resources-cf.toolboxforteachers.comresources-cf.toolboxforteachers.com/Spartanburg5... · Web viewSouth Carolina. College- and Career-Ready Standards for . English Language Arts

South CarolinaCollege- and Career-Ready Standards for

English Language Arts 2015

Comparative DocumentKindergarten – Grade 2

Guidance Statement

This document provides a grade-level comparison of the similarities and differences between the South Carolina College- and Career-Ready Standards for English Language Arts 2015 (SCCCRS) and the Common Core State Standards (CCSS) and supports the upcoming transition. It is intended to be used by English Language Arts (ELA) district leaders to assess current resources, determine commonalities and needs, and inform planning.

This guide, developed by a group of knowledgeable educators at a point in time, should be considered a working document. This document is best used with guidance and support of district leaders. It is not intended to be shared widely.

The guide is presented in the order of the newly adopted standards document with the SCCCRS in the left column and the CCSS in the right column.

Kindergarten – Analysis of Similarities and DifferencesSouth Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Engage in daily opportunities for play and exploration to foster a sense of curiosity, develop the disposition of inquisitiveness, and begin to verbally articulate “I wonders” about ideas of interest.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 With guidance and support, engage in daily explorations of texts to make connections to personal experiences, other texts, and the environment.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 With guidance and support, develop a plan of action for collecting information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers.3.2 With guidance and support, select information, revise ideas, and record and communicate findings.3.3 This indicator does not begin until Grade 6.Grade 6 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.3.4 This indicator does not begin until Grade 6.Grade 6 Organize and categorize important information, revise ideas, and report relevant finds.Standard 4: Synthesize information to share learning and/or take action.4.1 With guidance and support, discover relationships and patterns during the inquiry process.

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4.2 With guidance and support, use tools to communicate findings.4.3 With guidance and support, reflect on findings.Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. 5.1 With guidance and support, recognize the value of individual and collective thinking.5.2 With guidance and support monitor and assess learning to guide inquiry.5.3 This indicator does not begin until Grade 1.Grade 1 Articulate the thinking process.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.

RF.K.1: Demonstrate understanding of the organization and basic features of print.

1.1 Follow words from left to right, top to bottom, and front to back. RF.K.1.a Follow words from left to right, top to bottom, and page by page.

1.2 Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.

1.3 Understand that words are separated by spaces in print. RF.K.1.c Understand that words are separated by spaces in print.1.4 Recognize and name all uppercase and lowercase letters of the alphabet.

RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet.

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.

RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

2.1 Recognize and produce rhyming words. RF.K.2.a Recognize and produce rhyming words.2.2 Count, pronounce, blend, and segment syllables in spoken words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken

words.2.3 Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.c Blend and segment onsets and rimes of single-syllable

spoken words.2.4 Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word.

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.

2.5 Add or substitute individual sounds in simple, one-syllable words to make new words.

RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

RF.K.3: Know and apply grade-level phonics and word analysis skills in decoding words.

3.1 Produce one-to-one letter-sound correspondences for each consonant. RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

3.3 Read regularly spelled one-syllable words.3.4 Distinguish between similarly spelled consonant-vowel-consonant-patterned words by identifying the sounds of the letters that differ.

RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

3.5 Read common high-frequency words. RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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http://www.corestandards.org/ELA-Literacy/RF/K/3/c/

http://www.corestandards.org/ELA-Literacy/RF/K/3/d/

http://www.corestandards.org/ELA-Literacy/RF/K/3/b/

http://www.corestandards.org/ELA-Literacy/RF/K/3/a/

http://www.corestandards.org/ELA-Literacy/RF/K/2/e/









3.6 Recognize grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.

RF.K.4: Read emergent-reader texts with purpose and understanding.

4.1 Read emergent-reader texts with purpose and understanding.4.2 Read emergent texts orally with accuracy, appropriate rate, and expression.4.3 Use picture cues to confirm or self-correct word recognition and understanding.(RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

5.1 With guidance and support, ask and answer who, what, when, where, why, and how questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read.

RL.K.1 With prompting and support, ask and answer questions about key details in a text.

5.2 With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.Standard 6: Summarize key details and ideas to support analysis of thematic development.

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

(RL) Meaning and Context (R) Integration of Knowledge and Ideas6.1 Describe the relationship between illustrations and the text. RL.K.7 With prompting and support, describe the relationship

between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

7.1 With guidance and support, retell a familiar text; identify beginning, middle, and end in a text heard or read.

RL.K.2 With prompting and support, retell familiar stories, including key details.

7.2 Read or listen closely to compare familiar texts.

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http://www.corestandards.org/ELA-Literacy/RL/K/2/

http://www.corestandards.org/ELA-Literacy/RF/K/3/





RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

(RL) Meaning and Context (R)Key Ideas and DetailsStandard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.

Anchor Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8.1 With guidance and support, read or listen closely to:a. describe characters and their actions;b. compare characters’ experiences to those of the reader;c. describe setting;d. identify the problem and solution; ande. identify the cause of an event.

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.

(RL) Language, Craft, and Structure (R) Craft and StructureStandard 9: Interpret and analyze the author’s use of words, phrases, and conventions, and how their relationships shape meaning and tone in print and multimedia texts.

Anchor Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

9.1 With guidance and support, identify the literary devices of repetitive language and the sound devices of rhyme, onomatopoeia, and alliteration; identify when the author uses each. 9.2 With guidance and support, identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning.(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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10.1 With guidance and support, ask and answer questions about known and unknown words.

RL.K.4 Ask and answer questions about unknown words in a text.

10.2 With guidance and support, identify new meanings for familiar words and apply them accurately.

L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

10.3 With guidance and support, use inflectional endings and affixes to determine the meaning of unknown words.

L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

10.4 With guidance and support, identify the individual words used to form a compound word.10.5 With guidance and support, use print and multimedia resources to explore word relationships and nuances in word meanings.10.6 With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases.

L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings.L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

(RL) Language, Craft, and Structure (R) Craft and StructureStandard 11: Analyze and provide evidence of how the author’s choice of point of view, perspective, or purpose shapes content, meaning, and style.

Anchor Standard 6: Assess how point of view or purpose shapes the content and style of a text.

11.1 Identify the author and illustrator and define the role of each. RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

11.2 Identify who is telling the story, the narrator or characters.Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.

Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

12.1 Recognize and sort types of literary texts. RL.K.5 Recognize common types of texts (e.g., storybooks, poems).12.2 Recognize the crafted text structure of recurring phrases.

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http://www.corestandards.org/ELA-Literacy/L/K/6/

http://www.corestandards.org/ELA-Literacy/L/K/4/b/

http://www.corestandards.org/ELA-Literacy/L/K/4/a/


(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.


(RI) Language, Craft, and Structure (R) Integration of Knowledge and IdeasStandard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

(RL) Meaning and Context (R) Integration of Knowledge and IdeasStandard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.


(RL) Range and Complexity (R) Range of Reading and Level of Text ComplexityStandard 13: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time.

Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

13.1 Engage in whole and small group reading with purpose and understanding.

RL.K.10 Actively engage in group reading activities with purpose and understanding.

13.2 Read independently for sustained periods of time to build stamina.

13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

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Reading - Informational Text Standards (RI) Reading Standards (R) Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.


1.1 Follow words from left to right, top to bottom, and front to back. RF.K.1.a Follow words from left to right, top to bottom, and page by page.

1.2 Recognize that spoken words are represented in written language by specific sequences of letters.

RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.

1.3 Understand that words are separated by spaces in print. RF.K.1.c Understand that words are separated by spaces in print.1.4 Recognize and name all uppercase and lowercase letters of the alphabet.

RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet.

Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.


2.1 Recognize and produce rhyming words. RF.K.2.a Recognize and produce rhyming words.2.2 Count, pronounce, blend, and segment syllables in spoken words. RF.K.2.b Count, pronounce, blend, and segment syllables in spoken

words.2.3 Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.c Blend and segment onsets and rimes of single-syllable

spoken words.2.4 Isolate and pronounce the initial, medial, and final sounds in a three-phoneme word.

RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.

2.5 Add or substitute individual sounds in simple, one-syllable words to make new words.

RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.

RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.

3.1 Produce one-to-one letter-sound correspondences for each consonant. RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

3.2 Associate long and short sounds of the five major vowels with their common spellings.

RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

3.3 Read regularly spelled one-syllable words.3.4 Distinguish between similarly spelled consonant-vowel-consonant-patterned words by identifying the sounds of the letters that differ.

RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

3.5 Read common high-frequency words. RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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http://www.corestandards.org/ELA-Literacy/RF/K/2/e/











3.6 Recognize grade-appropriate irregularly spelled words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.4.1 Read emergent-reader texts with purpose and understanding. RF.K.4 Read emergent-reader texts with purpose and understanding.4.2 Read emergent texts orally with accuracy, appropriate rate, and expression.4.3 Use picture cues to confirm or self-correct word recognition and understanding.(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 With guidance and support, ask and answer who, what, when, where, why, and how questions about a text; refer to key details to make inferences and draw conclusions in texts heard or read.

RI.K.1 With prompting and support, ask and answer questions about key details in a text.

5.2 With guidance and support, ask and answer questions to make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 With guidance and support, retell the central idea and identify key details to summarize a text heard, read, or viewed.

RI.K.2 With prompting and support, identify the main topic and retell key details of a text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

7.1 With guidance and support, compare topics or ideas within a thematic or author study heard, read, or viewed. (RI) Language, Craft , and Structure (R) Craft and StructureStandard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.


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http://www.corestandards.org/ELA-Literacy/W/K/7/

http://www.corestandards.org/ELA-Literacy/RI/K/2/



8.1 With guidance and support, identify words, phrases, illustrations, and photographs used to provide information. 8.2 With guidance and support, use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the text.

R.I.K.4 With prompting and support, ask and answer questions about unknown words in a text.

(RI) Language, Craft, and Structure (L) Language Acquisition and UseStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Language Anchor Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

Language Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

9.1 With guidance and support, ask and answer questions about known and unknown words.

RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.

9.2 With guidance and support, identify new meanings for familiar words and apply them accurately.

L.K.4.a Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

9.3 With guidance and support, use inflectional endings and affixes to determine the meaning of unknown words.

L.K.4.b Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

9.4 With guidance and support, use print and multimedia resources to explore word relationships and meanings. 9.5 With guidance and support, use words and phrases acquired through talk and text; explore nuances of words and phrases.

L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.L.K.5 With guidance and support from adults, explore word







relationships and nuances in word meanings.

(RI) Language, Craft, and Structure (R) Craft and StructureStandard 10: Analyze and provide evidence of how the author’s choice of purpose and perspective shapes content, meaning and style.


10.1 Identify the author and illustrator and define the role of each. RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Standard 11: Analyze and critique how the author uses structures in print and multimedia texts to craft informational and argument writing.

Anchor Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.RI.K.5 Identify the front cover, back cover, and title page of a book.

11.1 With guidance and support, explore informational text structures within texts heard or read.

(R) Integration of Knowledge and Ideas11.2 With guidance and support, identify the reasons an author gives to support a position.

RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).(R) Integration of Knowledge and IdeasAnchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to







compare the approaches the authors take.RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

(RI) Range and Complexity (R) Range of Reading and Text ComplexityStandard 12: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text.


12.1 Engage in whole and small group reading with purpose and understanding.

RI.K.10 Actively engage in group reading activities with purpose and understanding.

12.2 Read independently for sustained periods of time. 12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.



Writing Standards (W) Writing Standards (W)Meaning, Context, and Craft See Standards Listed BelowStandard 1: Write arguments to support claims with clear reasons and relevant evidence.

Included in Fundamentals of Writing

Text Types and PurposesAnchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

Production and DistributionAnchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Research to Build and Present KnowledgeAnchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

1.1 Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion about it.


W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.2 With guidance and support, plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.

W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.







Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


Text Types and PurposesAnchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.




2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts that name and supply information about the topic.


W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.









Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.


Text Types and PurposesAnchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.




3.1 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, to tell about the events in the order in which they occurred, and to provide a reaction to what happened.


W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.









(W) Language (L) Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Writing 6.2 Print uppercase and lowercase letters proportionally, using appropriate handwriting techniques.

L.K.1.a Print many upper- and lowercase letters.

4.1 With guidance and support, use nouns. L.K.1.b Use frequently occurring nouns and verbs.4.2 With guidance and support, form regular plural nouns orally by

adding /s/ or /es/.L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

4.3 With guidance and support, understand and use interrogatives. L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

4.4 With guidance and support, use verbs. L.K.1.b Use frequently occurring nouns and verbs.4.5 With guidance and support, use adjectives.4.6 With guidance and support, use prepositional phrases. L.K.1.e Use the most frequently occurring prepositions (e.g., to,

from, in, out, on, off, for, of, by, with).4.7 With guidance and support, use conjunctions.4.8 Produce and expand complete sentences. L.K.1.f Produce and expand complete sentences in shared language

activities.Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.1 Capitalize the first word in a sentence and the pronoun I. L.K.2.a Capitalize the first word in a sentence and the pronoun I.5.2 Recognize and name end punctuation. L.K.2.b Recognize and name end punctuation.5.3 Write letter(s) for familiar consonant and vowel sounds. L.K.2.c Write a letter or letters for most consonant and short-vowel

sounds (phonemes).5.4 Spell simple words phonetically. L.K.2.d Spell simple words phonetically, drawing on knowledge of

sound-letter relationships.5.5 Consult print and multimedia resources to check and correct spellings.


http://www.corestandards.org/ELA-Literacy/L/K/2/d/

http://www.corestandards.org/ELA-Literacy/L/K/2/c/



http://www.corestandards.org/ELA-Literacy/L/K/1/f/

http://www.corestandards.org/ELA-Literacy/L/K/1/e/


http://www.corestandards.org/ELA-Literacy/L/K/1/d/

http://www.corestandards.org/ELA-Literacy/L/K/1/c/


http://www.corestandards.org/ELA-Literacy/L/1/1/a/

(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

See Standards Listed Below (W) Research to Build and Present KnowledgeReading Informational TextMeaning and ContextStandard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.

Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.


Reading Literacy Text Meaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Reading Informational TextMeaning and Context Standard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.

Anchor Standard 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.



(W) Range and Complexity (W) Range of WritingStandard 6: Write independently, legibly, and routinely for a variety of tasks, purposes, and audiences over short and extended time frames.

Anchor Standard 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

6.1 With guidance and support, write routinely and persevere in writing tasks for a variety of purposes and audiences.6.2 Print uppercase and lowercase letters. L.K.1.a Print many upper- and lowercase letters.6.3 Recognize that print moves from left to right and that there are spaces between words.6.4 Locate letter keys on an electronic device. Writing

Production and DistributionW.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

6.5 This indicator begins in Grade 2.Grade 2 Begin to develop cursive writing.



Communication Standards (C) Speaking and Listening Standards (SL)Meaning and Context Comprehension and CollaborationStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

1.1 Explore and create meaning through play, conversation, drama, and story-telling.1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

1.3 Practice verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.1.4 Participate in conversations with varied partners about focused grade-level topics and texts in small and large groups.

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made.

SL.K.1.b Continue a conversation through multiple exchanges.

1.6 This indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.(W) Research to Build and Present Knowledge

2.1 With guidance and support, recall information from experiences or gather information from sources to ask and answer questions.

W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2.2 With guidance and support, participate in shared research exploring a variety of texts; express opinions and talk about findings.




http://www.corestandards.org/ELA-Literacy/SL/K/4/

http://www.corestandards.org/ELA-Literacy/SL/K/1/b/


http://www.corestandards.org/ELA-Literacy/SL/K/1/a/

2.3 This indicator does not begin until Grade 6.Grade 6 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.2.4 This indicator does not begin until Grade 3.Grade 3 Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate.(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.

Comprehension and CollaborationAnchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Presentation of Knowledge and IdeasAnchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentationsSL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

3.1 Explore how ideas and topics are depicted in a variety of media and formats.3.2 Use appropriate props, images, or illustrations to support verbal communication.

SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

(C) Language, Craft, and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Anchor Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

4.1 Identify speaker’s purpose.4.2 Identify the introduction and conclusion of a presentation.4.3 Identify when the speaker uses intonation and word stress.




Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-plays, or songs.5.2 Employ repetitive language, onomatopoeia, and/or alliteration to impact the audience.5.3 This Indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.

SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

See Standards Listed Below (SL) Presentation of Knowledge and IdeasCommunicationMeaning and ContextStandard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one’s own views while respecting diverse perspectives.

WritingLanguageStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.




The following section compares the Common Core State Standards for English Language Arts with the South Carolina College- and Career-Ready English Language Arts Standards (SCCCRS). Parallels to the Language Standards are found in the Reading and Writing Strands of the SCCCRS as noted.

Writing Standards (W) Language Standards (L)Language Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.


Standard 5: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.(L) Knowledge of Language

Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

See Standards Listed Below (L) Vocabulary Acquisition and UseReading Literary TextLanguage, Craft, and StructureStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.

Reading Informational TextLanguage, Craft, and StructureStandard 9: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.


L.K.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



http://www.corestandards.org/ELA-Literacy/CCRA/L/3/



Included in Fundamentals of Reading



Grade 1 – Analysis of Similarities and DifferencesSouth Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, and the environment.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action for collecting relevant information from multiple sources through play, sensory observation, texts, websites, and conversations with adults/peers.3.2 Select the most important information, revise ideas, and record and communicate findings.3.3 This indicator does not begin until Grade 6.Grade 6 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.3.4 This indicator does not begin until Grade 6.Grade 6 Organize and categorize important information, revise ideas, and report relevant finds.Standard 4: Synthesize information to share learning and/or take action.4.1 Draw conclusions from relationships and patterns discovered during the inquiry process.4.2 Determine appropriate tools to communicate findings.4.3 Reflect on findings and take action.

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Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. 5.1 Recognize the value of individual and collective thinking.5.2 Monitor and assess learning to guide inquiry. 5.3 Articulate the thinking process.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.


1.1 Recognize the distinguishing features of a sentence. RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.


2.1 Distinguish long from short vowel sounds in spoken single-syllable words.

RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words.

2.2 Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.

RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.

RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

2.4 Segment spoken single-syllable words into their complete sequence of individual sounds.

RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

2.5 Students are expected to build upon and continue applying previous learning.Kindergarten Add or substitute individual sounds in simple, one-syllable words to make new words.Standard 3: Know and apply grade-level phonics and word analysis skills when decoding words.


3.1 Demonstrate the sound correspondences for common consonant blends and digraphs.

RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.

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http://www.corestandards.org/ELA-Literacy/RF/1/3/a/

http://www.corestandards.org/ELA-Literacy/RF/1/2/d/

http://www.corestandards.org/ELA-Literacy/RF/1/2/c/

http://www.corestandards.org/ELA-Literacy/RF/1/2/b/



RF.1.3.b Decode regularly spelled one-syllable words.3.2 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words.

RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

3.3 Read a two-syllable word by breaking the word into syllables. RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

3.4 Use final -e and common vowel team conventions to read words with long vowel sounds.

RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.

3.5 Read words with inflectional endings. RF.1.3.f Read words with inflectional endings.3.6 Recognize and read grade-appropriate irregularly spelled words. RF.1.3.g Recognize and read grade-appropriate irregularly spelled

words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.

RF.K.4: Read with sufficient accuracy and fluency to support comprehension.

4.1 Read grade-level texts with purpose and understanding. RF.1.4.a Read grade-level text with purpose and understanding.4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.

RF.1.4.b Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.

RF.1.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

(RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read.

RL.1.1 Ask and answer questions about key details in a text.

5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.Standard 6: Summarize key details and ideas to support analysis of thematic development.


(RL) Meaning and Context (R) Integration of Knowledge and Ideas6.1 Describe the relationship between the illustrations and the characters, setting, or events.

RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events.

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http://www.corestandards.org/ELA-Literacy/RL/1/7/





http://www.corestandards.org/ELA-Literacy/RF/1/3/g/

http://www.corestandards.org/ELA-Literacy/RF/1/3/f/


http://www.corestandards.org/ELA-Literacy/RF/1/3/e/






7.1 Retell text, including beginning, middle, and end; use key details to determine the theme in a text heard or read.

RL.1.2 Retell stories, including key details, and demonstrate understanding of their central message or lesson.

7.2 Read or listen closely to compare and contrast familiar texts and texts in author and genre studies.

RL.1.9 Compare and contrast the adventures and experiences of characters in stories.

(RL) Meaning and Context (R) Key Ideas and DetailsStandard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.


8.1 Read or listen closely to:a. describe characters’ actions, and feelings;b. compare and contrast characters’ experiences to those of the reader;c. describe setting;d. identify the plot including problem and solution; ande. describe cause and effect relationships.

RL.1.3 Describe characters, settings, and major events in a story, using key details.



9.1 Identify the literary devices of rhythm, repetitive language, and simile and sound devices of rhyme, onomatopoeia, and alliteration; explain how the author uses each. 9.2 Identify how an author’s choice of words, phrases, conventions, and illustrations suggest feelings, appeal to the senses, and contribute to meaning.

RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

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(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



10.1 Ask and answer questions about known and unknown words.10.2 Identify new meanings for familiar words and apply them accurately.10.3 Use inflectional endings and affixes to determine the meaning of unknown words.

L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.

10.4 Identify the individual words used to form a compound word.10.5 Use print and multimedia resources to explore word relationships and nuances in word meanings.10.6 Use words and phrases acquired through talk and text; explore nuances of words and phrases.

L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.



11.1 Identify the author’s purpose—to explain, entertain, inform, or convince.11.2 Distinguish who is telling the story at various points in a text, the narrator or characters.

RL.1.6 Identify who is telling the story at various points in a text.

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http://www.corestandards.org/ELA-Literacy/L/1/5/


http://www.corestandards.org/ELA-Literacy/L/1/4/b/

Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.


12.1 Classify literary texts according to characteristics of a genre. RL.1.5 Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

12.2 Recognize how the author uses the crafted text structures of recurring phrases and dialogue.(C) Meaning and Context (R) Integration of Knowledge and IdeasStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.








13.1 Engage in whole and small group reading with purpose and understanding.13.2 Read independently for sustained periods of time to build stamina.13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RL.1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.

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Reading - Informational Text Standards (RI) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.


1.1 Recognize the distinguishing features of a sentence. RF.1.1.a Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.


2.1 Distinguish long from short vowel sounds in spoken single-syllable words.

RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words.

2.2 Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.

RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

2.3 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.

RF.1.2.c Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

2.4 Segment spoken single-syllable words into their complete sequence of individual sounds.

RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).



3.1 Demonstrate the sound correspondences for common consonant blends and digraphs.

RF.1.3.a Know the spelling-sound correspondences for common consonant digraphs.

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RF.1.3.b Decode regularly spelled one-syllable words.3.2 Use knowledge that every syllable must have a vowel sound to determine the number of syllables in words.

RF.1.3.d Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

3.3 Read a two-syllable word by breaking the word into syllables. RF.1.3.e Decode two-syllable words following basic patterns by breaking the words into syllables.

3.4 Use final -e and common vowel team conventions to read words with long vowel sounds.

RF.1.3.c Know final -e and common vowel team conventions for representing long vowel sounds.

3.5 Read words with inflectional endings. RF.1.3.f Read words with inflectional endings.3.6 Recognize and read grade-appropriate irregularly spelled words. RF.1.3.g Recognize and read grade-appropriate irregularly spelled

words.Standard 4: Read with sufficient accuracy and fluency to support comprehension.

RF.K.4: Read with sufficient accuracy and fluency to support comprehension.

4.1 Read grade-level texts with purpose and understanding. RF.1.4.a Read grade-level text with purpose and understanding.4.2 Read grade-level texts orally with accuracy, appropriate rate, and expression on successive readings.


4.3 Use context to confirm or self-correct word recognition and understanding rereading as necessary.


(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Ask and answer who, what, when, where, why, and how questions to demonstrate understanding of a text; use key details to make inferences and draw conclusions in texts heard or read.

RI.1.1 Ask and answer questions about key details in a text.

5.2 Make predictions using prior knowledge, pictures, illustrations, title, and information about author and illustrator.Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Retell the central idea and key details to summarize a text heard, read, or viewed.

RI.1.2 Identify the main topic and retell key details of a text.

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http://www.corestandards.org/ELA-Literacy/RI/1/2/






http://www.corestandards.org/ELA-Literacy/RF/1/3/g/






Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Compare and contrast topics or ideas within a thematic or author study heard, read, or viewed.(RI) Language, Craft, and Structure (R) Craft and StructureStandard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.


8.1 Identify words, phrases, illustrations, and photographs used to provide information.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.RI.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

8.2 Use front cover, title page, illustrations/ photographs, fonts, glossary, and table of contents to locate and describe key facts or information; describe the relationship between these features and the text.

RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.



Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.

9.1 Ask and answer questions about known and unknown words in a text.

RI.1.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.

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L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

9.2 Identify new meanings for familiar words and apply them accurately.9.3 Use inflectional endings and affixes to determine the meaning of unknown words.

L.1.4.b Use frequently occurring affixes as a clue to the meaning of a word.

9.4 Use print and multimedia resources to explore word relationships and meanings.9.5 Use words and phrases acquired through talk and text; explore nuances of words and phrases.

L.1.5 With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.L.1.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).



10.1 Identify the author’s purpose – to explain, entertain, inform, or convince.

R.I.1.6 Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.



11.1 Explore informational text structures within texts heard or read; identify sequential order and compare and contrast relationships.

(R) Integration of Knowledge and Ideas11.2 Identify the reasons an author gives to support a position. RI.1.8 Identify the reasons an author gives to support points in a text.

(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.RI.1.3 Describe the connection between two individuals, events, ideas, or pieces of information in a text.

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http://www.corestandards.org/ELA-Literacy/L/1/4/c/




8.1 Identify words, phrases, illustrations, and photographs used to provide information.

RI.1.7 Use the illustrations and details in a text to describe its key ideas.(R) Integration of Knowledge and IdeasAnchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RI.1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).



12.1 Engage in whole and small group reading with purpose and understanding.12.2 Read independently for sustained periods of time.12.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1.

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1.1 Explore print and multimedia sources to write opinion pieces that introduce the topic, state an opinion, give a reason for the opinion, and provide a sense of closure.


W.1.1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

1.2 Plan, revise, and edit building on personal ideas and the ideas of others to strengthen writing.

W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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http://www.corestandards.org/ELA-Literacy/W/1/6/











2.1 Explore print and multimedia sources to write informative/explanatory texts that name a topic, supply facts about the topic, and provide a sense of closure.


W.1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

2.2 Plan, revise, and edit, focusing on a topic while building on personal ideas and the ideas of others to strengthen writing.


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3.1 Explore multiple texts to write narratives that recount two or more sequenced events, include details, use temporal words to signal event order, and provide a sense of closure.


W.1.3 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.



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(W) Language (L) Conventions of Standard English

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Standard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.

Anchor Standard 1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Writing 6.2 Print uppercase and lowercase letters proportionally, using appropriate handwriting techniques.

L.1.1.a Print all upper- and lowercase letters.

4.1 Use common, proper, and possessive nouns. L.1.1.b Use common, proper, and possessive nouns.4.2 Use singular and plural nouns with matching verbs in basic sentences.

L.1.1.c Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).

4.3 Use personal, possessive, and indefinite pronouns. L.1.1.d Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything).

4.4 Use verbs to convey a sense of past, present, and future. L.1.1.e Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home).

4.5 Use adjectives and adverbs. L.1.1.f Use frequently occurring adjectives.4.6 Use prepositional phrases. L.1.1.i Use frequently occurring prepositions (e.g., during, beyond,

toward).4.7 Use conjunctions. L.1.1.g Use frequently occurring conjunctions (e.g., and, but, or, so,

because).4.8 Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences.

L.1.1.j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts.


Anchor Standard 2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.1 Capitalize the first word of a sentence, dates, names, and the pronoun I.

L.1.2.a Capitalize dates and names of people.

5.2 Use:a. periods, question marks, and exclamation marks at the end of

sentences; andb. commas in dates and to separate items in a series.

L.1.2.b Use end punctuation for sentences.

L.1.2.c Use commas in dates and to separate single words in a series.

5.3 Use conventional spelling for words with common spelling patterns. L.1.2.d Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words.

5.4 Spell unknown words phonetically; spell common irregularly-spelled, grade-appropriate high-frequency words.

L.1.2.e Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

5.5 Consult print and multimedia resources to check and correct spellings.(C) Meaning and Context (W) Production and Distribution

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Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.



W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).




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6.1 Write routinely and persevere in writing tasks for a variety of purposes and audiences.6.2 Print uppercase and lowercase letters proportionally, using appropriate handwriting techniques.

L.1.1.a Print all upper- and lowercase letters.

6.3 Write left to right leaving space between words.6.4 Locate letter keys on an electronic device to type simple messages. Writing

Production and DistributionW.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6.5 This indicator begins in Grade 2.Grade 2 Begin to develop cursive writing.

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Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

1.1 Explore and create meaning through conversation, drama, questioning, and story-telling.

SL.1.1.c Ask questions to clear up any confusion about the topics and texts under discussion.

1.2 Practice the skills of taking turns, listening to others, and speaking clearly.

SL.1.1.a Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).

1.3 Practice techniques of volume, eye contact, facial expressions, posture, gestures, and space.1.4 Participate in shared conversations with varied partners about focused grade-level topics and texts in small and large groups.

SL.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.

SL.1.1.b Build on others' talk in conversations by responding to the comments of others through multiple exchanges.

1.6 This indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL.1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

2.1 Express ideas gathered from various print and multimedia sources in a clear and concise manner.2.2 Participate in shared research exploring a variety of texts; express opinions and talk about findings.

WritingResearch to Build and Present Knowledge W.1.7 Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

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2.3 This indicator does not begin until Grade 6.Grade 6 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.2.4 This indicator does not begin until Grade 3.Grade 3 Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate.(C) Meaning and Context Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.


Presentation of Knowledge and IdeasAnchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentationsSL.1.2 Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

3.1 Explore and compare how ideas and topics are depicted in a variety of media and formats.3.2 Use visual displays to support verbal communication and clarify ideas, thoughts, and feelings.

SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

(C) Language, Craft and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Anchor Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

4.1 Identify speaker’s purpose and details that keep the listener engaged. 4,2 Identify the introduction, body, and conclusion of a presentation.4.3 Identify when the speaker uses intonation and word stress and includes media.

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Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Present poems, short stories, role-plays, or songs using voice inflection, expression, rhythm, and rhyme.5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, onomatopoeia, and alliteration for impact.5.3 This Indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.

SL.1.3 Ask and answer questions about what a speaker says in order to gather additional information or clarify something that is not understood.


WritingMeaning, Context, and CraftStandard 1: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.


SL.1.6 Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)

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Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.




L.1.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content, choosing flexibly from an array of strategies.L.1.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

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L.1.4.c Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.



Included in Fundamentals of Reading


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Grade 2 – Analysis of Similarities and Differences

South Carolina College- and Career-Ready Standards Common Core State Standards

Inquiry-Based Literacy Standards (I)Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.1.1 Ask self-generated questions that lead to group conversations, explorations, and investigations.Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.2.1 Engage in daily exploration to formulate questions from texts and personal experiences; generate possible explanations and consider alternatives.Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. 3.1 Develop a plan of action for collecting relevant information from multiple sources through play, observation, texts, websites, and conversations with adults/peers.3.2 Select the most important information, revise ideas, and record and communicate findings.3.3 This indicator does not begin until Grade 6.Grade 6 Gather information from a variety of primary and secondary sources and evaluate sources for perspective, validity, and bias.3.4 This indicator does not begin until Grade 6.Grade 6 Organize and categorize important information, revise ideas, and report relevant finds.

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Standard 4: Synthesize information to share learning and/or take action.4.1 Interpret relationships and patterns discovered during the inquiry process.4.2 Use appropriate tools to communicate findings and/or take informed action.4.3 Reflect on findings and pose new questions for further inquiry.Standard 5: Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, individually and collaboratively. 5.1 Acknowledge and value individual and collective thinking.5.2 Monitor and assess learning to guide inquiry.5.3 Articulate the process of learning and seek appropriate help.

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Reading – Literary Text Standards (RL) Reading Standards (R)Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade 1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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RF.2.3: Know and apply grade-level phonics and word analysis skills in decoding words.

3.1 Use knowledge of r-controlled vowels to read. 3.2 Use knowledge of how syllables work to read multisyllabic words.3.3 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Use and apply knowledge of vowel diphthongs.3.5 Use and apply knowledge of how inflectional endings change words. 3.6 Recognize and read grade-appropriate irregularly spelled words. RF.2.3.f Recognize and read grade-appropriate irregularly spelled

words.RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.RF.2.3.c Decode regularly spelled two-syllable words with long vowels.RF.2.3.d Decode words with common prefixes and suffixes.RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

RF.2.4: Read with sufficient accuracy and fluency to support comprehension.

4.1 Read grade-level texts with purpose and understanding. RF.2.4.a Read grade-level text with purpose and understanding.4.2 Read grade-level texts orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.


4.3 Students are expected to build upon and continue applying previous learning.Grade 1 Use context to confirm or self-correct word recognition and understanding rereading as necessary.


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(RL) Meaning and Context (R) Key Ideas and DetailStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.

RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

5.2 Make predictions before and during reading; confirm or modify thinking.Standard 6: Summarize key details and ideas to support analysis of thematic development.

Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

(RL) Meaning and Context (R) Integration of Knowledge and Ideas6.1 Use information gained from illustrations and words in a print or multimedia text to demonstrate understanding of its characters, setting, or plot.

RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Standard 7: Analyze the relationship among ideas, themes, or topics in multiple media, formats, and in visual, auditory, and kinesthetic modalities.



7.1 Retell the sequence of major events using key details; determine the theme in a text heard or read.7.2 Read or listen closely to compare and contrast multiple versions of the same story; compare and contrast texts in author and genre studies.

RL.2.9 Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

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(RL) Meaning and Context (R) Key Ideas and DetailsStandard 8: Analyze characters, settings, events, and ideas as they develop and interact within a particular context.


8.1 Read or listen closely to:a. compare and contrast characters’ actions, feelings, and responses to

major events or challenges;b. describe how cultural context influences characters, setting, and the

development of the plot; andc. explain how cause and effect relationships affect the development

of plot.

RL.2.3 Describe how characters in a story respond to major events and challenges.



9.1 Identify the literary devices of simile and metaphor and sound devices; explain how the author uses each. 9.2 Explain how words, phrases, conventions, and illustrations communicate feelings, appeal to the senses, influence the reader, and contribute to meaning.

RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

(RL) Language, Craft, and Structure (L) Vocabulary Acquisition and UseStandard 10: Apply a range of strategies to determine and deepen the meaning of known, unknown, and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary.



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10.1 Use context to determine the meaning of words and phrases. L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

10.2 Determine the meaning of a newly formed word when a known affix is added to a known word.

L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

10.3 Use a base word to determine the meaning of an unknown word with the same base.

L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

10.4 Use the meanings of individual words to predict the meaning of compound words.

L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).

10.5 Use print and multimedia resources to determine or clarify the precise meaning of words or phrases.

L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

10.6 Use general academic and domain-specific words and phrases acquired through talk and text; explore nuances of words and phrases.

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.



11.1 Identify and analyze the author’s purpose.11.2 Recognize differences between the points of view and perspectives of the narrator and various characters.

RL.2.6 Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Standard 12: Analyze and critique how the author uses structures in print and multimedia texts to shape meaning and impact the reader.


12.1 Describe the overall structure of a narrative including how the beginning introduces and the ending concludes the action.

RL.2.5 Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

12.2 Recognize characteristics of crafted text structures such as diary, seesaw texts, and circular texts.

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13.1 Engage in whole and small group reading with purpose and understanding.13.2 Read independently for sustained periods of time to build stamina.13.3 Read and respond according to task and purpose to become self-directed, critical readers and thinkers.

RL.2.10 By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Reading - Informational Text Standards (RI) Reading Standards (R) Principles of Reading Foundational SkillsStandard 1: Demonstrate understanding of the organization and basic features of print.1.1 Students are expected to build upon and continue applying previous learning.Grade 1 Recognize the distinguishing features of a sentence.1.2 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize that spoken words are represented in written language by specific sequences of letters.1.3 Students are expected to build upon and continue applying previous learning.Kindergarten Understand that words are separated by spaces in print.1.4 Students are expected to build upon and continue applying previous learning.Kindergarten Recognize and name all uppercase and lowercase letters of the alphabet.Standard 2: Demonstrate understanding of spoken words, syllables, and sounds.2.1 Students are expected to build upon and continue applying previous learning.Grade 1 Distinguish long from short vowel sounds in spoken single-syllable words.2.2 Students are expected to build upon and continue applying previous learning.Grade 1 Orally produce single-syllable words by blending sounds, including consonant blends in spoken words.2.3 Students are expected to build upon and continue applying previous learning.Grade 1 Isolate and pronounce initial, medial, and final sounds in spoken single-syllable words.2.4 Students are expected to build upon and continue applying previous learning.Grade1 Segment spoken single-syllable words into their complete sequence of individual sounds.

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RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words.

3.1 Use knowledge of r-controlled vowels to read. 3.2 Use knowledge of how syllables work to read multisyllabic words.3.3 Read irregularly spelled two-syllable words and words with common prefixes and suffixes.3.4 Use and apply knowledge of vowel diphthongs.3.5 Use and apply knowledge of how inflectional endings change words. 3.6 Recognize and read grade-appropriate irregularly spelled words. RF.2.3.f Recognize and read grade-appropriate irregularly spelled

words.RF.2.3.a Distinguish long and short vowels when reading regularly spelled one-syllable words.RF.2.3.b Know spelling-sound correspondences for additional common vowel teams.RF.2.3.c Decode regularly spelled two-syllable words with long vowels.RF.2.3.d Decode words with common prefixes and suffixes.RF.2.3.e Identify words with inconsistent but common spelling-sound correspondences.

Standard 4: Read with sufficient accuracy and fluency to support comprehension.

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

4.1 Read grade-level texts with purpose and understanding. RF.2.4.a Read grade-level text with purpose and understanding.4.2 Read grade-level texts orally with accuracy, appropriate rate, expression, intonation, and phrasing on successive readings.


4.3 Students are expected to build upon and continue applying previous learning.Grade 1 Use context to confirm or self-correct word recognition and understanding rereading as necessary.


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(RI) Meaning and Context (R) Key Ideas and DetailsStandard 5: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations.


5.1 Ask and answer literal and inferential questions to demonstrate understanding of a text; use specific details to make inferences and draw conclusions in texts heard or read.

RI.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

5.2 Make predictions before and during reading; confirm or modify thinking. Standard 6: Summarize key details and ideas to support analysis of central ideas.


6.1 Retell the central idea and key details from multi-paragraph texts; summarize the text by stating the topic of each paragraph heard, read, or viewed.

RI.2.2 Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.

Standard 7: Research events, topics, ideas, or concepts through multiple media, formats, and in visual, auditory, and kinesthetic modalities.7.1 Compare and contrast topics, ideas, or concepts across texts in a thematic, author, or genre study heard, read, or viewed. (RI) Language, Craft , and Structure (R) Craft and StructureStandard 8: Interpret and analyze the author’s use of words, phrases, text features, conventions, and structures, and how their relationships shape meaning and tone in print and multimedia texts.


8.1 Identify how the author uses words, phrases, illustrations, and photographs to inform, explain, or describe.8.2 Use index, headings, bullets, and captions to locate key facts and information; explain the relationship between these features and the text.

RI.2.5 Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

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Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.

9.1 Use context to determine the meaning of words and phrases. L.2.4.a Use sentence-level context as a clue to the meaning of a word or phrase.

9.2 Determine the meaning of a newly formed word when a known affix is added to the word.

L.2.4.b Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).

9.3 Use a base word to determine the meaning of an unknown word with the same base.

L.2.4.c Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).

9.4 Use print and multimedia resources to determine or clarify the precise meaning of words and phrases.9.5 Acquire and use general academic and domain-specific words and phrases acquired through talk and text; identify nuances of words and phrases.

L.2.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).L.2.5 Demonstrate understanding of word relationships and nuances in word meanings.

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10.1 Identify and analyze the author’s purpose. RI.2.6 Identify the main purpose of a text, including what the author wants to answer, explain, or describe.



11.1 Identify sequential order, cause and effect relationships, and compare and contrast structures within texts to locate information and gain meaning. 11.2 Identify the structures an author uses to support specific points.

(R) Key Ideas and DetailsAnchor Standard 3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.


Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1

RI.2.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.Anchor Standard 8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.RI.2.8 Describe how reasons support specific points the author makes in a text.

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Anchor Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.RI.2.9 Compare and contrast the most important points presented by two texts on the same topic.



12.1 Engage in whole and small group reading with purpose and understanding.12.2 Read independently for sustained periods of time.12.3 Read and respond according to task and purpose to become self-directed, critical readers, and thinkers.

RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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1.1 Explore print and multimedia sources to write opinion pieces that introduce the topic or text, state an opinion and supply reasons that support the opinion, use transitional words to connect opinions and reasons, and provide a concluding statement or section.


W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.


W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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2.1 Explore print and multimedia sources to write informative/explanatory texts that introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.


W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.



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3.1 Explore multiple texts to write narratives that recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.


W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.



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(W) Language (L) Conventions of Standard EnglishStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.


4.1 Use collective nouns. L.2.1.a Use collective nouns (e.g., group).4.2 Form and use frequently occurring irregular plural nouns. L.2.1.b Form and use frequently occurring irregular plural nouns

(e.g., feet, children, teeth, mice, fish).4.3 Use reflexive pronouns. L.2.1.c Use reflexive pronouns (e.g., myself, ourselves).4.4 Form and use the past tense of frequently occurring irregular verbs. L.2.1.d Form and use the past tense of frequently occurring irregular

verbs (e.g., sat, hid, told).4.5 Use adjectives and adverbs, and choose between them depending on what is to be modified.

L.2.1.e Use adjectives and adverbs, and choose between them depending on what is to be modified.

4.6 Use positional, time, and place prepositional phrases.4.7 Use conjunctions. 4.8 Produce, expand, and rearrange complete simple and compound sentences.

L.2.1.f Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little boy watched the movie; The action movie was watched by the little boy).


Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

5.1 Capitalize greetings, months, days of the week, holidays, geographic names, and titles.

L.2.2.a Capitalize holidays, product names, and geographic names.

5.2 Use:a. periods, question marks, or exclamation marks at the end of

sentences;b. commas in greetings and closings of letters, dates, and to separate

items in a series; andc. apostrophes to form contractions and singular possessive nouns.

L.2.2.b Use commas in greetings and closings of letters.

L.2.2.c Use an apostrophe to form contractions and frequently occurring possessives.

5.3 Generalize learned spelling patterns and word families. L.2.2.d Generalize learned spelling patterns when writing words (e.g., cage → badge; boy → boil).

5.4 Correctly spell words with short and long vowel sounds, r-controlled vowels, consonant-blend patterns, and common irregularly-spelled grade- appropriate high frequency words.5.5 Consult print and multimedia resources to check and correct spellings. L.2.2.e Consult reference materials, including beginning dictionaries,

as needed to check and correct spellings.

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(C) Meaning and Context (W) Production and DistributionStandard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.

Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.



W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).




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6.1 Write routinely and persevere in writing tasks over short and extended time frames, for a range of domain-specific tasks, and for a variety of purposes and audiences. 6.2 Print uppercase and lowercase letters proportionally using appropriate handwriting techniques.6.3 Students are expected to build upon and continue applying previous learning.Grade 1 Write left to right leaving space between words.6.4 Begin to develop efficient keyboarding skills. Writing

Production and DistributionW.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6.5 Begin to develop cursive writing.

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Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.

1.1 Explore and create meaning through conversation, drama, questioning, and story-telling.

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

1.2 Apply the skills of taking turns, listening to others, and speaking clearly.

SL.2.1.a Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion).

1.3 Apply verbal and nonverbal techniques including volume and tone, eye contact, facial expressions, and posture.1.4 Participate in shared conversations with varied partners about focused grade-level topics and texts in small and large groups.

SL.2.1.b Build on others' talk in conversations by linking their comments to the remarks of others.

1.5 Explain personal ideas and build on the ideas of others by responding and relating to comments made in multiple exchanges.1.6 This indicator does not begin until English 1.English 1 Utilize various modes of communication to present a clear, unique interpretation of diverse perspectives.(C) Meaning and Context (SL) Presentation of Knowledge and IdeasStandard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources.

Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

2.1 Articulate ideas and information gathered from various print and multimedia sources in a concise manner that maintains a clear focus.

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http://www.corestandards.org/ELA-Literacy/SL/2/1/b/

http://www.corestandards.org/ELA-Literacy/SL/2/1/a/


2.2 Participate in shared research; record observations, new learning, opinions and articulate findings.

WritingResearch to Build and Present Knowledge W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

2.3 This indicator does not begin until Grade 6.Grade 6 Quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.2.4 This indicator does not begin until Grade 3.Grade 3 Speak clearly at an understandable pace, adapting speech to a variety of contexts and tasks; use standard English when indicated or appropriate.(C) Meaning and Context (Speaking and Listening Standards (SL)Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information.


Presentation of Knowledge and IdeasAnchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentationsSL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

3.1 Explain how ideas and topics are depicted in a variety of media and formats.3.2 Create a simple presentation using audio, visual, and/or multimedia tools to support communication and clarify ideas, thoughts, and feelings.

SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

(C) Language, Craft, and Structure (SL) Comprehension and CollaborationStandard 4: Critique how a speaker addresses content and uses stylistic and structural craft techniques to inform, engage, and impact audiences.

Standard 3: Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

4.1 Identify speaker’s purpose and details that keep the listener engaged.

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4.2 Determine if the presentation has a logical introduction, body, and conclusion.4.3 Identify when the speaker uses intonation and word stress, includes media, addresses the audience, and determines word choice.Standard 5: Incorporate craft techniques to engage and impact audience and convey messages.5.1 Utilize intonation and word stress to highlight essential concepts and engage the audience.5.2 Employ a combination of words, phrases, rhythm, rhyme, repetitive language, similes, metaphor, onomatopoeia, and alliteration for impact.5.3 This Indicator does not begin until English 1.English 1 Develop messages that use logical, emotional, and ethical appeals.

SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.


WritingLanguageStandard 4: Demonstrate command of the conventions of standard English grammar and usage when writing and speaking.


SL.2.6 Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 2 Language standards 1 and 3 here for specific expectations.)

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http://www.corestandards.org/ELA-Literacy/L/2/


http://www.corestandards.org/ELA-Literacy/CCRA/SL/6/







Anchor Standard 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.2.3.a Compare formal and informal uses of English




L.2.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content,

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choosing flexibly from an array of strategies.L.2.4.d Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).L.2.4.e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.




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resources-cf.toolboxforteachers.comresources-cf.toolboxforteachers.com/Spartanburg5... · Web viewSouth Carolina. College- and Career-Ready Standards for . English Language Arts