctuation. punctuation; use appropriately. E03.D.1.1.5 E04.D.1.1.5 E05.D.1.1.5

 Spell simple words commas in dates  Spell words E03.D.1.1.6 E04.D.1.1.6 E05.D.1.1.6 Narrative phonetically. and words in drawing on E03.D.1.1.7 E04.D.1.1.7 E05.D.1.1.7 series. common spelling E03.D.1.1.8 E04.D.1.1.8 E05.D.1.1.8

Conventions Language of  Spell words patterns. E03.D.1.1.9 E04.D.1.2.1 E05.D.1.2.1 E03.D.1.2.1 E04.D.1.2.2 E05.D.1.2.2 drawing on  Consult reference E03.D.1.2.2 E04.D.1.2.3 E05.D.1.2.3 common spelling material as needed. E03.D.1.2.3 E04.D.1.2.4 E05.D.1.2.4 patterns, E03.D.1.2.4 E05.D.1.2.5 phonemic E03.D.1.2.5 awareness, and E03.D.1.2.6 spelling conventions.

March 1, 2014 27 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.3.S CC.1.4.4.S CC.1.4.5.S Draw evidence from Draw evidence from Draw evidence from literary or literary or literary or informational texts to informational texts to informational texts to support analysis, support analysis, support analysis, reflection, and reflection, and reflection, and research, research, applying research, applying applying grade-level grade-level reading grade-level reading reading standards for

Intentionally Blank Intentionally Blank Intentionally Blank Intentionally Blank standards for standards for literature and literature and literature and informational texts. informational texts. informational texts. E05.E.1.1.1

Response to Literature E04.E.1.1.1 E05.E.1.1.2 E04.E.1.1.2 E05.E.1.1.3 E04.E.1.1.3 E05.E.1.1.4 E04.E.1.1.4 E05.E.1.1.5 E04.E.1.1.5 E05.E.1.1.6 CC.1.4.PK.T CC.1.4.K.T CC.1.4.1.T CC.1.4.2.T CC.1.4.3.T CC.1.4.4.T CC.1.4.5.T With guidance and With guidance and With guidance and With guidance and With guidance and With guidance and With guidance and support from adults support from adults support from adults support from adults support from peers support from peers support from peers and and peers, respond to and peers, respond to and peers, focus on a and peers, focus on a and adults, develop and adults, develop adults, develop and

questions and questions and topic, respond to topic and strengthen and strengthen and strengthen strengthen writing as

suggestions, add details suggestions from peers questions and writing as needed by writing as needed by writing as needed by needed by planning, as needed. and add details to suggestions from revising and editing. planning, revising, and planning, revising, and revising, editing,

strengthen writing as peers and add details editing. editing. rewriting, or trying a

needed. to strengthen writing new approach.

as needed.

Writing Writing Process Production and Distribution of Writing Writing Productionof Distribution and

March 1, 2014 28 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.4.K.U CC.1.4.1.U CC.1.4.2.U CC.1.4.3.U CC.1.4.4.U CC.1.4.5.U With guidance and With guidance and With guidance and With guidance and With some guidance With some guidance support, explore a support, use a variety support, use a variety of support, use and support, use and support, use variety of digital tools of digital tools to digital tools to produce technology to produce technology, including technology, including to produce and publish produce and publish and publish writing and publish writing the Internet, to the Internet, to produce writing or in writing including in including in (using keyboarding produce and publish and publish writing as collaboration with collaboration with collaboration with skills) as well as to writing as well as to well as to interact and

Intentionally Blank peers. peers. peers. interact and interact and collaborate with others; collaborate with collaborate with demonstrate sufficient others. others; demonstrate command of sufficient command of keyboarding skills to keyboarding skills to type a minimum of two

Technology and Technology Publication type a minimum of pages in a single sitting. one page in a single sitting.

CC.1.4.PK.V CC.1.4.K.V CC.1.4.1.V CC.1.4.2.V CC.1.4.3.V CC.1.4.4.V CC.1.4.5.V Ask questions about Participate in individual Participate in Participate in individual Conduct short Conduct short Conduct short research topics of personal or shared research individual or shared or shared research and research projects that research projects that projects that use interest to gain projects on a topic of research and writing writing projects. build knowledge about build knowledge several sources to build

information; with interest. projects. a topic. through investigation knowledge through teacher guidance and of different aspects of investigation of support, locate a topic. different aspects of a information on the topic. Conducting Conducting Research chosen topic.

March 1, 2014 29 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.4.PK.W CC.1.4.K.W CC.1.4.1.W CC.1.4.2.W CC.1.4.3.W CC.1.4.4.W CC.1.4.5.W With guidance and With guidance and With guidance and Recall information from Recall information Recall relevant Recall relevant support, recall support, recall support, recall experiences or gather from experiences or information from information from information from information from information from information from gather information experiences or gather experiences or gather experiences or books. experiences or gather experiences or gather provided sources to from print and digital relevant information relevant information information from information from answer a question. sources; take brief from print and digital from print and digital provided sources to provided sources to notes on sources and sources; take notes sources; summarize or Validity of Sources of Validity answer a question. answer a question. sort evidence into and categorize paraphrase information

provided categories. information, and in notes and finished

and and provide a list of work, and provide a list

sources. of sources. Credibility, Reliability, Credibility, Reliability,

CC.1.4.K.X CC.1.4.1.X CC.1.4.2.X CC.1.4.3.X CC.1.4.4.X CC.1.4.5.X Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over

short time frames. extended time frames extended time frames extended time frames extended time frames extended time frames (time for research, (time for research, (time for research, (time for research, (time for research, reflection, and reflection, and revision) reflection, and reflection, and reflection, and revision)

Writing revision) and shorter and shorter time revision) and shorter revision) and shorter and shorter time Intentionally Blank time frames (a single frames (a single sitting time frames (a single time frames (a single frames (a single sitting sitting or a day or two) or a day or two) for a sitting or a day or two) sitting or a day or two) or a day or two) for a

for a range of range of discipline- for a range of for a range of range of discipline- Range of discipline-specific specific tasks, purposes, discipline-specific discipline-specific specific tasks, purposes, tasks, purposes, and and audiences. tasks, purposes, and tasks, purposes, and and audiences. audiences. audiences. audiences.

March 1, 2014 30 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.5.PK.A CC.1.5.K.A CC.1.5.1.A CC.1.5.2.A CC.1.5.3.A CC.1.5.4.A CC.1.5.5.A Participate in Participate in Participate in Participate in Engage effectively in a Engage effectively in a Engage effectively in a

collaborative collaborative collaborative collaborative range of collaborative range of collaborative range of collaborative conversations with conversations with conversations with conversations with discussions on grade- discussions on grade- discussions on grade- peers and adults in peers and adults in peers and adults in peers and adults in level topics and texts, level topics and texts, level topics and texts, small and larger small and larger small and larger small and larger building on others’ building on others’ building on others’ groups. groups. groups. groups. ideas and expressing ideas and expressing ideas and expressing their own clearly. their own clearly. their own clearly.

Collaborative Discussion Comprehension and and ComprehensionCollaboration

CC.1.5.PK.B CC.1.5.K.B CC.1.5.1.B CC.1.5.2.B CC.1.5.3.B CC.1.5.4.B CC.1.5.5.B Answer questions Ask and answer Confirm Recount or describe key Determine the main Paraphrase portions of Summarize the main about key details in a questions about key understanding of a ideas or details from a ideas and supporting a text read aloud or points of written text text read aloud or details in a text read text read aloud or text read aloud or details of a text read information presented read aloud or information presented aloud or information information presented information presented aloud or information in diverse media and information presented orally or through other presented orally or orally or through orally or through other presented in diverse formats, including in diverse media and

Collaboration media. through other media. other media by asking media. media formats, visually, formats, including

and and and answering including visually, quantitatively, and visually, quantitatively, questions about key quantitatively, and orally. and orally.

details and requesting orally. Critical Critical Listening

hension clarification if something is not understood.

Compre

March 1, 2014 31 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions. Grade Pre K Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 CC.1.5.PK.C CC.1.5.K.C CC.1.5.1.C CC.1.5.2.C CC.1.5.3.C CC.1.5.4.C CC.1.5.5.C Respond to what a Ask and answer Ask and answer Ask and answer Ask and answer Identify the reasons Summarize the points a

speaker says in order to questions in order to questions about what questions about what a questions about and evidence a speaker makes and follow directions, seek seek help, get a speaker says in speaker says in order to information from a speaker provides to explain how each claim help, or gather information, or clarify order to gather clarify comprehension, speaker, offering support particular is supported by reasons information. something that is not additional information gather additional appropriate detail. points. and evidence. understood. or clarify something information, or deepen and and Collaboration that is not understood. understanding of a

topic or issue.

Evaluating Evaluating Information Comprehension

CC.1.5.PK.D CC.1.5.K.D CC.1.5.1.D CC.1.5.2.D CC.1.5.3.D CC.1.5.4.D CC.1.5.5.D Using simple sentences, Share stories, familiar Describe people, Tell a story or recount Report on a topic or Report on a topic or Report on a topic or share stories, familiar experiences, and places, things, and an experience with text, tell a story, or text, tell a story, or present an opinion,

experiences, and interests, speaking events with relevant appropriate facts and recount an experience recount an experience sequencing ideas Task interests, speaking clearly enough to be details, expressing relevant, descriptive with appropriate facts in an organized logically and using clearly enough to be understood by all ideas and feelings details, speaking and relevant, manner, using appropriate facts and understood by most audiences using clearly. audibly in coherent descriptive details; appropriate facts and relevant, descriptive

audiences. appropriate volume. sentences. speak clearly with relevant, descriptive details to support main adequate volume, details to support ideas or themes; speak appropriate pacing, main ideas or themes; clearly with adequate and clear speak clearly with volume, appropriate pronunciation. adequate volume, pacing, and clear

Purpose, Audience, and Purpose, Audience, and appropriate pacing, pronunciation. and clear Presentation of Knowledge and Ideas Presentation Knowledge and of pronunciation.

March 1, 2014 32 PENNSYLVANIA CORE STANDARDS English Language Arts Grade Pre K–5

CC.1.5.PK.E CC.1.5.K.E CC.1.5.1.E CC.1.5.2.E CC.1.5.3.E CC.1.5.4.E CC.1.5.5.E Using simple sentences, Speak audibly and Produce complete Produce complete Speak in complete Differentiate between Adapt speech to a express thoughts, express thoughts, sentences when sentences when sentences when contexts that require variety of contexts and

feelings, and ideas, feelings, and appropriate to task appropriate to task and appropriate to task formal English versus tasks, using formal and Ideas and speaking clearly ideas clearly. and situation. situation in order to and situation in order informal situations. English when

enough to be provide requested to provide requested appropriate to task and

understood by most detail or clarification. detail or clarification. situation.

audiences.

Context

of Knowledge of

Presentation

CC.1.5.1.F CC.1.5.2.F CC.1.5.3.F CC.1.5.4.F CC.1.5.5.F

Add drawings or other Add drawings or other Create engaging audio Add audio recordings Include multimedia visual displays when visual displays to recordings of stories and visual displays to components and visual

sharing aloud to presentations when or poems that presentations when displays in and and Ideas clarify ideas, thoughts, appropriate to clarify demonstrate fluid appropriate to presentations when and feelings. ideas, thoughts, and reading at an enhance the appropriate to enhance feelings. understandable pace; development of main the development of Intentionally Blank Intentionally Blank add visual displays ideas or themes. main ideas or themes.

Knowledge when appropriate to

Multimedia of of

emphasize or enhance

certain facts or details. Integration

CC.1.5.PK.G CC.1.5.K.G CC.1.5.1.G CC.1.5.2.G CC.1.5.3.G CC.1.5.4.G CC.1.5.5.G

Demonstrate command Demonstrate Demonstrate Demonstrate command Demonstrate Demonstrate Demonstrate command of the conventions of command of the command of the of the conventions of command of the command of the of the conventions of standard English when conventions of conventions of standard English when conventions of conventions of standard English when speaking, based on standard English when standard English when speaking, based on standard English when standard English when speaking, based on prekindergarten level speaking, based on speaking, based on Grade 2 level and speaking, based on speaking, based on Grade 5 level and

Conventions of and content. kindergarten level and Grade 1 level and content. Grade 3 level and Grade 4 level and content. Standard Standard English content. content. content. content.

March 1, 2014 33