Elementary Language Arts - RCAS · Web viewoxymoron A figure of speech in which apparently contradictory terms appear in conjunction (e.g. That shirt is pretty ugly.) paradox An apparent

Rapid City Area Schools

ElementaryLanguage Arts Curriculum

APPROVED BY THE BOARD OF EDUCATIONRAPID CITY AREA SCHOOLS

JUNE 7, 2007

Rapid City Area Schools300 6th Street

Rapid City, South Dakota 57701

Board of EducationMargie Rosario....................................................................................................................PresidentLeah Lutheran........................................................................................................1st Vice PresidentSheryl Kirkeby......................................................................................................2nd Vice PresidentDr. Eric Abrahamson............................................................................................................MemberDouglas Kinniburgh.............................................................................................................MemberArnie Laubach .....................................................................................................................MemberDaphne Richards-Cook........................................................................................................MemberShanda Preble............................................................................Student Representative, Central HSKatie Aurand............................................................................Student Representative, Stevens HSDanielle Calhoun...................................................................Student Representative, RC Academy

AdministrationDr. Peter Wharton....................................................................................Superintendent of SchoolsDr. Patricia Peel.............................................Director of Student Achievement/Staff DevelopmentDr. Jacqueline Higlin.......................................... Language Arts Curriculum Revision CoordinatorMs. Kim Webber...........................................................................................Curriculum Consultant

Community Advisory CommitteeLily Mendoza Deucheneaux.........................................................................Prairie Edge BookstoreLaurel Grove........................................................................................................Rapid City JournalDr. Carol Hess.......................................................................................Black Hills State University

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Dr. Joanna R. Jones...............................................................................Black Hills State UniversityLinda Rogers............................................................................................Rapid City Public Library

Elementary Language Arts Curriculum Committee

Pat Parks (co-chair)Linda Grace (co-chair)Jodie Rufledt (co-chair)Sara WishardChristina AndersenKarla HerdinaMarsha RingHollie HoffmanCarmen HuberTeresa WolfCarol LongdenJoan DavisMelanie KetterlingLaurie HarrisKari JungclausKerry BishopMelanie HurleySheila JensenKaren LatuchiePaula PierceKatie PurcellaMisty RennerDebra RichPatti Weig

Kristin Miller

First GradeLiteracyLiteracyKindergartenFirst GradeFirst GradeFirst GradeSecond GradeThird GradeThird GradeThird GradeFourth GradeFourth GradeFifth GradeFifth GradeLiteracyLiteracyLiteracyLiteracyLiteracyLiteracyLiteracyLiteracyLiteracy

Document Design and Production

Black HawkBlack HawkKnollwoodBlack HawkRobbinsdaleSouth CanyonWilsonCorral DrivePinedaleMeadowbrookWilsonCorral DriveRapid ValleySouth CanyonRapid ValleyCanyon LakeKnollwoodCorral DriveKnollwoodGrandviewCanyon LakeValley ViewGeneral BeadleRapid Valley

Black Hawk

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Contents

Introduction/Overview.…………………………………………………………………………………………………….....…………1

Grades K-6 Standards Charts.…………………………………………………………………………………………………….....…5

Kindergarten Standards..………………………………………………………………………………………………………………16

First Grade Standards.…………………………………………………………………………………………………………………31

Second Grade Standards…………………………………………………………………………………………………….....………48

Third Grade Standards…………………………………………………………………………………………………..…….....……63

Fourth Grade Standards……………………………………………………………………………………………………….....……80

Fifth Grade Standards…..……..……………………………………………………………………………………………….....……97

Glossary of Terms ………………………………………………….…………………………………………………………………116

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INTRODUCTION/OVERVIEW

PHILOSOPHY OF THE LANGUAGE ARTS CURRICULUM

The philosophy underlying this curriculum is founded on the principle that language is central to learning and that language is the facilitator of communication which empowers lifelong learners to construct and convey meaning effectively. A comprehensive balanced language arts program integrates communication skills by blending the reading, writing, speaking, listening, and viewing along with higher order thinking processes. Moreover, the teaching/learning adventure must be reciprocal, participatory, and student-centered.

PURPOSE OF THE RAPID CITY AREA SCHOOLS STANDARDS DOCUMENT

The Rapid City Area Schools’ Language Arts standards provide a listing of core content to be taught and learned. Standards are designed to guide the planning of instruction and to anchor the assessment of learning. The performance descriptors provide specific targets for instruction and learning. Rapid City Area School standards are aligned with the South Dakota Language Arts standards.

All Language Arts standards can be met within the Rapid City Area Schools’ instructional framework of Reading Workshop, Writing Workshop and Word Study. For further information, see the Literacy Notebook or the District Literacy link on the RCAS website.

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FORMAT OF THE STANDARDS DOCUMENT

Standards

To be proficient, students need to meet the standards by the end of each grade level. The standards are first presented across grade levels so that the alignment of standards from grade to grade is immediately apparent. They are then organized by grade level so that a student, parent, classroom teacher, administrator, or local school board member can quickly review what learning is expected at each specific grade level.

This document contains indicators, grade level standards, and performance descriptors. Each has a role in shaping the expected outcomes for South Dakota students.

Indicators represent expected outcomes for students graduating from South Dakota schools. Grade level content standards represent expected outcomes for students completing each grade level. Standards written in

italics represent those unique to the Rapid City Area Schools. They did not originate in the South Dakota State standards. Learning Targets represent pre-requisite skills that students may need to be taught in order to achieve the standards. This is

not a comprehensive list, but merely a representation of some of the skills needed to meet the standards. Examples represent some possible materials, activities, or sub-skills that classroom instructors could use in teaching the

standards.

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ORGANIZATION OF COMPREHENSIVE STANDARDS DOCUMENT

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Language Arts

Reading Writing Listening,Viewing and

SpeakingIndicator 1

Indicator 2

Indicator 3

Indicator 4

Indicator 5

Indicator 1

Indicator 2

Indicator 3

Indicator 1

Standards(Grade Level)



The comprehensive standards document for language arts is divided into three areas of study: reading; writing; and listening, viewing, and speaking. Each area of study is divided into key learning concepts, called indicators. Standards represent expected outcomes for students completing each grade level.

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Performance Descriptors

The Performance Descriptors are organized into proficiency levels. To identify increasing proficiency, the levels are labeled as follows:

AdvancedA student performing at the advanced level exceeds expectations for that grade level. The student is able to perform the content standards for the grade at a high level of difficulty, complexity, or fluency specified by the standards.

ProficientA student performing at the proficient level meets expectations for that grade level. The student is able to perform the content standards for the grade at the level of difficulty, complexity, or fluency specified by the standards.

BasicA student performing at the basic level performs below expectations for that grade level. The student is able to perform some of the content standards for the grade below the level of difficulty, complexity, or fluency specified by the standards.

GLOSSARY OF TERMS

The glossary includes terms used throughout the K-12 language arts program.

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K-6Reading Standards

Indicator 1: Students can recognize and analyze words.Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

K.R.1.1 Students can identify and manipulate phonemes and words in spoken language.

1.R.1.1 Students can decode words using short vowel sounds.

2.R.1.1 Students can decode to read and recognize words.

3.R.1.1 Students can decode using word recognition skills.

4.R.1.1 Students can analyze complex word patterns.

5.R.1.1 Students can construct meaning by using word parts and categories.

6.R.1.1 Students can expand word meanings using word categories and word parts.

K.R.1.2 Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words.

1.R.1.2 Students can read by decoding word parts.

2.R.1.2 Students can read contractions and identify the two words which are combined in text.

4.R.1.2 Students can identify meanings of unfamiliar vocabulary.

5.R.1.2.Students can determine word meaning using prior knowledge and context clues.

6.R.1.2 Students can utilize context to comprehend words with multiple meanings.

K.R.1.3 Students can comprehend and use vocabulary from text read aloud.

1.R.1.3 Students can blend sounds of words to read text.

1.R.1.4 Students can separate two part words orally and in text.1.R.1.5 Students can identify root words and their inflectional forms in text.1.R.1.6 Students can interpret vocabulary when reading independently.1.R.1.7 Students can read high-frequency words in text.

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Indicator 2: Students can comprehend and fluently read text.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.R.2.1 Students can comprehend and respond to text read aloud.

1.R.2.1 Students can comprehend text by applying reading strategies.

2.R.2.1 Students can apply strategies to read and comprehend text.

3.R.2.1 Students can apply comprehension strategies to read and interpret text.

4.R.2.1 Students can construct meaning from text by applying comprehension strategies.

5.R.2.1 Students can integrate comprehension strategies while constructing meaning.

6.R.2.1 Students can identify and use comprehension strategies to construct direct and implied meaning from text.

K.R.2.2 Students can identify all upper-case and lower-case letters and matching sounds with automaticity.

1.R.2.2 Students can utilize comprehension strategies.

2.R.2.2 Students can read aloud fluently to comprehend text.

3.R.2.2 Students can fluently read aloud and silently to comprehend text.

4.R.2.2 Students can develop fluency by utilizing fluency strategies independently.

5.R.2.2 Students can apply fluency strategies to gain meaning from text.

6.R.2.2 Students can read fluently to comprehend grade-level text.

K.R.2.3 Students can red sight words and high-frequency words with automaticity.

1.R.2.3 Students can read fluently with comprehension.

4.R.2.3 Students can utilize fluency strategies to comprehend literature and other materials.

K.R.2.4 Students can begin to demonstrate emergent reading behaviors.

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Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.R.3.1 Students can identify concepts of print in text.

1.R.3.1 Students can identify major literary elements in texts.

2.R.3.1. Students can recognize different genres of literature.

3.R.3.1 Students can identify and describe literary elements and devices in literature.

4.R.3.1 Students can identify organizational and text structures within genres.

5.R.3.1 Students can distinguish literary genres based on characteristics, structures, and patterns.

6.R.3.1 Students can recognize text structures to construct meaning in fiction, nonfiction, drama, and poetry.

K.R.3.2 Students can tell what authors and illustrators do.

1.R.3.2 Students can identify similarities and differences in text written by the same author.

2.R.3.2 Students can identify the literary elements of character, setting, plot, and theme in literature.

3.R.3.2 Students can compare and contrast different genres.

4.R.3.2 Students can identify, explain, and use text features.

5.R.3.2 Students can interpret literary elements of character, setting, plot, theme, point of view, and mood

6.R.3.2 Students can recognize literary elements to create meaning in fiction, nonfiction, drama, and poetry.

K.R.3.3 Students can distinguish fiction from nonfiction.

1.R.3.3 Students can identify the differences between genres including fiction, nonfiction, and poetry.

2.R.3.3 Students can identify rhyme, rhythm, alliteration, and a simple pattern in poetry.

4.R.3.3 Students can determine how word choice affects meaning.

5.R.3.3 Students can identify literary devices within text.

6.R.3.3 Students can recognize literary devices to create meaning in fiction, nonfiction, and poetry.

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Indicator 4: Students can interpret and respond to diverse, multicultural, and time period texts.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.R.4.1 Students can recognize that literature from various cultures shows differences.

1R.4.1 Students compare text from different cultures.

2.R.4.1 Students can compare and contrast different versions of literature from different cultures.

3.R.4.1Students can respond to ideas and attitudes expressed in multicultural and historical texts by making connections.

4.R.4.1 Students can identify and distinguish characteristics of multicultural texts, historical texts, and time period text.

5.R.4.1 Students can examine and compare texts from various cultures, time periods, and geographical locations.

6.R.4.1 Students can compare and contrast text from different time periods, cultures, and historical events.

2.R.4.2 Students can compare and contrast different stories from various time periods.

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Indicator 5: Students can access, analyze, synthesize and evaluate informational texts.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.R.5.1. Students can locate informational text at school.

1.R.5.1 Students can locate and utilize a table of contents.

2.R.5.1 Students can identify and utilize text features to comprehend informational texts.

3.R.5.1 Students can determine and utilize organizational features of text.

4.R.5.1 Students can use organizational features of text.

5.R.5.1 Students can use select information from two or more reference sources to meet a goal.

6.R.5.1 Students can compare and contrast information on one topic from multiple informational texts.

K.R.5.2 Students can alphabetize letters.

1.R.5.2 Students can alphabetize words to the first letter.

2.R.5.2 Students can apply alphabetical order to the second letter when using dictionaries and encyclopedias.

3.R.5.2 Students can choose reference materials to locate information.

4.R.5.2 Students can research a topic by gathering information from at least two sources.

5.R.5.2 Students can identify the author’s purpose in argumentative and persuasive text.

6.R.5.2 Students can evaluate the credibility of informational texts.

3.R.5.3 Students can collect information from two reference materials.

5.R.5.3 Students can choose references to meet the needs of an assigned task.

6.R.5.3 Students can utilize sources to locate information.

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K – 6Writing Standards

Indicator 1: Students can apply the writing process to compose text.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.W.1.1 Students can draw a picture and write a simple sentence about the picture.

1.W.1.1 Students can write and illustrate text to express thoughts and ideas.

2.W.1.1 Students can write short stories, paragraphs and poems of three or more sentences.

3.W.1.1 Students can write statements, questions, commands, and exclamations.

4.W.1.1 Students can express ideas, personal thoughts and observations in response to literature.

5.W.1.1 Students can compose narrative and descriptive texts of one paragraph or more.

6.W.1.1 Students can apply knowledge of standard grammar and usage.

1.W.1.2 Students can include details in pictures and writing.

2.W.1.2 Students can write a friendly letter.

3.W.1.2 Students can identify a topic sentence, supporting details, and a conclusion in a paragraph.

4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections.

5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and observations; and respond to literature through writing.

6.W.1.2 Students can revise writing to improve clarity in narrative and descriptive

1.W.1.3 Students can contribute ideas to group writing.

2.W.1.3 Students can write questions and statements.

3.W.1.3 Students can write a paragraph using supporting details.

4.W.1.3 Students can use writing process strategies to write narrative and descriptive pieces with focus and organization.

6.W.1.3 Students can identify purpose and audience in writing.

2.W.1.4 Students can use the writing process to write narrative and descriptive pieces.

3.W. 1.4 Students can write a friendly letter, thank you notes, and invitations.

4.W.1.4 Students can revise writing to improve clarity of meaning and accuracy of content.

6.W.1.4 Students can summarize information from references to compose text.

3.W.1.5 Students can use writing process strategies to write narrative and descriptive pieces.

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3.W.1.6 Students can revise writing to improve clarity of description and action.

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Indicator 2: Students can apply Standard English conventions in their writing.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.W.2.1 Students ccan write a simple sentence using a capital letter and phonetic spelling.

1.W.2.1 Students can write complete sentences using a capital letter and a period.

2.W.2.1/2.W.2.2Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions in written work.

3.W.2.1/2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing.



6.W.2.1 Students can apply knowledge of standard grammar and usage.

K.W.2.2 Students can write upper- and lower- case letters.

1.W.2.2 Students can correctly spell three- and four-letter words and high-frequency words.

2.W.2.3 Students can spell high-frequency as well as words with phonetic elements.

3.W.2.3 Students can write in manuscript and/or cursive with proper spacing of words and sentences.

6.W.2.2 Students can employ conventions in the writing process.

1.W.2.3 Students can write legibly and space words within a sentence.

2.W.2.4 Students can form letters accurately, space words and sentences correctly.

3.W.2.4 Students can identify and incorporate interjections in the writing process.

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Indicator 3: Students can write across content areas to clarify and enhance understanding of information.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.W.3.1. Students can retell or restate what has been seen or heard.

1.W.3.1 Students can write to retell information and ideas.

2.W.3.1 Students can write in all content areas.

3.W.3.1 Students can gather and organize information and write about simply content area topics.

4.W.3.1 Students can gather, organize, and explain (using main idea and supporting details) in writing what is known about selected content area topics.

5.W.3.1 Students can use different sources, gather and organize information, and summarize in writing what is known about selected content area topics.

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K-6Listening, Viewing and Speaking

Indicator 1: Students can listen, view, and speak to communicate, retrieve, interpret, and evaluate information.

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth GradeK.LVS.1.1 Students can follow simple two-step oral directions.

1.LVS.1.1 Students can repeat and follow three-step oral directions.

2.LVS.1.1Students can repeat and follow four-step oral directions.

3.LVS.1.1 Students can incorporate listening and viewing strategies to identify the content of the presentation..

4.LVS.1.1 Students can identify and explain the purpose of the presentation through listening and viewing.

5.LVS.1.1 Students can identify the purpose and content of a presentation through listening and viewing.

6.LVS.1.1 Students can demonstrate specific strategies for listening and viewing in various situations.

K.LVS.1.2 Students can follow rules of conversation in group situations.

1.LVS.1.2 Students can follow rules of conversation in a group situation.

2.LVS.1.2 Students can follow rules of conversation and respond appropriately.

3.LVS.1.2 Students can recall the content of a visual and auditory presentation.

4.LVS.1.2 Students can record and explain information while listening and viewing.

5.LVS.1.2 Students can explain the purpose and content of the presentation.

6.LVS.1.2 Students can use specific strategies to retrieve information.

K.LVS.1.3 Students can identify different facial expressions, body language, and signals.

1.LVS.1.3 Students can utilize visual organizers which include words for listening and viewing.

2.LVS.1.3 Students can utilize graphic organizers to organize information gained through listening or viewing.

3.LVS.1.3 Students can deliver a presentation incorporating descriptive vocabulary.

4.LVS.1.3/1.4/1.5 Students can express ideas and convey information in an oral presentation.

5.LVS.1.3 Students can select and organize relevant information gathered through listening and viewing.

6.LVS.1.3 Students can describe the effect of images, text, and sound in a variety of sources.

K.LVS.1.4 Students can use patterns and picture organizers to remember everyday information.

1.LVS.1.4 Students can tell stories in sequence with details.

2.LVS.1.4 Students can deliver information on topics using facts and details.

3.LVS.1.4 Students can demonstrate presentation skills.

5.LVS.1.4 Students can deliver a narrative oral presentation.

6.LVS.1.4 Students can recognize that audience and purpose influence format when designing presentations.

K.LVS.1.5 Students can speak in complete sentences to tell about people, places, or things.

1.LVS.1.5 Students can express ideas in complete sentences using correct grammar

2.LVS.1.5 Students can express ideas using content area vocabulary.

6.LVS.1.5 Students can organize presentations according to main ideas and supporting details.

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K.LVS.1.6 Students can contribute to group discussions on a topic.

1.LVS.1.6 Students can answer questions related to the topic.

2.LVS.1.6 Students can ask and respond to questions related to the topic.

6.LVS.1.6 Students can recognize the language and style appropriate to a speaking situation.

K.LVS.1.7 Students can tell about an experience or story in sequence with or without visual aids.

1.LVS.1.7 Students can tell extended personal information.

6.LVS.1.7 Students can identify presentation strategies appropriate to audience and purpose.

K.LVS.1.8 Students can recite short poems, rhymes, songs, and stories with repeated patterns.K.LVS.1.9 Students can identify personal and emergency information.

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KindergartenStandards

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Kindergarten Reading Standards

Indicator 1: Students can recognize and analyze words.

Standards and Learning Targets Performance DescriptorsK.R.1.1 Students can identify and manipulate phonemes and words in spoken language.

Learning targets to meet this standard: Listen to sounds and words and classify as same or different (for example:

rhyming words: cat/hat, etc.; different sounds: hat/mop, etc.) Recognize and count the number of sounds in a syllable, syllables in a word, and

words in a sentence; identify and blend sounds slowly (initial, medial, and final) to produce words through the use of poems, songs, finger-plays, etc.

Substitute phonemes to make new words (for example: hen/men/pen, hip/hit/him, cat/cut/cot, etc.)

Advanced: Students can identify and manipulate phonemes and words in spoken language on a consistent basis.

Proficient: Students can identify and manipulate phonemes and words in spoken language independently.

Basic:Students can identify and manipulate phonemes and words in spoken language with guidance.

(Note: This standard aligns with the Word Study portion of the report card.)

K.R.1.2 Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words.

Learning targets to meet this standard: Read their own names Match all consonant and short vowel sounds to appropriate letters Recognize how changing the first letter of a word changes a word (for example:

making word families; making C-V-C words: using magnetic letters, saying words slowly, writing words, etc.)

Advanced: Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words on a consistent basis.

Proficient: Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words independently.

Basic:Students can match letters and sounds and use them in reading and making three-letter (C-V-C) words with guidance. (Note: This standard aligns with the Word Study portion of the report card.)

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Standards and Learning Targets Performance DescriptorsK.R.1.3 Students can comprehend and use vocabulary from text read aloud.

Learning targets to meet this standard:

Identify and sort pictures and common words into categories Use words to describe location, size, color, and shape Identify environmental print (for example: stop sign, McDonald’s, etc.) Listen to stories read aloud and use the vocabulary from those stories in oral

language

Advanced: Students can comprehend and use vocabulary consistently from text read aloud.

Proficient: Students can comprehend and use vocabulary from text read aloud.

Basic:Students can comprehend and use vocabulary from the story with guidance.

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Standards and Learning Targets Performance DescriptorsK.R.2.1 Students can comprehend and respond to text read aloud.


Make connections between personal experience and information found in text (for example: pictures, illustrations, personal knowledge, etc.)

Make predictions about events in a story before, during, or after reading Retell a familiar story using beginning, middle, and end Answer and ask questions about a text Identify character, setting, and important events after listening to text

Advanced: Students can fully apply comprehension strategies and respond to text read aloud.

Proficient: Students can use some comprehension strategies and respond to text read aloud.

Basic:Students can attempt comprehension strategies and respond randomly when prompted to text read aloud.

(Note: This standard aligns with the Reading Workshop portion of the report card.)

K.R.2.2 Students can identify all upper-case and lower-case letters and matching sounds with automaticity.

Learning targets to meet this standard: Identify upper- and lower-case letters of the alphabet Match consonant and short vowel sounds in letters

Advanced: Students can use letter-sound correspondence to read across words in text.

Proficient: Students can identify all upper-case and lower-case letters and matching sounds with automaticity.

Basic:Students can identify some of the upper-case and lower-case letters and match corresponding sounds.


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Standards and Learning Targets Performance DescriptorsK.R.2.3 Students can read sight words and high-frequency words with automaticity.

Learning targets to meet this standard: Practice reading words using a variety of methods (for example: guided

reading, shared reading, interactive writing)

Advanced: Students can independently read sight words and high-frequency words in a variety of contexts.

Proficient: Students can read sight words and high-frequency words with automaticity.

Basic:Students can identify sight words and high-frequency words with guidance.

K.R.2.4 Students can begin to demonstrate emergent reading behaviors.

Learning targets to meet this standard: Match word by word Recognize high frequency words Retell the story Demonstrate letter sound relationships Begin to read independently Uses picture clues Uses meaning to aid comprehension and decoding

Advanced:Students can demonstrate use of reading strategies and read text independently.

Proficient:Students can begin to demonstrate use of reading strategies and reading text with guidance.

Basic:Students can attempt the use of reading strategies and need much guidance.


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Standards and Learning Targets Performance DescriptorsK.R.3.1 Students can identify concepts of print in text.

Learning targets to meet this standard: Identify the front cover, back cover, and title page of a book Track print from left to right, top to bottom progression on the printed page Turn pages in the correct direction Identify ending punctuation Locate upper-case (capital) letters in print Differentiate letters from words

Advanced: Students can identify and use all of the concepts of print in text.

Proficient: Students can identify most of the concepts of print in text.

Basic:Students can identify some of the concepts of print in text.


K.R.3.2 Students can tell what authors and illustrators do.

Learning targets to meet this standard: Point out author and illustrator when reading Describe what authors and illustrators do Participate in author studies

Advanced: Students can use their knowledge of authors and illustrators to choose text.

Proficient: Students can tell what authors and illustrators do.

Basic:Students can tell what authors and illustrators do with guidance.

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Standards and Learning Targets Performance DescriptorsK.R.3.3 Students can distinguish fiction from nonfiction.

Learning targets to meet this standard: Listen and respond to examples of fiction (for example: nursery rhymes/songs,

folktales, fairytales, plays, and classic/contemporary literature, etc.) Listen and respond to examples of nonfiction Identify whether favorite stories are fiction or nonfiction

Advanced: Students can describe the differences between fiction and nonfiction.

Proficient: Students can distinguish fiction from nonfiction.

Basic:Students can distinguish between real and make believe.


Standards and Learning Targets Performance DescriptorsK.R.4.1 Students can recognize that literature from various cultures shows differences.

Learning targets to meet this standard: Listen and respond to stories, poems, and songs from various cultures Discuss the differences about various cultures

Advanced: Students can compare and contrast other cultures with their own culture.

Proficient: Students can recognize that literature from various cultures shows differences.

Basic:Students can recognize with guidance that literature from various cultures shows differences.

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Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.

Standards and Learning Targets Performance DescriptorsK.R.5.1 Students can locate informational text at school.

Learning targets to meet this standard: Identify print materials that provide information (for example: labels, bulletin

boards, calendar, environmental print, word wall, books, etc.)

Advanced: Students can locate and utilize informational text at school.

Proficient: Students can locate informational text at school.

Basic:Students can locate some informational text at school.

K.R.5.2 Students can alphabetize letters.

Learning targets to meet this standard: Say the alphabet Identify letter order as a helpful organizational tool (for example: word wall,

alphabet strip, index, dictionary, etc.)

Advanced: Students can alphabetize words to the first letter.

Proficient: Students can alphabetize letters.

Basic:Students can alphabetize letters with guidance.

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Kindergarten Writing Standards


Standards and Learning Targets Performance DescriptorsK.W.1.1 Students can draw a picture and write a simple sentence about the picture.

Learning targets to meet this standard: Generate an oral story about personal experiences Use pictures and put letters together to express thoughts (ideas) Use detailed pictures and simple sentences Begin to use elements of the writing process (for example: brainstorming,

drawing, discussion, etc.)

Advanced: Students can express thoughts through detailed pictures and sentences.

Proficient: Students can draw a picture and write a simple sentence about the picture.

Basic:Students can draw pictures and write words or phrases about the picture.

(Note: This standard aligns with the Writing Workshop portion of the report card.)


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Standards and Learning Targets Performance DescriptorsK.W.2.1 Students can write a simple sentence using a capital letter and phonetic spelling.

Learning targets to meet this standard: Write words (for example: said = sed, right = rit, tractor = trktr, etc.) Write phrases Write simple sentences Begin to use spaces between words Use capital letters at the beginning of sentences Write using left to right, top to bottom progression

Advanced: Students can write meaningful sentences using phonetic spelling, spaces, and punctuation.

Proficient: Students can write a simple sentence using a capital letter and phonetic spelling.

Basic:Students can write words or phrases using phonetic spelling with guidance.(Note: This standard aligns with the Writing Workshop portion of the report card.)

K.W.2.2 Students can write the letters that match sounds in words.

Learning targets to meet this standard: Write letters that match sounds Write simple words by saying sounds slowly Write high-frequency words

Advanced: Students can write the letters that match sounds in words with automaticity.

Proficient: Students can write the letters that match sounds in words.

Basic:Students can write the letters that match sounds in words with guidance.

(Note: This standard aligns with the Writing Workshop portion of the report card.)

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Standards and Learning Targets Performance DescriptorsK.W.2.3 Students can write upper- and lower-case letters.

Learning targets to meet this standard: Use correct pencil grip when writing Use correct letter formation to write the letters fluently and legibly (for

example: first and last name, high frequency words, phonetic writing of words, etc.)

Advanced:Students can write upper-case and lower-case letters with automaticity.

Proficient: Students can write upper-case and lower-case letters.

Basic:Students can write most of the upper-case and lower-case letters.

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Standards and Learning Targets Performance DescriptorsK.W.3.1 Students can retell or restate what has been seen or heard.

Learning targets to meet this standard: Represent information from pictures, books, and videos through drawing or

writing Create sentences or word representations to explain events

Advanced: Students can express ideas through drawing and writing by retelling or restating with automaticity.

Proficient:Students can express ideas through drawing and writing by restating independently.

Basic: Students can express ideas through drawing and writing by restating with guidance.

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Kindergarten Listening, Viewing, and Speaking Standards


Standards and Learning Targets Performance DescriptorsK.LVS.1.1 Students can follow simple two-step oral directions.

Learning targets to meet this standard: Follow one-step directions Follow two-step directions

Advanced: Students can follow three-step oral directions.

Proficient: Students can follow simple two-step oral directions.

Basic:Students can follow a one-step oral direction.

K.LVS.1.2 Students can follow rules of conversation in group situations.

Learning targets to meet this standard: Use appropriate listening and talking behaviors (for example: eye contact,

quiet bodies, appropriate talking, etc.)

Advanced: Students can follow rules of conversation in a group situation and listen for a purpose.

Proficient: Students can follow rules of conversation in group situations.

Basic:Students can follow rules of conversation in group situations with guidance.

K.LVS.1.3 Students can identify different facial expressions, body language, and signals.Learning targets to meet this standard:

Identify facial expressions and body language of basic feelings (for example: happiness, sadness, anger, fright, etc.)

Listen to and identify signals used in the school environment (for example: fire alarms, whistle, sign language signals, etc.)

Advanced: Students can respond appropriately to different facial expressions, body language, and signals.

Proficient: Students can identify different facial expressions, body language, and signals.

Basic:Students can tell that there are different facial expressions, body language, and signals.

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Standards and Learning Targets Performance DescriptorsK.LVS.1.4 Students can use patterns and picture organizers to remember everyday information.

Learning targets to meet this standard: Recite alphabet song and poetry Use picture organizers to follow classroom routines (for example: job

boards, helper charts, centers, stations, etc.)

Advanced: Students can use information from patterns and textual organizers.

Proficient: Students can use patterns and picture organizers to remember everyday information.

Basic:Students can use patterns and picture organizers to remember everyday information with guidance.

K.LVS.1.5 Students can speak in complete sentences to tell about people, places, or things.

Learning targets to meet this standard: Use words and phrases Use complete sentences when prompted Use complete sentences independently

Advanced: Students can express their own ideas in complete sentences.

Proficient: Students can speak using complete sentences to describe people, places, or things.

Basic:Students can use words or phrases to describe people, places, or things.

K.LVS.1.6 Students can contribute to group discussions on a topic.

Learning targets to meet this standard: Answers who, what, and where questions Volunteers information Makes predictions and connections

Advanced: Students can formulate questions and express ideas.

Proficient:Students can contribute to a group discussion on a topic.

Basic:Students can listen to a group discussion and answer specific questions.

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Standards and Learning Targets Performance DescriptorsK.LVS.1.7 Students can tell about an experience or story in sequence with or without visual aids.

Learning targets to meet this standard: Participate in show and tell Use appropriate tone and volume Speak to an audience

Advanced: Students can tell a story in sequence with details.

Proficient:Students can tell about an experience or story in sequence with or without visual aids.

Basic:Students can tell an experience or story with prompts.

K.LVS.1.8 Students can recite short poems, rhymes, songs, and stories with repeated patterns.

Learning targets to meet this standard: Participates in cloze activities (for example: Jack and ___ went up the

___., etc.) Repeats phrases Responds chorally

Advanced: Students can recite poems, rhymes, songs, and stories.

Proficient:Students can recite short poems, rhymes, songs, and stories with repeated patterns.

Basic:Students can recite phrases or parts of poems, rhymes, songs, and stories.

K.LVS.1.9 Students can identify personal and emergency information.

Learning targets to meet this standard: Identify first and last name Identify phone numbers Identify emergency contact name Identify 911 or 0 for operator

Advanced: Students can identify extended personal and emergency information.

Proficient:Students can identify personal and emergency information.

Basic:Students can identify personal information.

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First GradeStandards

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First Grade Reading


Standards and Learning Targets Performance Descriptors1.R.1.1 Students can decode words using short vowel sounds.

Learning targets to meet this standard: C-V-C words

Advanced:Students can decode words with short and long vowels within text and in isolation.

Proficient:Students can decode words using short vowel sounds with occasional guidance.

Basic:Students decode words inconsistently and require guidance.

Note: This standard aligns with the Word Study

portion of the report card.

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1.R.1.2 Students can read by decoding word parts.

Learning targets to meet this standard: Use long and short vowels (for example: C-V-C , V-C-E, vowel teams) Identify word families (for example: at, bat, cat) Use consonant digraphs (for example: sh, th, ch, ck, wh) Use initial and final consonant blends (for example: initial br-, cr-, cl-, st-;

final -mp, -nd, -sk, -st) Identify patterns of rhyming words and repeated phrases in various texts

Advanced:

Students can decode word parts in words with

multiple word parts.

Proficient:

Students can read text by decoding word parts.

Basic:

Students use little or no decoding

strategies while reading text.

Note: This standard aligns with the Reading

Workshop and word study portion of the report

card.

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Standards and Learning Targets Performance Descriptors

1.R.1.3 Students can blend sounds of words to read text.


Blend beginning, middle, and ending sounds to form words while reading Use initial and final consonant blends (for example: initial br-, cr-, cl-, st-;

final -mp, -nd, -sk, -st)

Advanced:

Students use more than one fix-up strategy to

solve for unknown words, which is often done in

the head and on the fly.

Proficient:

Students can consistently blend sounds of words

to read text.

Basic:

Students blend sounds but often with guidance.

Note: This standard aligns with

the Word Study portion of the report card.

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1.R.1.4 Students can separate two part words orally and in text.


Use chunking – word segmentation Use compound words – two or more words combined to form a new word Use syllables – a unit of pronunciation with a single vocal sound

Advanced:

Students can separate three part words orally

and in text.

Proficient:

Students can separate a two part word orally

and in text.

Basic:

Students can separate a two part word with

guidance.

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1.R.1.5 Students can identify root words and their inflectional forms in text.


Use –s, -es, -ed, and –ing without changing the root word

Advanced:

Students can consistently read and identify root

words.

Proficient:

Students can identify root words and some of

their inflectional forms in text.

Basic:

Students can correctly read words with

inflectional forms added.

1.R.1.6 Students can interpret vocabulary when reading independently. Advanced:

Students can interpret vocabulary in advanced-

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level text.

Proficient:

Students can interpret vocabulary when reading

independently.

Basic:

Students can interpret vocabulary when text is

read aloud.


the Reading Workshop portion of the report card.

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1.R.1.7 Students can read high-frequency words in text. Advanced:

Students can read story vocabulary and high

frequency words.

Proficient:

Students can read high frequency words in text.

Basic:

Students can read high frequency words with

guidance.



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Indicator 2. Students can comprehend and fluently read text.


1.R.2.1. Students can comprehend text by applying reading strategies.


Uses reading strategies (for example: cross-checking using meaning, structure-“Does it sound right?”, visual cues-“Does it look right?”, Self correct, use picture, skip word and come back to it, context clues-“Does it makes sense?”)

Advanced:

Students can comprehend text and hidden

meanings using both oral and written forms.

Proficient:

Students can comprehend text by applying

reading strategies with occasional guidance.

Basic:

Students can orally comprehend text with

teacher guidance.



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1.R.2.2 Students can utilize comprehension strategies.


Use comprehension strategies with guided instruction (for example: making text to self connections, questioning, visualizing, inferring, determining importance, making predictions)

Advanced:

Students can utilize comprehension strategies to

read and interpret text.

Proficient:

Students can utilize comprehension strategies

with occasional guidance.

Basic:

Students can comprehend and respond to text

with guidance.



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1.R.2.3 Students can read fluently with comprehension.


Read with expression (for example: pace, inflection, emphasis, end punctuation, different print features such as bold or italics)

Recognizes high frequency words quickly and accurately Understands what they read

Advanced:

Student can read smoothly with phrasing and

expression that shows evidence of text

interpretation.

Proficient:

Student can maintain flow of reading at a

moderately fast pace while self correcting

mistakes.

Basic:

Student can read text with inconsistent phrasing

and expression.

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Indicator 3: Students can apply knowledge of text structures, literacy devices, and literary elements to develop interpretations and form responses.


1.R.3.1 Students can identify major literary elements in texts.


Identify setting Identify characters Identify problem/solution

Advanced:

Students can identify and connect to major

literary elements.

Proficient:

Students can identify major literary elements in

text.

Basic:

Students can identify major literary elements

with guidance.

1.R.3.2 Students can identify similarities and differences in text written by the same

author.

Advanced:

Students can explain similarities and differences

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Identifies text structure (repeated phrases, sequencing, rhyming pattern) Identifies literary elements (setting, characters, problem/solution)

in text written by the same author.

Proficient:

Students can identify similarities and

differences in texts written by the same author.

Basic:

Students can identify similarities in text by the

same author.

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1.R.3.3 Students can identify the differences between genres including fiction,

nonfiction, and poetry.

Learning targets to meet this standard: Reads fantasy and reality Reads poetry Reads fiction and non-fiction

Advanced:

Students can identify various types of fiction

(historical, realistic, sci-fi)

or non-fiction (biography, how-to,

autobiography) and poetry.

Proficient:

Students can identify the differences between

genres including fiction, nonfiction, and poetry.

Basic:

Students can identify fiction and nonfiction text.

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Standards and Learning Targets Performance Descriptors1.R.4.1 Students compare text from different cultures.


Compares legends Compares celebrations Compares traditions

Advanced:

Students can explain similarities and differences

between texts from different cultures.

Proficient:

Students can compare text from different

cultures.

Basic:

Students can recognize that literature from

various cultures reflects differences.

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Standards and Learning Targets Performance Descriptors1.R.5.1 Students can locate and utilize a table of contents.

Learning targets to meet this standard: Locate table of contents Observe photos and illustrations, bold and italic print

Advanced:Students can locate and distinguish between a glossary, index, and table of contents.

Proficient:Students can locate and utilize a table of contents.

Basic:Students can locate the table of contents.

1.R.5.2 Students can alphabetize words to the first letter.

Learning targets to meet this standard: Uses alphabetical order in context (for example: index, dictionary, glossary) Alphabetizes words in isolation

Advanced:Students can alphabetize words to the second letter.

Proficient: Students can alphabetize words to the first letter.

Basic:Students can alphabetize letters.

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First Grade Writing


Standards and Learning Targets Performance Descriptors1.W.1.1 Students can write and illustrate text to express thoughts and ideas.


Write and illustrate personal experiences Write and illustrate non-fiction/informational writing Write and illustrate poetry

Advanced:

Students can write and organize a small moment story including a beginning, middle, and an end.

Proficient:

Students can write and illustrate a small moment story with a beginning and an end.

Basic:

Students can draw a picture and write a simple sentence to match it.


the Writing Workshop portion of the report card.

1.W.1.2 Students can include details in pictures and writing. Advanced:

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Extends simple pictures and sentences

Students can include descriptive language when writing a small moment story.

Proficient:

Students can include details in pictures and in small moment stories.

Basic:

Students can illustrate and write a small moment story.



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1.W.1.3 Students can contribute ideas to group writing.


Participate in the writing process through shared and interactive writing (for example: teacher-led brainstorming, webbing, mapping to generate topics)

Advanced:

Students can extend on ideas contributed through shared and interactive writing within their own writing.

Proficient:

Students can contribute ideas to group writing.

Basic:

Students can relate to ideas contributed by others.



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Standards and Learning Targets Performance Descriptors1.W.2.1 Students can write complete sentences using a capital letter and a period. Advanced:

Students can apply a variety of conventions and punctuation in writing.

Proficient:

Students can write complete sentences using a capital letter and a period.

Basic:

Students can attempt to write a simple sentence inconsistently using capital letters and/or periods.


the Writing Workshop portion of the report

card.

1.W.2.2 Students can correctly spell three- and four-letter words and high-frequency words.

Advanced:

Students can apply spelling strategies to spell unfamiliar words.

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Proficient: Students can correctly spell three- and four- letter words and high frequency words.

Basic:

Students can hear and record sounds in words.

Note: This standard aligns with the Writing

Workshop portion of the report card.

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1.W.2.3 Students can write legibly and space words within a sentence.


Use correct pencil grip when writing Use correct letter formation to write the letters fluently and legibly (for

example: letters that are tall, fall, and rest on the line) Use appropriate spaces between letters and words Use appropriate slants

Advanced:

Students can maintain spacing and legibility while writing.

Proficient:

Students can write legibly and space words within a sentence.

Basic:

Students can write lower case and capital letters legibly.


the Life Skills and Work Habits portion of the

report card.


Standards and Learning Targets Performance Descriptors1.W.3.1 Students can write to retell information and ideas. Advanced:

Students can organize and write to retell

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Learning targets to meet this standard: Use writing to understand various topics in science, social studies and

mathematics Use books and other media to gather information to write about life situations

information.

Proficient:Students can write to retell information.

Basic:Students can retell information.

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First Grade Listening, Viewing and Speaking


Standards and Learning Targets Performance Descriptors1.LVS.1.1 Students can repeat and follow three-step oral directions. Advanced:

Students can repeat and follow four or more step oral directions.

Proficient:Students can repeat and follow three-step oral directions.

Basic:Students can repeat and follow two-step oral directions.


the Life Skills and Work Habits portion of the

report card.

1.LVS.1.2 Students can follow rules of conversation in a group situation.

Learning targets to meet this standard: Recognize the importance of focusing on the speaker when listening (for

example: face the speaker, listen carefully and quietly, keep body and hands to yourself)

Use appropriate voice when asking and responding to questions (for example: raise hand before speaking, one person talks at a time)

Advanced:Students can follow the rules of conversation and ask appropriate questions.

Proficient:Students can follow the rules of conversation in a group situation.

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Basic:Students can follow the rules of conversation when speaking to one person.

Note: This standard aligns with the Life Skills

and Work Habits portion of the report card.

Standards and Learning Targets Performance Descriptors1.LVS.1.3 Students can utilize visual organizers which include words for listening and viewing.

Learning targets to meet this standard: Responds appropriately to non-verbal signals (for example: street crossings,

traffic lights, bathroom signs, exit signs) Uses graphic organizers to arrange pertinent information (for example:

calendar, Venn diagrams, word webs)

Advanced:Students can create visual organizers which include words for listening and viewing.

Proficient:Students can utilize visual organizers which include words for listening and viewing.

Basic:Students can use patterns and visual organizers to recall everyday information.


the Life Skills and Work Habits portion of the report card.

1.LVS.1.4 Students can tell stories in sequence with details. Advanced:Students can tell stories using details,

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Learning targets to meet this standard: Tell personal stories Retell literature

voice, and word choice.

Proficient:Students can tell stories in sequence with details.

Basic:Students can tell stories in sequence.

1.LVS.1.5 Students can express ideas in complete sentences using correct grammar.

Advanced:Students can express ideas in complete sentences with details using correct grammar.

Proficient:Students can express ideas in complete sentences using correct grammar.

Basic:Students can express ideas in complete sentences.

Standards and Learning Targets Performance Descriptors1.LVS.6 Students can answer questions related to the topic.

Learning targets to meet this standard: Use five W’s (who, what, where, when, why)

Advanced:Students can ask and answer questions related to the topic.

Proficient:Students can answer questions related to the topic.

Basic:Students can contribute to group

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discussion.

1.LVS.7 Students can tell extended personal information.

Learning targets to meet this standard: Tells first, middle, and last name Tells names of parents/guardians Tells names of siblings Tells birthday Tells home phone number Tells address (street, city, state, zip) 911

Advanced:Students can utilize extended personal information in different contexts.

Proficient:Students can tell extended personal information.

Basic:Students can tell first and last name, phone number, emergency contact name, and 911.

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Second GradeStandards

59

Second Grade Reading


Standards and Learning Targets Performance Descriptors2.R.1.1/1.2 Students can decode to read and recognize words.


Distinguish beginning, middle, and end sounds

Identify long and short vowel sounds

Identify vowel patterns Identify consonant blends (for example: bl, gr, str, sk, sc) Identify diphthongs (for example: oi, oy, au, aw, ow, ou) and digraphs (for

example: ch, sh, th, wh) Identify syllabication- orally the number of syllables in a word Identify compound words Identify common abbreviations (for example: Jan., Mon., Dr., St., Mr. etc.) Identify singular possessives Identify regular inflectional endings, (for example: -s, -es, -ed) Recognize that two words put together form one word (for example: I will –

I’ll, is not-isn’t) Recognize that an apostrophe takes the place of a letter or letters in a contraction

Advanced:Students can automatically decode to read and recognize words, complex contractions and the two words which are combined in above grade level text independently.

Proficient:Students can independently read, recognize words, and contractions and identify the two words that are combined at grade level text.

Basic:Students can decode to read, and recognize words and contractions with guidance.

Note: This standard aligns with the Word Study portion of the report card.

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Standards and Learning Targets Performance Descriptors2.R.2.1 Students can apply strategies to read and comprehend text.

Learning targets to meet this standard. Using comprehension strategies:

o making connections (text-to-self, text-to-text, text-to-world) o visualizingo questioning (literal and critical questions) o determining importanceo inferring o synthesizing

Demonstrate self-monitoring skills (for example: self-correcting, rereading) Finding the main idea Setting a purpose for reading Determining author’s purpose

Advanced:Students can automatically apply strategies to read and comprehend independently.

Proficient:Students can use many strategies independently or with occasional guidance to read and comprehend text.

Basic:Students use a limited number of strategies independently and they attempt the use of unfamiliar strategies with guidance to read and comprehend text.

Note: This standard aligns with the Reading Workshop portion of the report card.

2.R.2.2 Students can read aloud fluently to comprehend text.

Learning targets to meet this standard. Use knowledge of sentence structure and punctuation when reading (for

example: commas and end punctuation) Recognize high-frequency words in text Read fluently including phrasing, expression, word accuracy and pace

Advanced:Students effortlessly read aloud fluently to comprehend and analyze text. Proficient:Student can read aloud fluently with a moderately fast pace, effectively corrects mistakes and appropriate phrasing to comprehend text.

Basic:Students can read aloud text with attempts at appropriate expression, moderately slow pace and occasional uncorrected mistakes.


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Standards and Learning Targets Performance Descriptors2.R.3.1 Students can recognize different genres of literature.

Learning targets to meet this standard. Identify the characteristics of fairytale/folktale (for example: oral tradition,

remote time/place, once upon a time etc.) Recognize the difference between fantasy and realistic fiction Recognize the difference between fiction and nonfiction

Advanced:Students can compare or contrast different genres of literature.

Proficient: Students can recognize different genres of literature.

Basic: Students can recognize characters of fairy tales/ folk tales.

2.R.3.2 Students can identify the literary elements of character, setting, plot, and theme in literature.

Learning targets to meet this standard. Identify the main character/s Identify the setting (time/place) Identify plot (problem) Identify events and details Identify the solution Identify theme

Advanced: Students can compare literary elements in two or more stories.

Proficient: Students can identify the literary elements of character, setting, plot and theme in literature.

Basic: Students can identify character and setting in literature.

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Standards and Learning Targets Performance Descriptors2.R.3.3 Students can identify rhyme, rhythm, alliteration, and a simple pattern in poetry.

Learning targets to meet this standard. Use various forms of poetry (for example: shape poems, couplets, acrostics,

cinquain, haiku)

Advanced: Students can identify rhyme, rhythm, alliteration in various patterns in poetry.

Proficient: Students can identify rhyme, rhythm, alliteration, and a simple pattern in poetry.

Basic: Students can identify rhyme or rhythm in poetry.

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Standards and Learning Targets Performance Descriptors2.R.4.1 Students can compare and contrast different versions of literature from different cultures.

Learning targets to meet this standard. Determine how characters are the same Determine how cultures are different Compare versions of the same story (plot, character, setting) Contrast versions of the same story (plot, character, setting)

Advanced: Students can determine more than one way the story is the same and/or different.

Proficient: Students can compare and contrast different stories from various cultures.

Basic: Students can compare different stories from various cultures.

2.R.4.2 Students can compare and contrast different stories from various time periods.

Learning targets to meet this standard. Determine how characters are the same Determine how cultures are different Compare versions of the same story (plot, character, setting) Contrast versions of the same story (plot, character, setting)

Advanced: Students can analyze stories from various time periods are the same and different.

Proficient: Students can compare and contrast different from various time periods.

Basic: Students can compare different stories from various time periods.

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Standards and Learning Targets Performance Descriptors2.R.5.1 Students can identify and utilize text features to comprehend informational texts.

Learning targets to meet this standard. Locate five parts of a book (title page, index, table of contents, body of the book,

and glossary) Identify and use text features: bold/italics, headings, captions, bullets, labels, maps,

and graphic aids (for example: charts, tables, timelines)

Advanced: Students are self-motivated and can automatically use text features to comprehend information in unfamiliar texts consistently and independently.

Proficient: Students can independently use text features to comprehend information consistently..Basic: Students can use text features with guidance to comprehend information.

2.R.5.2 Students can apply alphabetical order to the second letter when using dictionaries and encyclopedias.

Learning targets to meet this standard. Use guide words to locate information

Advanced: Students can apply alphabetical order to the third letter when using dictionaries and encyclopedias.

Proficient: Students can apply alphabetical order to the second letter when using dictionaries and encyclopedias.

Basic: Students can apply alphabetical order to the first letter when using dictionaries and encyclopedias.

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Second Grade Writing Indicator 1: Students can apply the writing process to compose text.

Standards and Learning Targets Performance Descriptors2.W.1.1 Students can write short stories, paragraphs and poems of three or more sentences.

Learning targets to meet this standard: Recognize and write complete sentences about the main idea Write supporting detail sentences Write a conclusion Write sentences in a logical sequence (for example: beginning-middle-end, topic

sentence/main idea-supporting details-conclusion) Write to entertain or explain Identify and write a good lead for a paragraph

Advanced: Students can independently generate various forms of writing that are organized.

Proficient: Students can generate various forms of writing.

Basic: Students can write three sentences that may be related.

2.W.1.2 Students can write a friendly letter.

Learning targets to meet this standard: Recognize parts of a letter (date, greeting, body, closing, signature) Write a letter using these parts of a friendly letter Use commas in the greeting and closing

Advanced: Students can write a two or more paragraph letter independently.

Proficient: Students can write a friendly letter.

Basic: Students can write a friendly letter with guidance.

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Standards and Learning Targets Performance Descriptors2.W.1.3 Students can write questions and statements.

Learning targets to meet this standard: Recognize and write a question Recognize and write a statement

Advanced: Students can write appropriate questions and statements independently.

Proficient: Students can write appropriate questions and statements.

Basic: Students can write an appropriate question or statement with guidance.

2.W.1.4 Students can use the writing process to write narrative and descriptive pieces.

Learning targets to meet this standard: Use the writing process (prewriting, drafting, revising, editing, publishing) to create

stories, personal narratives, descriptive pieces, response journals and informational pieces for various audiences

Use strategies to organize ideas in prewriting and drafting (for example: brainstorming, graphic organizers, clear beginning, middle, and end)

Use the writing process to respond to a writing prompt Use words that “Show, Don’t Tell” (words that create a picture in the reader’s mind)

to improve word choice Conference with others to revise and edit writing Use technology tools to assist in publishing writing Examine literary works that model effective writing

Advanced: Students can independently reread to improve the writing.

Proficient: Students can with some guidance reread to improve the writing.

Basic: Students can apply the writing process when prompted by the teacher.


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Standards and Learning Targets Performance Descriptors2.W.2.1/2.W.2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions in written work.


Use periods and question marks at the end of sentences Correctly use complete sentences Use spelling strategies in writing Use commas in the greeting and closing of a friendly letter Capitalize proper names, days of the week, months of the year

Advanced: Students can automatically use correct punctuation and capitalization in their writing independently.

Proficient: Students can use correct punctuation and capitalization in their writing with occasional guidance.

Basic: Students can use correct punctuation and capitalization with guidance.

2.W.2.3 Students can spell high-frequency as well as words with phonetic elements.

Learning targets to meet this standard: Phonetic elements:

Short vowels Long vowels R-controlled Consonant Blends Apply a known word to spell an unknown word (for example: make/lake) Use knowledge of regular spelling patterns (for example: CVC, CVCE, CVVC)

Advanced: Students can automatically spell with phonetic elements and high frequency words independently.

Proficient: Students can spell with phonetic elements and high frequency words with occasional guidance.

Basic: Students can spell words with phonetic elements and high frequency words with guidance.

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Standards and Learning Targets Performance Descriptors2.W.2.4 Students can form letters accurately, space words and sentences correctly.

Learning targets to meet this standard: Form letters correctly Space words correctly in a sentence Space sentences in writing correctly

Advanced: Students can automatically form letters correctly, space words and sentences in a story independently.

Proficient: Students can form letters correctly, space words and sentences correctly with occasional guidance.

Basic: Students can form letters correctly.

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Indicator 3: Students are able to write across content areas to clarify and enhance understanding of information.

Standards and Learning Targets Performance Descriptors2.W.3.1 Students can write in all content areas.


Condense, combine, and order information in written work Summarize what they have learned about a specific topic (for example: field

trips, books, movies, discussions) Use information from various texts to support conclusions

Advanced: Students can write to summarize and explain key concepts in various subject of learning experiences.

Proficient: Students can write to explain key concepts in various subject areas.

Basic: Students can begin to write in various subject areas.

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Second Grade Listening, Viewing, and Speaking


Standards and Learning Targets Performance Descriptors2.LVS.1.1 Students can repeat and follow four-step oral directions Advanced:

Students can repeat and follow complex four-step oral directions.

Proficient: Students can repeat and follow simple four-step oral directions.

Basic: Students can repeat and follow simple three-step oral directions.

2.LVS.1.2 Students can follow rules of conversation and respond appropriately.


Listen to a partner and question and comment Retell speakers message

Advanced: Students can state, follow, and respond to the rules of conversation without reminders.

Proficient: Students can follow the rules of conversation and respond appropriately.

Basic: Students can follow the rules of conversation but are unable to respond appropriately.

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Standards and Learning Targets Performance Descriptors2.LVS.1.3 Students can utilize graphic organizers to organize information gained through listening or viewing.


Use Venn diagram, story map, calendar, charts, tables, KWL

Advanced: Students can create and use their own graphic organizer to organize information through listening or viewing.

Proficient: Students can use graphic organizers to organize information through listening or viewing.

Basic: Students can use graphic organizers with teacher/peer guidance.

2.LVS.1.4 Students can deliver information on topics using facts and details. Learning targets to meet this standard:

Determine facts vs. opinions Determine main idea vs. details Understand good delivery: speaking loudly, looking at audience, standing still,

and articulating clearly

Advanced: Students can deliver information on various topics.

Proficient: Students can deliver information on topics using facts and details.

Basic: Students can deliver information on topics using facts and details with guidance.

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Standards and Learning Targets Performance Descriptors2.LVS.1.5 Students can express ideas using content area vocabulary.


Vocabulary from content Non-verbal (lists)-break apart and be specific Recognize that body language conveys meaning; hands on hips, crossed arms,

finger pointing, eye rolling Recognize that they can convey meaning without words (for example: facial

expression, angry, sad, happy, surprised, excited)

Advanced: Students can express ideas using content area vocabulary beyond those in the grade level subjects.

Proficient: Students can express ideas using content area vocabulary.

Basic: Students can express ideas using content vocabulary with guidance.

2.LVS.1.6 Students can ask and respond to questions related to the topic.


Ask questions that pertain to the topic Answer questions that pertain to the topic

Advanced: Students can ask and respond to questions related to the topic above grade level.

Proficient: Students can ask and respond to questions to the topic.

Basic: Students can ask and respond to questions to the topic with guidance.

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Third Grade Standards

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Third Grade Reading


Standards and Learning Targets Performance Descriptors3.R.1.1 Students can decode using word recognition skills.

Learning targets to meet this standard: Use two & three letter blends ie: consonant clusters (for example: bl, tr, st, spl,

str, squ, etc.) Use digraphs (for example: ch, sh, th, kn, ph, wr, etc.) Identify and write vowel combinations, (for example: oa, ai, ee, ie, etc.),

diphthongs (for example: oy, oi, ow, ou, etc.) and r-controlled vowel patterns (for example: ar, er, ir, or, ur)

Divide words into syllables using VCV and VCCV patterns Use prefixes (for example: un, dis, pre, re, etc.) and suffixes (for example: er,

est, ful, ly) Use plurals (for example: s, es, change y to i and add es) Use irregular plurals (for example: child-children, ox- oxen, etc.) Identify contractions associated with: am, had, have, is, not, will, and would Recognize and create compound words Recognize high-frequency sight words Use abbreviations for the days, months, and titles

Advanced:Students can consistently and independently apply multiple word solving strategies using sound, pattern, and meaning.

Proficient:Students can independently, or with occasional guidance, use word recognition skills.

Basic:Students can, with guidance, use some word solving strategies. When students read independently, their attempts at word solving interrupts reading.

Note: This standard aligns with the Word Study and reading workshop portions of the report card.

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Standards and Learning Targets Performance Descriptors3.R.2.1 Students can apply comprehension strategies to read and interpret text. Learning targets to meet this standard:

Adjust thinking before, during, and after reading using summary, table of contents, cover and title, chapter headings, illustrations, and story details (predicting and inferring)

Use prior knowledge to make connections from text-to-self, text-to-text, text-to-world (connecting)

Use who, what, when, where, why to question the text (questioning) Create a mental picture to understand the text (visualizing) Determine what’s important in a given text (determining importance) Summarize main ideas with evidence from the text (summarizing) Use clues from the text with background knowledge to make inferences

(inferring) Sequence the main events of a story (retelling) Use text marking in organizing strategies to identify essential ideas (for

example: sticky notes, highlighting, guided note-taking, webbing, etc.)

Advanced:Students are self-motivated and consistently and independently apply comprehension strategies to read and interpret above grade level texts.

Proficient:Students can consistently apply comprehension strategies to read and interpret grade level texts.

Basic:Students can apply some comprehension strategies independently or with teacher guidance to read and interpret near grade level texts.


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Standards and Learning Targets Performance Descriptors3.R.2.2 Students can fluently read aloud and silently to comprehend text.

Learning targets to meet this standard: Read smoothly and attend to punctuation Use phrasing and expression (for example: inflection) Read at an appropriate pace

Advanced:Students read smoothly, expressively, in a well-phrased manner, and with a consistent pace when reading independently.

Proficient: Students can consistently read silently and orally with appropriate phrasing, at a moderate pace.

Basic:Students can read with occasional phrasing at a moderately slow pace, with guidance.


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Standards and Learning Targets Performance Descriptors3.R.3.1 Students can identify and describe literary elements and devices in literature.

Learning targets to meet this standard: Compare and contrast characters, setting, problem, events, and solution within

multiple texts Compare patterns in poetry Identify alliterations in texts and locate descriptive words and phrases

Advanced:Students independently describe, compare and contrast, and use literary elements and devices to expand meaning.

Proficient:Students can identify and describe literary elements and devices in literature.

Basic:Students can identify literary elements, character, setting, and problem.


3.R.3.2 Students can compare and contrast different genres.

Learning targets to meet this standard: Compare and contrast fiction and nonfiction text Read a poem for meaning Identify the lesson in a fable Recognize a folktale Recognize a biography as a text written about someone’s life

Advanced:Students compare and contrast different genres independently.

Proficient:Students can list characteristics of different genres consistently.

Basic:Students can recognize some genres of literature with guidance.


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Standards and Learning Targets Performance Descriptors3.R.4.1 Students can respond to ideas and attitudes expressed in multicultural and historical texts by making connections.

Learning targets to meet this standard: Make connections to traditions and experiences Identify the cultural background of a text Identify the geographical location of a story Identify historical texts (fiction/nonfiction) Identify the facts in historical texts (fiction/nonfiction)

Advanced:Students interpret and respond to ideas and attitudes expressed in multicultural and historical texts by making connections independently.

Proficient:Students can respond to ideas and attitudes expressed in multicultural and historical texts by making connections consistently.

Basic:Students can determine similarities and differences between various cultures in text with guidance.Note: This standard aligns with the Reading Workshop portion of the report card.

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Standards and Learning Targets Performance Descriptors3.R.5.1 Students can determine and utilize organizational features of text.

Learning targets to meet this standard: Identify the purpose of the text organizational features Use the text organizational features

Advanced:Students independently utilize the organizational features of informational text with purpose.

Proficient:Students can consistently identify and utilize organizational features of informational texts.

Basic:Students can identify text organizational features with guidance.


3.R.5.2 Students can choose reference materials to locate information.

Learning targets to meet this standard: Use guide words in a reference text to locate a word Alphabetize words up to the third letter Choose the correct meaning to define a word Locate text features of informational text (for example: table of contents,

headings, bold print, italics, index, key words, charts, tables, graphs, diagrams, etc.)

Locate the text features of a dictionary and other reference materials (for example: atlas, web sites, maps, encyclopedia, etc.)

Advanced:Students independently choose reference materials and present the information.

Proficient:Students can consistently choose reference materials to locate information.

Basic:Students can choose reference materials, with guidance, to locate information.


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Standards and Learning Targets Performance Descriptors3.R.5.3 Students can collect information from two reference materials.


Use features of books to locate information (i.e., text organizational features) Locate information from various sources Use graphic organizers, sticky notes, highlighters and guided note taking Discuss and identify essential ideas (i.e., determining importance)

Advanced:Students independently collect and organize information from two sources for study and research purposes.

Proficient:Students can consistently collect information from two sources.

Basic:Students can, with guidance, collect information from two sources.


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Third Grade Writing


Standards and Learning Targets Performance Descriptors3.W.1.1 Students can write statements, questions, commands, and exclamations.

Learning targets to meet this standard: Distinguish between statements, questions, commands, and exclamations Write statements, questions, commands, and exclamations with correct punctuation Recognize sentence fragments Recognize run-on sentences Recognize incomplete and complete sentences

Advanced:Students independently incorporate questions, commands, statements, and exclamations in a paragraph.

Proficient:Students can consistently write questions, commands, statements, and exclamations.

Basic:Students can write a statement and a question.

Note: This standard aligns with the Writing Workshop portion of the report card.

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Standards and Learning Targets Performance Descriptors3.W.1.2 Students can identify a topic sentence, supporting details, and a conclusion

in a paragraph.

Learning targets to meet this standard: Choose the topic sentence in a paragraph Recognize supporting details in a paragraph Locate the concluding sentence in a paragraph

Advanced:Students independently compose a paragraph with a topic sentence, supporting details, and a conclusion.

Proficient:Students can consistently identify a topic sentence, supporting details, and a conclusion in a paragraph.

Basic:Students can locate a topic sentence, supporting details, or a conclusion in a paragraph with guidance.


3.W.1.3 Students can write a paragraph using supporting details.

Learning targets to meet this standard: Use the writing process Use graphic organizers to organize information (for example: webbing, note-

taking, Venn Diagram, lists) Indent the first line of a paragraph Identify and write a topic sentence Identify and write a good lead for a paragraph Write three supporting details Identify and write a concluding sentence Write to entertain or explain Use chronological order to develop beginning, middle, and end to a paragraph Use words that “Show, Don’t Tell” (i.e., words that create a picture in the reader’s

mind) to improve word choice

Advanced:Students independently write a topic sentence, supporting details, and a conclusion in a paragraph.

Proficient:Students can consistently write a paragraph using supporting details.

Basic:Students can write sentences about a topic with guidance.


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Standards and Learning Targets Performance Descriptors3.W.1.4 Students can write a friendly letter, thank you notes, and invitations.

Learning targets to meet this standard: Recognize the heading, greeting, body, closing, and signature of a friendly letter Write a letter using the five parts of a friendly letter Write thank you notes Write invitations

Advanced:Students independently write friendly letter, thank you notes, and invitations.

Proficient:Students can consistently write friendly letters, thank you notes, and invitations.

Basic:Students can write friendly letters, thank you notes, or invitations, with guidance.


3.W.1.5 Students can use writing process strategies to write narrative and descriptive pieces.

Learning targets to meet this standard: Use the writing process to produce narrative and descriptive pieces with a focused

topic and appropriate detail (for example: poetry, simple directions, response journals, short and/or personal stories, on-demand prompt writing)

Use strategies to organize ideas in prewriting and drafting (for example: brainstorming, webbing, listing, clear beginning, middle, and end)

Advanced:Students independently develop several ideas, organize, plan, and write an engaging piece. Proficient:Students can consistently develop several ideas into an organized piece with some teacher support.

Basic:Students can, with increased teacher support, write with general ideas and limited details.


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Standards and Learning Targets Performance Descriptors3.W.1.6 Students can revise writing to improve clarity of description and action.

Learning targets to meet this standard: Use specific words to elaborate detail (ideas) Improve sequencing and organization (organization) Replace general words with more specific words (word choice) Conference with others to revise (i.e., improve quality) and edit (i.e., conventions) Use technology tools to assist in publishing writing (presentation) Examine literary works that model effective writing (i.e., mentor texts)

Advanced:Students independently use multiple revision strategies to clarify and enhance their writing.

Proficient:Students can consistently revise to improve the clarity of their writing with occasional teacher support.

Basic:Students can revise with direct teacher support.


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Standards and Learning Targets Performance Descriptors3.W.2.1/2.2 Students can apply grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing.

Learning targets to meet this standard: Use punctuation and capitalization to clarify meaning (for example: end marks,

commas in a series, commas between city and state, commas between day and year, apostrophes in singular possessives and contractions, quotation marks in simple dialogue, proper nouns such as geographical names, holidays, titles of people and simple titles, etc.)

Correctly use complete sentences, parts of speech, and simple principles of subject/verb agreement in writing (for example: singular and regular plural nouns, action verbs, correct verb tense, etc.)

Use spelling strategies in drafting and editing (for example: knowledge of words, sounds, spelling patterns and word parts such as prefixes, suffixes, root words, compound words, etc.)

Use resources (dictionary, spell check, word walls and lists, personal dictionaries, peers)

Edit final copies for mechanics, spelling, and appearance (for example: legible handwriting and/or keyboarding, etc.)

Advanced:Students independently write with very few errors and consistently apply standard writing conventions.

Proficient:Students can, with occasional teacher guidance, consistently apply grade appropriate conventions with minor errors.

Basic:Students can, with increased teacher support, apply some writing conventions. (Errors may detract from overall readability.)


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Standards and Learning Targets Performance Descriptors3.W.2.3 Students can write in manuscript and/or cursive with proper spacing of words and sentences.

Learning targets to meet this standard: Correct letter formation (i.e, size and shape) Correct slant in cursive writing Spacing between letters and words in a sentence

Advanced:Students write a paragraph in cursive with fluid motion. Proficient:Students can write in manuscript and/or cursive properly, spacing words and sentences.

Basic:Students can write in manuscript with proper spacing.

3.W.2.4 Students can identify and incorporate interjections in the writing process.

Learning targets to meet this standard: Use interjections in the writing process (for example: exclamations or descriptive

phrases)

Advanced:Students use the writing process, independently write and revise a paragraph with multiple interjections.

Proficient:Students can consistently identify and incorporate interjections in written work.

Basic:Students can identify interjections in written work.


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Standards and Learning Targets Performance Descriptors3.W.3.1 Students can gather and organize information and write about simple content area topics.

Learning Targets: Use information gathered from interviews, reference books, magazines, and

textbooks Use organizational strategies in planning (for example: webbing, listing) Use a main idea and supporting details to explain what is known about a selected

topic (for example: explain mathematical and scientific processes and thinking) Organize details into paragraphs (i.e., topic sentence, supporting details,

conclusion)

Advanced:

Students automatically and consistently use multiple sources to explain a topic in writing.

Proficient:

Students can, with occasional guidance, use different sources, gather, organize, and explain a topic in writing.

Basic: Students can, with guidance, choose a source to use in gathering and organizing information to summarize a topic in writing.


88

Third Grade Listening, Viewing, and Speaking


Standards and Learning Targets Performance Descriptors3.LVS.1.1 Students can incorporate listening and viewing strategies to identify the content of the presentation.

Learning targets to meet this standard: Keep eyes on speaker, body still, and mouth silent Connect and relate their experiences and ideas to those of the speaker Follow multi-step directions independently Actively participate in group discussion

Advanced:Students listen and view the presentation to identify purpose and content.

Proficient:Students can consistently listen and view to identify the content of the presentation.

Basic:Students can listen and identify the main idea of a presentation.

3.LVS.1.2 Students can recall the content of a visual and auditory presentation.

Learning targets to meet this standard: Recall main idea and supporting details of the presentation Keep eyes on speaker, body still, and mouth silent Determine if the information has a positive or negative influence Recognize information presented as fact or opinion

Advanced:Students explain with detail the content of a visual and auditory presentation.

Proficient:Students can recall the content of a visual and auditory presentation.

Basic:Students can recall the main idea of a visual and auditory presentation.

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Standards and Learning Targets Performance Descriptors3.LVS.1.3 Students can deliver a presentation incorporating descriptive vocabulary in presentations.

Learning targets to meet this standard: Make brief descriptive presentations that use concrete details to describe people,

places, things, or experiences Present brief oral reports/stories that have a beginning, middle, and end State supporting details about the topic Organize ideas chronologically or around major points in information. Use presentation skills (for example: stand still, look at audience, articulate

loud and clear, use gestures or visual aids, etc.) Express knowledge, ideas, and requests clearly using appropriate vocabulary and

sentence structure

Advanced:Students consistently incorporate extended vocabulary into a formal presentation.

Proficient:Students can incorporate descriptive vocabulary in presentations.

Basic:Students can present minimal information on a topic using facts and details.

3.LVS.1.4 Students can demonstrate presentation skills.

Learning targets to meet this standard: Speak clearly using appropriate pronunciation, rate, and diction Speak expressively using the appropriate volume and inflection Create visual aids to use in oral presentations (for example: pictures, maps,

charts, graphs, props) Plan and present dramatic interpretations experiences, stories, poems, or

plays Identify how nonverbal cues convey meaning

Advanced:Students incorporate presentation strategies in presentations using multiple visual tools.

Proficient:Students can demonstrate strategies in presentations.

Basic:Students can deliver presentations with guidance.

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Fourth GradeStandards

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Fourth Grade Reading


Standards and Learning Targets Performance Descriptors4.R.1.1 Students can analyze complex word patterns.

Learning targets to meet this standard: Determine word meanings by applying knowledge of root words, prefixes (for

example: in, ir, il, non, over, mis, etc.) and suffixes (for example: ment, less, tion/sion, etc.)

Distinguish between possessives and contractions Divide two and three syllable words using VCCV pattern to determine correct

syllable divisions; identify stressed and unstressed patterns Combine two appropriate words to form contractions; separate all contractions Use plurals changing “f” to “ves” (for example: wolf to wolves)

Advanced: Students are self-motivated to automatically and consistently analyze and classify complex word patterns independently.

Proficient: Students can most of the time and with occasional guidance analyze complex word patterns.

Basic: Students can, with guidance, identify complex word patterns. Word analysis is evident and does interrupt reading.


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Standards and Learning Targets Performance Descriptors4.R.1.2 Students can identify meanings of unfamiliar vocabulary.

Learning targets to meet this standard: Infer word meanings from background knowledge Infer word meanings from learned roots, prefixes, suffixes Infer specific word meanings in the context of reading passages Identify and correctly use antonyms, synonyms, homophones, and homographs Use a grade-appropriate dictionary (independently) to define unknown words Use a thesaurus to find related words and ideas Distinguish and interpret words with multiple meanings by using context clues

(the meaning of the text around a word)

Advanced: Students automatically and consistently construct meanings of unfamiliar vocabulary using context and prior knowledge.

Proficient:Students, most of the time and with occasional guidance will identify and/or infer meanings of unfamiliar vocabulary.

Basic: Students can, with guidance, identify meaning unfamiliar vocabulary. Strategies will vary according to the text and level of support.


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Standards and Learning Targets Performance Descriptors4.R.2.1 Students can construct meaning from text by applying comprehension strategies.

Learning targets to meet this standard: Use prior knowledge or context clues to interpret difficult text Use comprehension strategies (i.e., making connections, questioning,

visualizing, inferring, and determining importance of content ideas) Summarize the main message after reading the selection Make predictions about text Determine key ideas and supporting details and record them in a graphic

organizer Monitor for meaning (i.e., self-assessment of text)

Advanced: Students can construct meaning from text by flexibly using comprehension strategies independently and can support why they used a specific strategy.

Proficient: Students, most of the time and with occasional guidance can construct meaning from text by consistently applying comprehension strategies.

Basic: Students can, with guidance, construct meaning from text using comprehension strategies. Strategies will vary according to the text and level of support.


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Standards and Learning Targets Performance Descriptors4.R.2.2 Students can develop fluency by utilizing fluency strategies independently.

Learning targets to meet this standard: Utilize rate and accuracy while orally reading literature and other materials Utilize phrasing and expression to verbalize author’s style, meaning, and text

features

Advanced: Students automatically and consistently read fluently by flexibly using multiple strategies independently.

Proficient: Students use fluency strategies consistently.

Basic: Students can apply fluency strategies with increasing success.


4.R.2.3 Students can utilize fluency strategies to comprehend literature and other materials.

Learning targets to meet this standard: Combine fluency strategies (for example: skimming, scanning, predicting,

contextual clues, rereading, cross-checking, repeated reading, self-monitoring, etc.) and comprehension strategies to give meaning to written materials

Fluency pace varies with different types of text (i.e., informational differs from fiction literature)

Advanced:Students automatically and consistently comprehend literature and other materials using multiple strategies independently.

Proficient: Students, most of the time and, with occasional guidance, can utilize fluency strategies to comprehend literature and other materials.

Basic: Students can, with guidance, utilize fluency strategies to comprehend literature and other material.


95


Standards and Learning Targets Performance Descriptors4.R.3.1 Students can identify organizational and text structures within genres.

Learning targets to meet this standard: Identify and explain text structures in nonfiction (for example: description,

cause and effect, comparison, chronology, etc.) Identify and explain text structures in informational text (for example:

description, sequence, cause and effect, problem and solution, comparison and contrast)

Identify and explain text structures in fiction (plot--sequence of events, conflict, solution, resolution, theme)

Identify and explain text structures in poetry (for example: verse, stanza, etc.)

Advanced: Students automatically and consistently distinguish literary genres based on characteristics, structures, and patterns independently.

Proficient: Students, most of the time, and, with occasional guidance, can identify organizational and text structures within genres.

Basic: Students can, with guidance, identify genres.


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Standards and Learning Targets Performance Descriptors4.R.3.2 Students can identify, explain, and use text features.

Learning targets to meet this standard: Identify and explain text features in fiction (for example: table of contents,

chapter headings, title page, illustrations, bold and italic print, glossary, captions, etc.)

Identify and explain text features in nonfiction (for example: table of contents, glossary, index, titles, subheadings, bold and italic print, captions, sidebars, photos and illustrations, charts, maps, and tables, etc.)

Identify and explain text features in informational text (for example: table of contents, glossary, index, titles, subheadings, bold and italic print, captions, sidebars, photos and illustrations, charts, maps, and tables, etc.)

Identify and explain text features in poetry (for example: rhythm, rhyme, line length, word choice, repetition, sensory words)

Advanced: Students automatically and consistently use text features in all genres.

Proficient: Students, most of the time and with occasional guidance can identify, explain and use text features.

Basic: Students can, with guidance, identify text features.


4.R.3.3 Students can determine how word choice affects meaning.

Learning targets to meet this standard: Examine and determine diction (i.e., slang, dialect) word choice and

author’s craft [dialogue, exaggeration, figurative language (for example: symbolism, simile and metaphor, imagery, alliteration, onomatopoeia), use of exposition, action, or dialogue to introduce characters, choice of different forms of poetry to accomplish different purposes]

Advanced: Students can describe and analyze word choice in different texts.

Proficient: Students can describe how word choice affects meaning.

Basic: Students can identify some of the variations of word choice in text.


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Indicator 4: Students can interpret and respond to diverse, multicultural, and time period text.

Standards and Learning Targets Performance Descriptors4.R.4.1 Students can identify and distinguish characteristics of multicultural texts, historical texts, and time period texts.

Learning targets to meet this standard: Differentiate between fact and fiction Make connections between multicultural, historical, and time period texts, also

identifying both fact and fiction

Advanced: Students can describe and analyze multicultural, historical and time period texts.

Proficient: Students can distinguish similarities and differences in multicultural, historical, and time period texts.

Basic: Students can identify multicultural, historical or time period texts, with assistance.


98


Standards and Learning Targets Performance Descriptors4.R.5.1 Students can use organizational features of text.

Learning targets to meet this standard: Recompose headings into questions Make predictions about a story by previewing the table of contents, chapter

headings, title page, and illustrations Use parts of books to locate information (for example: table of contents, index,

glossary, etc.) Use text-marking strategies to identify essential ideas (for example: sticky

notes, highlighting, etc.) Learn and use a form of note taking that is personally effective (for example:

webs, lists, computer applications, etc.) Use embedded text (for example: topic sentences, key words, diagrams,

illustrations, charts, maps, tables, graphs, diagrams, etc.) to enhance meaning Compare information about one topic found in different selections or texts Locate information from multiple sources for reference purposes (for example:

almanac, atlas, websites, maps, CD-ROM, encyclopedias, magazines, etc.)

Advanced: Students automatically and consistently use and explain organizational features of text.

Proficient: Students, most of the time and with occasional guidance can use organizational features of text.

Basic: Students can identify organizational features of text.


99

Standards and Learning Targets Performance Descriptors4.R.5.2 Students can research a topic by gathering information from at least two sources.

Learning targets to meet this standard: Read critically to identify content features (for example: author’s perspective or

position, topics or central ideas, supporting ideas and evidence, contrasting viewpoints and perspectives, presentation of the argument (i.e., issue definition, issue choice, stance, relevance)

Use the following types of texts (for example: journal, speech, persuasive essays, informational trade book

Advanced: Students can independently locate and determine the importance of information for use in study and research.

Proficient: Students can most of the time and with some guidance gather and organize information for study and research purposes.

Basic: Students can gather and organize information, with assistance.


100

Fourth Grade Writing


Standards and Learning Targets Performance Descriptors4.W.1.1 Students can express ideas, personal thoughts, and observations in response to literature.


Include ideas, observations, or memories of an event or experience Provide a context to allow the reader to imagine the world of the even or

experience Use sensory details Support judgments through references to both the text and prior

knowledge Ask a central question about an issue and situation Use details to support the facts on the topic Use a source of information, including books, newspapers, media sources,

and online information Write summaries that contain the main ideas of the reading selection and

the most significant details Use varied word choices to make writing interesting

Advanced:

Students automatically and consistently can reflect and give opinions on personal thoughts and observations in response to literature.

Proficient: Students, most of the time and with occasional guidance can express ideas, personal thoughts, and observations in response to literature.

Basic:

Students can, with guidance, express personal thoughts in response to literature.


101


4.W.1.2 Students can create sentences using words that describe, explain, or provide additional details and connections.


Provide details and transitions to link sentences Create sentences utilizing thesaurus and dictionary for word choice Edit written sentences for grammar, punctuation, capitalization, and

spelling

Advanced:

Students automatically and consistently can create a paragraph by using words that describe, explain, or provide additional details and connections.

Proficient:

Students, most of the time and with occasional guidance can create sentences by using words that describe, explain, or provide additional details and connections.

Basic:

Students can, with guidance, create a sentence that can explain or describe.


4.W.1.3 Students can use writing process strategies to write narrative and descriptive pieces with focus and organization.


Use the writing process to produce narrative and descriptive pieces with a

Advanced:

Students automatically and consistently can compose a narrative and descriptive text with focus and organization.

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focused topic, appropriate supporting details and a conclusion Use varied word choices to make writing interesting using the thesaurus and

dictionary Write for different purposes and to a specific audience or person Use strategies to organize ideas in prewriting and drafting (for example:

brainstorming, graphic organizers such as webbing, listing, simple outlining, sketching)

Use the process strategies to respond to a writing prompt within limited time constraints

Proficient:

Students, most of the time and with occasional guidance can compose a narrative and descriptive text with focus and organization.

Basic: Students can, with guidance, write a narrative and descriptive text.


103


4.W.1.4 Students can revise writing to improve clarity of meaning and accuracy of content.


Use specific and meaningful details to support main idea (ideas) Use revision strategies to improve sequencing and organization (organization) Use specific words to create sensory images (word choice) Replace weak action verbs with ones more specific to the purpose (word

choice) Improve fluency by varying sentence beginnings (sentence fluency) Conference with others to revise and edit writing Use technology tools to assist in publishing writing (presentation) Examine literary works that model effective writing (for example: author’s

use of descriptive words to describe people, places, and events)

Advanced:

Students automatically and consistently revise to improve writing.

Proficient:

Students, most of the time and with occasional guidance revise to improve writing.

Basic: Students can when prompted revise to improve writing.


104





Use punctuation and capitalization to clarify meaning (for example: commas in a series, dates, addresses, beginning and ending quotation marks, abbreviations, initials, acronyms, etc.)

Write the four forms of sentences in simple and compound structures Use parts of speech correctly and apply principles of agreement (for example:

irregular plural nouns, correct verb tense, state of being verbs, subject pronouns)

Use spelling strategies in drafting and editing (for example: word patterns, high frequency words)

Edit final copies for mechanics, spelling, and appearance (for example: legible handwriting and/or keyboarding, indenting and spacing of paragraphs)

Identify and use nouns (for example: singular, plural, common, proper, collective and possessive) in prewriting, drafting, revising, editing, and publishing

Capitalize first and last word and all important words in magazines, newspapers, works of art, musical compositions, and organizations

Use lowercase articles, conjunctions, prepositions under four letters in magazines, newspapers, works of art, musical compositions, organizations

Capitalize first word in quotations

Advanced:

Students automatically and consistently use correct conventions during drafting and editing independently.

Proficient:

Students, most of the time and with occasional guidance apply a variety of conventions during drafting and editing.

Basic:

Students can, with guidance use conventions during drafting and editing.


105



4.W.3.1 Students can gather, organize, and explain (using main idea and supporting details) in writing what is known about selected content area topics.

Learning targets to meet this standard: Use information gathered from the internet, interviews, reference books,

magazines, newspapers, and textbooks Use organizational strategies in planning (for example: webbing, computer

applications, listing, simple outlining)

Advanced:

Students automatically and consistently use multiple sources to explain a topic in writing.

Proficient:

Students, most of the time, and with occasional guidance use different sources, gather, and organize, and explain a topic in writing.

Basic:

Students can, with guidance choose a source to use in gathering and organizing information to summarize a topic in writing.


106

Fourth Grade Listening, Viewing, and Speaking

Indicator 1: Students can listen view and speak to communicate, retrieve, interpret, and evaluate information.


4.LVS.1.1 Students can identify and explain the purpose of the presentation through listening and viewing.


Question before and after the presentation Infer ideas based on presentation Identify ways a presentation influences the audience (both verbal and non-

verbal) Discuss the different ways in which people are stereotyped in visual media

Advanced:

Students automatically and consistently interpret the purpose and content of the presentation through listening and viewing.

Proficient:

Students, most of the time and with occasional guidance listen and/or view to identify the purpose and content of the presentation.

Basic:

Students can, with guidance listen and/or view to identify the facts of the presentation.

4.LVS.1.2 Students can record and explain information while listening and viewing. Advanced:

Students automatically and consistently

107


Summarize major ideas and supporting evidence from spoken presentations

Demonstrate knowledge of technological and graphic features Describe differences between the presenter’s opinions and verifiable facts Identify points which emphasize important ideas and concepts

select, organize, and explain relevant information through listening and viewing.

Proficient:

Students, most of the time and with occasional guidance select and organize relevant information gathered through listening and viewing.

Basic:

Students can, with guidance select and organize relevant information gathered through listening and viewing.

108


4.LVS.1.3/1.4/1.5 Students can express ideas and convey information in an oral presentation.


Use the same English conventions for oral speech that are used in writing Make narrative and informative presentations that provide facts, details,

examples, and descriptions Present effective introductions and conclusions that guide and inform the

listener Use familiar and unfamiliar vocabulary words to discuss and explain ideas

across content area Determine the use of formal or informal language appropriate to the situation Use correct subject-verb agreement, pronoun-antecedent agreement and verb

tense when speaking Explore appropriate rhythm and pace to emphasize key ideas Emphasize meaning by use of non-verbal cues Clarify and support key ideas through the use of appropriate props Use notes or memory aids to structure presentations Use the tools of technology to enhance spoken messages Explore how surroundings affect communication

Advanced:

Students automatically and consistently can deliver an organized narrative oral presentation using a variety of strategies, tools, evidence, and examples.

Proficient:

Students, most of the time and with occasional guidance can deliver an effective oral presentation.

Basic:

Students can, with guidance express ideas and convey information in an oral presentation.

109

110

Fifth Grade Standards

111

Fifth Grade Reading


Standards and Learning Targets Performance Descriptors5.R.1.1 Students can construct meaning by using word parts and categories.

Learning targets to meet this standard: Decode words with inflectional endings (affixes) with and without spelling

changeo Plurals (irregular)o Verb tenses (past, present, future tense, past participle)o Comparatives (er) and superlatives

Decode abbreviations Read compound words Read root words to which prefixes and suffixes have been added Use acronyms, antonyms/synonyms, homophones/homographs, and multiple

meaning words Distinguish contractions from possessives

Advanced: Students are self-motivated to independently and consistently construct and provide word meaning using word parts and categories.

Proficient: Students can consistently or with teacher support construct meaning by using word parts and categories.

Basic: Students can, with guidance, identify meaning by using word parts.

Note: This standard aligns with the Word Study and Reading Workshop portions of the report card.

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Standards and Learning Targets Performance Descriptors5.R.1.2 Students can determine word meaning using prior knowledge and context clues.

Learning target to meet this standard: Identify word meaning using context clues in sentences and paragraphs

Advanced: Students are self-motivated to independently and consistently infer word meaning using prior knowledge and context clues.

Proficient: Students can consistently or with occasional teacher support infer word meaning using prior knowledge and context clues.

Basic: Students can, with strong teacher support, identify word meaning using prior knowledge and context clues.


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Standards and Learning Targets Performance Descriptors5.R.2.1 Students can integrate comprehension strategies while constructing meaning.

Learning targets to meet this standard: Make predictions about content using text structures and features such as the

table of contents, chapter headings, subheadings, index, illustrations, and graphic features

Connect text to text, text to self, and text to world Formulate questions before, during, and after reading Infer by making predictions and drawing conclusions from text Form mental images during reading Determine the importance of key ideas and supporting details, and record them

using various graphic organizers Summarize Synthesize new information with existing knowledge to create an original idea,

perspective, and/or line of thinking Distinguish fact from opinion Identify main idea and supporting details in fiction text Sequence events Determine cause and effect Compare and contrast Classify and categorize

Advanced: Students are self-motivated to independently and consistently integrate comprehension strategies to analyze meaning.

Proficient: Students can consistently or with occasional teacher support integrate comprehension strategies while constructing meaning.

Basic: Students can, with strong teacher support, use individual comprehension strategies to construct meaning.


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Standards and Learning Targets Performance Descriptors5.R.2.2 Students can apply fluency strategies to gain meaning from text.

Learning targets to meet this standard: Read with intonation, phrasing, expression, and rate appropriate for purpose Self monitor for meaning

Advanced: Students are self-motivated to independently and consistently adjust reading rate to fit purpose and understanding.

Proficient: Students can consistently or with occasional teacher support, adjust reading rate to fit purpose and understanding.

Basic: Students can, with strong teacher support, read at different rates depending upon purpose.


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Indicator 3: Students can apply knowledge of text structures, literacy devices, and literary elements to develop interpretations and form responses.

Standards and Learning Targets Performance Descriptors5.R.3.1 Students can distinguish literary genres based on characteristics, structures, and patterns.

Learning targets to meet this standard: Identify and distinguish characteristics, structures, and patterns within fiction

genre (i.e., fables, folktales, fairytales, legends, realistic fiction, tall tales, historical fiction, science fiction, fantasy, myths)

Identify and distinguish characteristics, structures, and patterns within nonfiction genre (i.e., description, sequence, cause and effect, question and answer, problem and solution)

Identify and distinguish characteristics, structures, and patterns within poetry genre (for example: haiku, cinquain, limerick, acrostic, ballads, narratives, free verse, concrete)

Identify rhyme, rhythm, repetition, pattern, stanza within poetry

Advanced: Students are self-motivated to independently and consistently apply knowledge of text structures to gain meaning in literary genres.

Proficient: Students can consistently or with occasional teacher support distinguish literary genres based on characteristics, structures, and patterns.

Basic: Students can, with strong teacher support, describe structures in literary genres.


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Standards and Learning Targets Performance Descriptors5.R.3.2 Students can interpret literary elements of character, setting, plot, theme, point of view, and mood.

Learning targets to meet this standard: Identify character traits Sequence plot events Determine setting (time and place) Identify point of view/purpose Determine the author’s meaning (theme) Determine the feeling the author creates for the reader (mood)

Advanced: Students are self-motivated to independently and consistently analyze elements of character, setting, plot, theme, point of view, and mood.

Proficient: Students can consistently or with occasional teacher support identify literary elements of character, setting, plot, theme, point of view, and mood.

Basic: Students can identify character, setting, and plot.With strong teacher support, students can identify theme, point of view, and mood.


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Standards and Learning Targets Performance Descriptors5.R.3.3 Students can identify literary devices within text.

Learning targets to meet this standard: Identify figurative language: simile, metaphor, idiom, personification,

hyperbole Identify alliteration, onomatopoeia Identify dialogue Identify informal language: slang, jargon, dialect Identify author’s craft: foreshadowing, flashback

Advanced: Students are self-motivated to independently and consistently identify and describe literary devices.

Proficient: Students can consistently or with teacher support identify literary devices.

Basic: Students can, with strong teacher support, identify a literary device within a text.


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Standards and Learning Targets Performance Descriptors5.R.4.1 Students can examine and compare texts from various cultures, time periods, and geographical locations.

Learning targets to meet this standard: Connect background knowledge related to diversity, cultural differences, time

periods, and geographical differences View text from diverse perspectives Recognize the universality of literary themes across cultures and language Identify how language reflects regions and cultures

Advanced: Students are self-motivated to independently and consistently analyze text from various cultures, time periods, and geographical locations.

Proficient: Students can consistently or with teacher support examine and compare text from various cultures, time periods, and geographical locations.

Basic: Students can, with strong teacher support, recognize literary text from various cultures, time periods, and geographical locations.


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Standards and Learning Targets Performance Descriptors5.R.5.1 Students can use select information from two or more reference sources to meet a goal.

Learning targets to meet this standard: Apply knowledge of the features of reference materials (for example: index,

glossary, pronunciation guide, etc.) Use graphics found in text to enhance understanding Differentiate important from interesting information for their purposes Synthesize information from multiple sources Differentiate primary and secondary sources Differentiate the organizational structures of informational text Use text marking strategies to identify essential ideas Record key ideas and supporting details using meaningful forms of note taking

Advanced: Students are self-motivated to independently and consistently retrieve and determine the importance of information found in text and communicate the findings.

Proficient: Students can consistently or with teacher support select information from reference sources to meet a goal.

Basic: Students can, with teacher support, retrieve information for use in study and research.


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Standards and Learning Targets Performance Descriptors5.R.5.2 Students can identify the author’s purpose in argumentative and persuasive text.

Learning target to meet this standard: Recognize an argumentative and/or persuasive text by using text structures Determine if the argument is substantiated Identify persuasive devices and propaganda (for example: glittering

generalities, bandwagon, testimonial) Identify author’s perspective and position Identify topic, central ideas, supporting ideas Identify contrasting viewpoints and perspectives

Advanced: Students are self-motivated to independently and consistently analyze the author’s purpose in argumentative and persuasive text.

Proficient: Students can consistently or with teacher support identify author’s purpose in argumentative and persuasive text.

Basic: Students can, with strong teacher support, identify a persuasive and/or argumentative text.


5.R.5.3 Students can choose references to meet the needs of an assigned task.

Learning target to meet this standard: Access information from reference texts (for example: thesaurus, almanac,

Internet, encyclopedia, non-fiction text, periodicals, dictionaries, atlas, newspapers, among others

Advanced: Students can use multiple references for an assigned task.

Proficient: Students can choose two or more references to meet the needs of an assigned task.

Basic: Students can use a reference for an assigned task.


Fifth Grade Writing

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5.W.1.1 Students can compose narrative and descriptive texts of one paragraph or

more.


Develop a focused main idea and consider audience when composing (ideas) Use strategies to organize ideas in prewriting and drafting (organization) Narrow focus of written work and establish detailed plot, point of view, setting,

conflict (organization) Organize text using transition words, logical sequencing, and paragraphing

(organization) Use compare and contrast within written text (organization) Write effective leads and conclusions (organization/sentence fluency) Describe characters with details, use strong verbs and specific nouns to carry plot,

and use adjectives to enhance description (word choice) Use figurative language to enhance writing: personification, simile, metaphor,

onomatopoeia (word choice/sentence fluency) Reread and revise to improve style and content, and elaborate details and

examples (word choice/sentence fluency) Use personality when writing (voice) Vary complexity, length, and beginning of sentences (sentence fluency) Determine publishing format: brochure, journal, presentation, script, letter, etc.

(presentation) Use technology tools to assist in publishing writing (presentation) Analyze the style and techniques of published authors for ideas, organization,

voice, word choice, sentence fluency, conventions, and presentation Share work with peers, conference with others, and use a rubric to self-evaluate Use process strategies to respond to a writing prompt within limited time

constraints

Advanced:

Students can compose narrative and descriptive text with three or more paragraphs, which effectively communicates a message.

Proficient:

Students can compose narrative and descriptive text of one paragraph or more, which effectively communicates a message.

Basic:

Students can compose a narrative paragraph which effectively communicates a message.



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5.W.1.2 Students can express ideas; reflect on personal thoughts, opinions, and

observations, and respond to literature through writing.


Make observations and record findings Make journal entries based on personal experiences Respond to literary work and reference the text in their writing

Advanced:

Students are self-motivated to seamlessly integrate their ideas into responses to literature.

Proficient:

Students can consistently or with teacher support express ideas; reflect on personal thoughts, opinions and observations; and respond to literature through writing.

Basic: Students can, with strong teacher support, express ideas, personal thoughts, and respond to literature in writing.


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Learning targets to meet this standard: Proofread for punctuation and capitalization Punctuate direct/indirect quotes, commas, and quotation marks Use correct capitalization Use paragraphs in dialogue Use conjunctions to join compound sentences Use parts of speech correctly (for example: adjectives, object pronouns,

coordinating conjunctions, etc.) Apply principles of agreement Edit final copies for mechanics, spelling, and appearance (legible handwriting

and/or keyboarding) Use technology and other resources for editing (for example: dictionary,

thesaurus, style handbook, spell/grammar check, etc.) Review nouns and interjections Identify action verbs, linking verbs, helping verbs, transitive/intransitive verbs,

and regular/irregular verbs Identify tenses (past, present, future, past participle)

Advanced: Students are self-motivated to independently and consistently apply appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing.

Proficient: Students can consistently or with teacher support apply the majority of grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing.

Basic: Students can, with strong teacher support, apply some grade appropriate mechanical, grammatical, usage, and spelling conventions during drafting and editing.


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Indicator 3: Students are able to write across content areas to clarify and enhance understanding of information.

Standards and Learning Targets Performance Descriptors5.W.3.1 Students can use different sources, gather and organize information, and summarize in writing what is known about selected content area topics.


Use information gathered from the Internet, interviews, reference books, magazines, newspapers, and textbooks

Use organizational strategies in planning (for example: webbing, computer applications, listing, outlining, etc.)

Summarize information gathered from different sources by writing it into an organized and coherent product

List sources

Advanced:

Students are self-motivated to independently and consistently use multiple sources to summarize a topic in writing.

Proficient:

Students can consistently or with teacher support use different sources, gather and organize information, and summarize a topic in writing.

Basic:

Students can, with strong teacher support, choose a source to use in gathering and organizing information to summarize a topic in writing.

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Fifth Grade Listening, Viewing, and Speaking



5.LVS.1.1 Students can identify the purpose and content of a presentation through listening and viewing.


Actively participate in group discussions Interpret the speaker’s verbal and non verbal messages, purposes, and

perspectives Make inferences, draw conclusions, and summarize directions and/or

information

Advanced:

Students are self-motivated to independently and consistently interpret the purpose and content of the presentation through listening and viewing.

Proficient:

Students can consistently or with teacher support listen and/or view to identify the purpose and content of the presentation.

Basic:

Students, with strong teacher support, can listen and/or view to identify facts of the presentation.

Note: This standard aligns with the effort and life skills and work habits portion of the report card.

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5.LVS.1.2 Students can explain the purpose and content of the presentation.


Ask questions and respond to questions Interpret non-verbal cues Distinguish between speaker’s opinions and verifiable facts Understand that language reflects regions and cultures Make inferences and draw conclusions Recognize stereotype and bias Compare/contrast information Interpret information from visuals Produce visuals to enhance meaning Use technology to communicate information/ideas

Advanced:

Students are self-motivated to independently and consistently interpret the purpose and content of the presentation.

Proficient:

Students can consistently or with teacher support explain the purpose and content of the presentation.

Basic:

Students can, with strong teacher support, can explain the purpose and content of the presentation.

Note: This standard aligns with the effort and life skills and work habits portion of the report card.

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5.LVS.1.3 Students can select and organize relevant information gathered through listening and viewing.


Listen for specific information in spoken texts Summarize main ideas, supporting details, and directions in spoken text Make inferences/draws conclusions Distinguish between speaker’s opinions and verifiable facts Interpret information from visuals (for example: graphics, media,

illustrations, tables, maps, charts, graphs, diagrams, timelines, etc.) Analyze how visual aids, graphics, and media enhance and support the

meaning of text Identify tone, mood, emotion Interpret a speaker’s verbal and non-verbal messages, purposes and

perspectives Identify how language reflects regions/cultures

Advanced:

Students are self-motivated to independently and consistently select, organize, and explain relevant information gathered through listening and viewing.

Proficient:

Students can consistently or with teacher support select and organize relevant information gathered through listening and viewing.

Basic:

Students can, with strong teacher support, select and organize relevant information gathered through listening and viewing.

Note: This standard aligns with the effort and life skills and work habits of the report card.

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5.LSV.1.4 Students can deliver a narrative oral presentation.


Stay on topic when speaking Organize information Use strategies choose the appropriate volume, inflection, pace, and gestures to

emphasize key ideas and areas of importance Clarify and support spoken ideas with evidence and examples Use language appropriate to situation and audience Use tools (for example: maps, charts, models, diagrams, props, note cards,

PowerPoint, etc.) Read/recite/perform poems, plays, choral reading, and reader’s theater

Advanced:

Students are self-motivated to deliver an organized narrative oral presentation using a variety of strategies, tools, evidence, and examples.

Proficient: Students can deliver an effective narrative oral presentation.

Basic:

Students can, with teacher support, express ideas and convey information in an oral presentation.

Note: This standard aligns with the effort and life skills and work habits of the report card.

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GLOSSARY OF TERMS

active voice Indicates the subject is acting rather than being acted upon. Active voice indicates that the subject is acting—doing something. (Benjamin Franklin discovered the secrets of electricity.) See passive voice

adjective A word that describes somebody or something (e.g. old, white, busy, careful, horrible). Adjectives usually come before a noun ,pronoun, or after linking verbs (e.g. be, seem, look).

adverb A word that modifies a verb, an adjective, or another adverb. An adverb tells how, when, where, why, how often, or how much. Adverbs can be cataloged in four basic ways: time, place, manner, and degree.

aesthetics Having to do with non-tangible attributes such as artistic appeal, cultural value, or beauty.

affix A syllable added to either the beginning or end of a base word to modify its meaning.

alliteration The repetition of initial consonant sounds in words (e.g. rough and ready).

allusion A reference in literature or in visual or performing arts, to a familiar person, place, thing, or event. Allusions to Biblical figures and figures from classical mythology are common in Western literature.

APA American Psychological Association, which publishes a guide to research writing that includes standardized methods of citing references.

analogy A means of conveying meaning by showing the correspondence or partial similarity between varying concepts or ideas.

analytical traits A model for comparing content in writing to writing structure by categorizing writing traits into expressive skills including purpose/voice, idea development, and organization, and into technical skills including sentence fluency, word choice, and conventions.

anecdote A short account of an entertaining or interesting incident.

antagonist The character in a story that portrays the adversary, enemy, contender, or competitor to the protagonist.

apostrophe A figure of speech in which a speaker directly addresses an absent or dead person, an abstract quality, or something non-human as if it were present and capable of responding

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argumentation/argumentative A speech or writing intended to convince by establishing truth. Most argumentation begins with a statement of an idea or opinion, which is then supported with logical evidence. Another technique of argumentation is the anticipation and rebuttal of opposing views. See persuasion, persuasive writing

assonance The repetition of vowel sounds in non-rhyming words (ship in distress)

atmosphere Mood or feeling in a literary work

authority An individual or source with recognized knowledge and expertise in a particular field or on a specific subject.

autobiography A written account of a person’s life authored by himself or herself.

ballad A poem in verse form that tells a story. See poetry, refrain

biography A written account of a person’s life authored by another person.

blank verse Poetry written in unrhymed iambic pentameter

blends Two or more consonant letters that blend to make one sound

business-technical writing Formats, wording, and content unique to the workplace that typically use the specific language of a particular occupation.

character A person who takes part in the action of a story, novel, or a play. Sometimes characters are animals or imaginary creatures, such as beings from another planet.

characteristics distinguishing traits

characterization/character development The method a writer uses to develop characters. There are four basic methods of revealing character: (a) through a character’s physical appearance; (b) through his/her own speech, thoughts, feelings, or actions; (c) through the speech, thoughts, feelings, or actions of other characters; and (d) through direct comments by the narrator about the character.

chunking word segmentation

clarification An explanation that makes the meaning of an ideas, concept, or information more transparent, lucid, or definite.

clause A group of related words that has both a subject and a predicate (e.g. because the boy laughed). See phrase

climax The high point, or turning point, in a story—usually the most intense point near the end of a story. See plot, conflict, rising action, resolution

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cohesiveness The degree to which ideas are said to “hang together,” or the degree to which elements of the knowledge/schema activation, visualizing, questioning, determining importance, inferring, and synthesizing)

comedy In general, a story that ends happily

concept of print front cover, back cover, title page, top and bottom of page, tracking print from right to left, words vs letter, and ending punctuations

conflict In narration, the struggle between the opposing forces that moves the plot forward. Conflict can be internal (occurring within a character), or external (occurring between characters, or between a character and an abstraction such as nature or fate). See plot, climax, rising action, resolution

connotation The attitudes and feelings associated with a word. These associations can be negative or positive, and have an important influence on style and meaning. See denotation

consonance The repetition of consonant sounds within and at the ends of words (e.g. It is blunt and flat.) Often used with assonance, alliteration, and rhyme to create a musical quality, to emphasize certain words, or to unify a poem. See assonance, alliteration, rhyme

content/ideas Information, concepts, beliefs, or opinions expressed in writing or speaking.

context clues The surrounding words, illustrations, or circumstances that clarify the meaning of a communication or story.

conventions The widely accepted practices in English punctuation, grammar, usage, and spelling that are taught in schools and employed by educated speakers and writers.

couplet Two consecutive lines of poetry that rhyme

cross-checking Checking one cue against another (visual, structure, meaning)

culture groups of people based on age, gender, religion, ethnicity and ways of life

denotation The literal or dictionary definition of a word. See connotation

description/descriptive writing The process by which a writer uses words to create a picture of a scene, an event, or a character. A description contains carefully chosen details that appeal to the reader’s senses of sight, sound, smell, touch, or taste. See narration, exposition, persuasion

determining importance The reader differentiates between less important and key ideas that are central to the meaning.

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dialect A particular variety of language spoken in one place by a distinct group of people. A dialect reflects the colloquialisms, grammatical constructions, distinctive vocabulary, and pronunciations that are typical of a region. At times writers use dialect to establish or emphasize settings as well as to develop characters.

dialogue Conversation between two or more people that advances the action, is consistent with the character of the speakers, and serves to give relief from passages essentially descriptive or expository. See description, exposition, drama

diction An author’s choice of words based on their correctness, clarity, or effectiveness. See style, imagery

digraph Two successive letters that make a single sound (e.g. ship, chop, seed, seat)

siphthong Speech sound beginning with one vowel sound and moving to another vowel sound within the same syllable (e.g. oy in the word boy).

discipline A field of study or content area (e.g. social studies or science).

drama/dramatic literature A form of literature that is intended to be performed before an audience. Drama for stage is also called theatre. In a drama, the story is presented through the dialogue and the actions of the characters. See script

dramatic irony Occurs when the audience or the reader knows something important that a character is a play or story does not know

edit To replace or delete words, phrases, and sentences that sound awkward or confusing, and correct errors in spelling, usage, mechanics, and grammar. Usually the step before producing a final piece of writing. See revise

elaboration An explanation or extension of an idea, concept, or information that provides a deeper, more detailed, or more thorough discussion.

electronic journalism The use of electronic media such as the Internet to convey new stories, editorials, or real-time information about current events.

enunciation Clear pronunciation of words.

environmental print Common words found in the environment.

epic A long narrative that tells of the deeds and adventures of a hero or heroine. See poetry, hero/heroine

epithet An adjective or phrase used to express the characteristic of a person or thing in poetry (e.g. rosy-fingered dawn).

essay A brief work of nonfiction that can offer an opinion on a subject. The purpose of an essay may be to express ideas and feelings, to analyze, to inform, to entertain, or to persuade. An essay can be formal, with thorough, serious, and highly organized content; or informal, with a humorous or personal tone and less rigid structure. See exposition

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etymology The historically verifiable sources of the formation of a word and the development of its meaning.

explicit information Content or meaning that is specifically stated in a text or verbal exchange.

exposition/expository text Writing that is intended to make clear or to explain something using one or more of the following methods: identification, definition, classification, illustration, comparison, and analysis. In a play or a novel, exposition is that portion that helps the reader to understand the background or situation in which the work is set. See description, narration, persuasion

fable A short, simple story that teaches a lesson. A fable usually includes animals that talk and act like people. See folktale

fairy tale A story written for, or told to, children. The story often includes elements of magic and magical folk such as fairies, elves, or goblins. See folktale

fallacy Faulty or mistaken logic.

falling action In the plot of a story, the action that occurs after the climax. During the falling action, conflicts are resolved and mysteries are solved. See narration, exposition, rising action, climax, resolution

fantasy

feedback The listener’s response to information and how the information was presented.

fiction Imaginative works of prose, primarily the novel and the short story. Although fiction draws on actual events and real people, it springs mainly from the imagination of the writer. The purpose is to entertain as well as enlighten the reader by providing a deeper understanding of the human condition. See exposition/expository text, nonfiction, informational/expository text, novel, short story

figurative language Language that communicates ideas beyond the ordinary or literal meaning of the words. ( e.g.simile, metaphor, personification, hyperbole)

figure of speech Literary device used to create a special effect or feeling, often by making some type of comparison. (e.g. hyperbole, metaphor, simile, idiom, understatement)

flashback A scene in a story or novel that returns the reader to a time earlier than the main action.

fluency/automaticity Accurate and rapid word recognition including reading in meaningful phrases which allows the reader to focus on meaning.

focus A sharply defined point, center, or theme of an effort, written passage, undertaking, or presentation.

folktale A short narrative handed down through oral tradition, with various tellers and groups modifying it, so that it acquired cumulative authorship. Most folktales eventually move from oral tradition to written form.

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foreshadowing A writer’s use of hints or clues to indicate events that will occur in a story. Foreshadowing creates suspense, and at the same time prepares the reader for what is to come.

formal communication A presentation or written piece that strictly adheres to rules, conventions, and ceremony, and is free of colloquial expressions.

free verse Poetry without a fixed metrical pattern.

functional Text Writing that is used in everyday life such as signs, directions, letters, and manuals.

genre A category of literature. The main literary genres are fiction, nonfiction, poetry, and drama.

gerund A verb form that ends in -ing and is used as a noun (e.g. Cooking is an art.)

grammar The study of the structure and features of a language. Grammar usually consists of rules and standards that are to be followed to produce acceptable writing and speaking.

graphic aids (e.g.maps, charts, graphs, diagrams, timeline)

graphic organizers Visual representations that support understanding of text (e.g. webs, t-charts, Venn diagrams, K-W-L charts).

Graphophonemic cues The use of letter/sound relationships to read a known or unknown word.

hero/heroine A mythological or legendary figure often of divine descent that is endowed with great strength or ability. The word is often broadly applied to the principle male or female character in a literary or dramatic work. See protagonist

heroic couplet Two rhyming lines written in iambic pentameter. The term “heroic” comes from the fact that English poems having heroic themes and elevated style have often been written in iambic pentameter. See iambic pentameter, poetry, meter

high frequency words Words found often in print.

historical events Events relating to past events (e.g. D-Day, 9/11, September 11, 2001)

homograph One of two or more words spelled alike but different in meaning and derivation or pronunciation (e.g. the noun conduct and the verb conduct).

homonym One of two or more words spelled and pronounced alike but different in meaning (e.g. the noun run and the verb run).

homophone One of two or more words pronounced alike but different in meaning or derivation or spelling (e.g. the words to, too, and two).

hyperbole An intentional exaggeration for emphasis or comic effect. See overstatement

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iambic pentameter A metrical line of five feet or units, each made up of an unstressed then a stressed syllable (e.g. I have thee not, and yet I see thee still. Macbeth, II.1.44) See meter, poetry

idiom A phrase or expression that means something different from what the words actually say. An idiom is usually understandable to a particular group of people (e.g. using over his head for doesn’t understand).

image/imagery Words and phrases that create vivid sensory experiences for the reader. Most images are visual, but imagery may also appeal to the senses of smell, hearing, taste, or touch. See style

imaginative/literary text Fictional writing in story, dramatic, or poetic form. See informational/expository text

independent clause Presents a complete thought and can stand alone as a sentence (e.g. She saw paramecia when she looked through the microscope.) See subordinate clause, sentence

infinitive A verb form that is usually introduced by to. The infinitive may be used as a noun or as a modifier. For example, an infinitive can be used as a direct object (The teacher decided to sing,); as an adjective (The right to vote is a valuable priviledge.); or as an adverb (It is fun to dance after the homecoming game.) See verb

informal communication A casual discussion, verbal exchange, note, or memorandum that may adhere less strictly to rules and conventions (e.g. a short note to a friend).

informational/expository text Nonfiction writing in narrative or non-narrative form that is intended to inform. See imaginative/literary text

informational sources (e.g. periodical, nonfiction trade books, text books, electronic media, encyclopedia, atlas, thesaurus, journals, maps, globe)

implied information Content or meaning that is suggested by text or verbal exchange, but is not specifically provided.

inferences The forming of a conclusion from premises rather than explicit information provided in a passage.

inferring Merging prior knowledge with text clues to draw conclusions.

Interactive writing Instructional strategy in which the teacher and students collaboratively share the writing responsibility to compose a coherent text.

internal rhyme Rhyme that occurs within a single line of poetry. For example, in the opening line of Eliot’s Gerontion, ‘Here I am, an old man in a dry month,’ internal rhyme exists between an and man and between I and dry. See rhyme, poetry

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irony The contrast between expectation and reality. This incongruity has the effect of surprising the reader or viewer. Techniques of irony include hyperbole, understatement, and sarcasm. See hyperbole

jargon Language used in a certain profession or by a particular group of people. Jargon is usually technical or abbreviated and difficult for people not in the profession to understand.

legend A traditional story sometimes popularly regarded as historical but unauthenticated; a myth.

literacy The ability to read, write, speak, and understand words.

literary devices Techniques used by a writer to convey or enhance the story (e.g. figures of speech, foreshadowing, flashback).

literary elements The commonly accepted structures that contribute to the whole of a story(e.g. character, setting, plot, point of view, and theme)

literary form A categorization of written structures such as poetry or prose, fiction or nonfiction, essay, or news article.

lyric poetry Poetry that focuses on expressing emotions or thoughts rather than on telling a story

manipulate take apart, put together, and change one part of a word for another

main character See protagonist

main idea In informational or expository writing, the most important thought or overall position. The main idea or thesis of a piece, written in sentence form, is supported by details and explanation. See theme, thesis

metacognition An awareness and understanding of how one thinks and uses strategies during reading and writing.

metaphor A figure of speech that makes a comparison between two things that are basically different but have something in common. Unlike a simile, a metaphor does not contain the words like or as. See figurative language, figure of speech, simile

meter In poetry, the recurrence of a rhythmic pattern. See iambic pentameter, monologue, soliloquy

MLA Modern Language Association, which publishes a guide to writing research papers based on its prescribed documentation style.

modes of writing The different forms of writing for different purposes. See also descriptive, expository, narrative, persuasive

monologue A long speech spoken by one actor

mood The feeling or atmosphere that a writer creates for the reader. The use of connotation, details, dialogue, imagery, figurative language, foreshadowing, setting, and rhythm can help establish mood. See style, tone

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moral The lesson taught in a work such as a fable; a simple type of theme (e.g. Do not count your chickens before they are hatched.) See theme

motif A word, character, object, image, metaphor, or idea that recurs in a work or several works.

myth A traditional story passed down through generations that explains why the world is the way it is.

narration/narrative writing Writing that relates an event or a series of events; a story. Narration can be imaginary, as in a short story or novel; or factual, as in a newspaper account or a work of history. See description, exposition, persuasion

narrator The person or voice telling the story. The narrator can be a character in the story or a voice outside the action. See point of view

neoclassicism A revival of classical standards and forms during the late 17th century

naturalism Extreme realism

nonfiction Writing about real people, places, and events. Unlike fiction, nonfiction is largely concerned with factual information, although the writer shapes the information according to his or her purpose and viewpoint. Biography, autobiography, and news articles are examples of nonfiction. See fiction

non-narrative nonfiction Nonfiction written to inform, explain, or persuade that does not use narrative structure to achieve its purpose.

non-verbal communication Ways of conveying or altering the meaning of an intended message other than oral speech (e.g. gestures, eye contact, facial expression).

noun A word that is the class name of something: a person, place, thing, or idea.

novel An extended work of fiction. Like a short story, a novel is essentially the product of a writer’s imagination. Because the novel is much longer than the short story, the writer can develop a wider range of characters and a more complex plot. See fiction, short story

ode A complex generally long lyric poem on a serious subject

onomatopoeia The use of a word whose sound suggests its meaning (e.g. clang, buzz, twang).

onset The part of the syllable that precedes the vowel (e.g. /h/ in hop, and /sk/ in scotch). Some syllables have no onset, as in un or on. See rime

oral Pertaining to spoken words.

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oral tradition Customs, opinions, beliefs, and history passed from generation to generation by means of conversation or story telling.

organization In writing, the arrangement of text in a conventional structure for each paragraph, and for the relationship between paragraphs in a multi-paragraph piece (e.g. the inclusion of an introduction, body, and conclusion).

overstatement An intentional exaggeration for emphasis or comic effect. See hyperbole

oxymoron A figure of speech in which apparently contradictory terms appear in conjunction (e.g. That shirt is pretty ugly.)

paradox An apparent contradiction that is actually true.

parallel structure The same grammatical structure of parts within a sentence or of sentences within a paragraph. For example, the following sentence contains parallel infinitive phrases: He wanted to join the swim team, to high dive, and to swim in relays.

parody Imitates or mocks another work or type of literature. Like a caricature in art, parody in literature mimics a subject or a style. Its purpose may be to ridicule, to broaden understanding of, or to add insight to the original work.

participle A verb form ending in –ing, –ed,-en,-n,-t,or-d,. A participle functions like an adjective because it can modify a noun or pronoun. For example, in a glowing coal and a beaten dog, glowing and beaten are participles.

passive voice Indicates that the subject is being acted upon (e.g. The secrets of electricity were discovered by Benjamin Franklin.) See active voice

pattern Repeated work or ideas.

personification A form of metaphor in which language relating to human action, motivation, and emotion is used to refer to non-human agents or objects, or abstract concepts (e.g. The weather is smiling on us today; Love is blind.) See metaphor, figure of speech, figurative language

persuasion/persuasive writing Writing intended to convince the reader that a position is valid or that the reader should take a specific action. Differs from exposition in that it does more than explain; it takes a stand and endeavors to persuade the reader to take the same position or to take action. See description, exposition, narration

phonemic awareness/phonological awareness Awareness that spoken language consists of a sequence of phonemes. This awareness is demonstrated, for example, in the ability to generate rhyme and alliteration, and in segmenting and blending component sounds.

phoneme The smallest unit of speech sound that makes a difference in communication (e.g. fly consists of three phonemes: /f/-/l/-/`i/).

phonetic Representing the sounds of speech with a set of distinct symbols, each denoting a single sound.

phonics The study of sounds, often used with elementary phonetics in the teaching of reading.

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phrase A group of related words that lacks either a subject or a predicate or both (e.g. by the door and opening the box.) See clause

plot The action or sequence of events in a story. Plot is usually a series of related incidents that builds and grows as the story develops. There are five basic elements in a plot line: (a) exposition; (b) rising action; (c) climax; (d) falling action; and (e) resolution or denouement. See climax, conflict, exposition, falling action, resolution, rising action

poetry An imaginative response to experience reflecting a keen awareness of language. Its first characteristic is rhythm, marked by regularity far surpassing that of prose. Poetry’s rhyme affords an obvious difference from prose. Because poetry is relatively short, it is likely to be characterized by compactness and intense unity. Poetry insists on the specific and the concrete. See prose, meter

point of view The vantage point from which a story is told. In the first person or narrative point of view, the story is told by one of the characters. In the third person or omniscient point of view, someone outside the story tells the story.

prefix A word part that is added to the beginning of a base word that changes the sense or meaning of the root or base word (e.g. re-, dis-, com-). See suffix, root

primary source The original person or text from which an idea, concept, or research came. See secondary source

prior knowledge/schema/activation A comprehension strategy that uses background knowledge and experiences to build meaning from a text. Students access and use their prior knowledge to distinguish between text-to-self, text-to-text, and text-to-world connections.

propaganda techniques Methods of conveying information selectively to produce an opinion or action favorable to the source of the information.

prose Writing or speaking in the usual or ordinary form. Prose becomes poetic when it takes on rhythm and rhyme. See poetry

protagonist The main character or hero of a story. See hero/heroine

questioning A strategy that enables students to ask questions before, during, and after reading in order to clarify understanding and make meaning.

realism In literature and art, the attempt to depict people and things as they really are, without idealization.

reference material features and effects (e.g. title page, subheadings, italics, captions, sidebars, photos/illustrations, charts and tables, citations, bibliography)

resolution Also called denouement, the portion of a play or story where the problem is solved. The resolution comes after the climax and falling action and is intended to bring the story to a satisfactory end.

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retelling A detailed oral or written recitation of a text, including setting, major and minor events, characters, and plot

revise To change a piece of writing in order to improve it in style or content. Distinct from editing, revising often involves restructuring a piece rather than simply editing for word choice, grammar, or spelling. See edit

rhetoric The art of effective expression and the persuasive use of language.

rhyme The repetition of accented vowel sounds and all sound following them in words that are close together in a poem

rhyme scheme In poetry, the pattern in which rhyme sounds occur in a stanza. Rhyme schemes, for the purpose of analysis, are usually presented by the assignment of the same letter of the alphabet to each similar sound in the stanza. The pattern of a Spenserian stanza is ababbcbcc.

rhythm The pattern of stressed and unstressed syllables in a line of poetry. Poets use rhythm to bring out the musical quality of language, to emphasize ideas, to create mood, to unify a work, or to heighten emotional response.

rime The vowel and any consonants that follow it (e.g. in scotch, the rime is /och/.) See onset

rising action The events in a story that move the plot forward. Rising action involves conflicts and complications, and builds toward the climax of the story. See conflict, climax, exposition, falling action

romanticism A literary, artistic, and philosophical movement that developed during the late 18th and early 19th centuries as a reaction against neoclassicism.

root (root word) A word or word element to which prefixes and suffixes may be added to make other words. For example, to the root graph, the prefix di- and the suffix –ic can be added to create the word digraphic. See prefix, suffix

rubric An assessment tool for making scoring decisions; a printed set of guidelines that distinguishes performances or products of different quality. See scoring guide

satire A literary technique in which ideas, customs, behaviors, or institutions are ridiculed for the purpose of improving society. Satire may be gently witty, mildly abrasive, or bitterly critical, and it often uses exaggeration for effect.

scaffolding A temporary conceptual framework used for constructing theories. In instruction, a means of structuring concepts to build or relate old ideas to new learning, or to elaborate a basic concept.

scoring guide List of criteria for evaluating student work. See rubric

script The text of a play, motion picture, radio broadcast, or prepared speech that includes dialogue and stage directions.

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secondary source A quote or reference that is quoting or interpreting information from the original creator of the idea. See primary source

self-correction While reading, correcting miscues without prompting.

self-monitoring While reading, being aware of word reading and comprehension, and correcting gaps in meaning or answering questions about text.

semantic cues The use of meaning to read a known or unknown word.

sentence A group of words expressing one or more complete thoughts.

sentence fluency Accurate and rapid facility in using a variety of different sentence patterns in a single writing activity (e.g. using phrases and clauses at different positions in subsequent sentences to enhance meaning and reader interest).

setting The time and place of the action in a story, play, or poem.

shared writing Teacher and students compose a coherent text together. The teacher writes while scaffolding children’s language and ideas.

short story A brief fictional work that usually contains one major conflict and at least one main character.

simile A comparison of two unlike things in which a word of comparison (often like or as) is used (e.g. She stood in front of the altar, shaking like a freshly caught trout.-- Maya Angelou) See metaphor

situational irony occurs when what actually happens is the opposite of what is expected or appropriate

Six + 1 Writing Traits A model for analyzing writing performance by examining use of purpose/voice, idea development, organization, sentence fluency, word choice, conventions, and presentation.

soliloquy A long speech in which a character who is usually alone on stage expresses his or her private thoughts or feelings.

sonnet A poem consisting of fourteen lines of iambic pentameter. See iambic pentameter, poetry

standard English conventions The widely accepted practices in English punctuation, grammar, usage, and spelling that are taught in schools and employed by educated speakers and writers.

standard written English The variety of English used in public communication, particularly in writing. It is the form taught in schools and used by educated speakers and writers.

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stanza A recurring grouping of two or more verse lines in terms of length, metrical form, and, often, rhyme scheme. See poetry, rhyme scheme, verse

stereotype A person or thing that conforms to a fixed impression or attitude.

stream of consciousness A writing style that tries to capture the random flow of thoughts, emotions, memories, and associations as they rush through a character’s mind.

style The particular way a piece of literature is written. Style is not only what is said but also how it is said; style is the writer’s unique way of communicating ideas. Elements contributing to style include word choice, sentence length, tone, figurative language, and use of dialogue. See diction, imagery, tone

subordinate (dependent) clause A clause that does not present a complete thought and cannot stand alone as a sentence (e.g. because he was sick). See independent clause, sentence

subsume The incorporation of an idea, concept, or skill in a more complex framework (e.g. using parts of speech to learn the structure of sentences and to master sentence fluency).

subtext An underlying, often distinct theme in a piece of writing or conversation.

suffix A word part that is added to the ending of a root word and establishes the part of speech of that word (e.g. the suffix -ly added to immediate, an adjective, creates the word immediately, an adverb). See also prefix, R\root

syllable – A unit of pronunciation with a single vocal sound.

symbol A person, place, or object that represents something beyond itself. Symbols can concisely communicate complicated, emotionally rich ideas.

symbolism In literature, the serious and extensive use of symbols.

synonym A word that has a meaning identical with, or very similar to, another word in the same language (e.g. in some situations, right is a synonym of correct).

syntactic cues: The use of correct grammar to read a known or unknown word.

syntax The way in which words are put together to form constructions, such as phrases or sentences.

synthesize: Combining new information with existing knowledge to form an original idea or interpretation.

tall tale A distinctively American type of humorous story characterized by exaggeration. See folktale

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technical writing Composing text for the purpose of conveying specific information about a particular subject, craft, or occupation (e.g. creating computer manuals or writing textbooks).

text features Various ways of manipulating and placing text to draw attention to or emphasize certain points or ideas in narrative (e.g. bolding or boxing questions, italicizing key vocabulary, listing, bulleting, numbering).

text structure The organizational pattern an author uses to structure the ideas in a text (e.g. cause/effect, compare/contrast, description, problem/solution, sequential, goal/action/outcome, concept/definition, proposition/support).

theme A central idea or abstract concept that is made concrete through representation in person, action, and image. Theme is not simply a subject or an activity, vice for instance, but a proposition, such as “Vice seems more interesting than virtue but turns out to be destructive.” Sometimes the theme is directly stated in the work, and sometimes it is given indirectly. There may be more than one theme in a given work. See main idea, moral

thesis An attitude or position taken by a writer or speaker with the purpose of proving or supporting it. See main idea

time period A time surrounding major events that influenced culture.

tone An expression of a writer’s attitude toward a subject. Unlike mood, which is intended to shape the reader’s emotional response, tone reflects the feelings of the writer. Tone can be serious, humorous, sarcastic, playful, ironic, bitter, or objective. See mood, style

topic The meaning a literary work refers to, stated in a phrase or word.

tragedy A play, novel or other narrative showing serious and important events in which the main character comes to an unhappy end.

transitions In writing or speaking, a sentence, phrase, or paragraph that leads from one concept or idea to the next.

verb A word, or set of words, that expresses action or state of being.

verbal irony Occurs when a writer or speaker says one thing but really means the opposite

visualizing A strategy that enables the reader to create mental images during the reading process.

visual organizer Materials I can see (e.g. calendars, wall charts, signs)

voice A writer’s unique use of language that allows a reader to perceive a human personality in his or her writing. The elements of style that determine a writer’s voice include sentence structure, diction, and tone. The term can also be applied to the narrator of a selection. See diction

word derivations The tracing of the origin of a word. Many English words have evolved from words in ancient or non-English languages, and have subsequently come into modified use in modern English language.

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word origins A beginning, starting point, or source of a word used in modern English language.

word parts (e.g. syllables, root words, origins, prefixes, suffixes, spelling patterns including onsets and rhymes)

writing process The steps a writer uses to compose a text. This may include brainstorming, writing, revising, editing and publishing.

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Documents

Elementary Language Arts - RCAS · Web viewoxymoron A figure of speech in which apparently contradictory terms appear in conjunction (e.g. That shirt is pretty ugly.) paradox An apparent