K-5 ELA Missouri Learning Standards: Grade-Level Expectations

Missouri Department of Elementary and Secondary Education

Spring 2016

The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, gender identity, sexual orientation, national origin, age, veteran status, mental or physical
disability, or any other basis prohibited by statute in its programs and activities. Inquiries related to department programs and to the location of services, activities, and facilities that are accessible by persons with
disabilities may be directed to the Jefferson State Office Building, Director of Civil Rights Compliance and MOA Coordinator (Title VI/Title VII/Title IX/504/ADA/ADAAA/Age Act/GINA/USDA Title VI), 5th Floor, 205
Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov

1
 Reading

1 Develop and apply skills to the reading process.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
A With assistance, Develop and Develop and Develop and Develop and Develop and
develop and demonstrate reading demonstrate reading demonstrate reading demonstrate reading demonstrate reading
demonstrate reading skills in response to skills in response to skills in response to skills in response to skills in response to
skills in response to reading text and read- text by: text by: text by: text by:
read-alouds by: alouds by:
6-12 Correlation Reading Literary 1A, Reading Informational 1A

a. predicting what a. predicting what a. using text features a. explaining how a. drawing a. drawing
might happen next will happen next to make and specific aspects of conclusions and conclusions and
in a text based on using prior confirm a text’s inferring by inferring by
the cover, title, and knowledge predictions, illustrations referencing textual referencing textual
illustrations b. asking and explain why not contribute to what evidence of what evidence to
b. asking and responding to confirmed is conveyed by the the text says support analysis of
responding to relevant questions b. asking and words in a story explicitly as well what the text says
questions about c. seeking responding to b. drawing as inferences explicitly as well as
texts read aloud clarification and relevant questions conclusions and drawn from the inferences drawn
c. retelling main locating facts and c. seeking support with text from the text
Comprehension

ideas or important details about clarification and textual evidence b. drawing b. drawing
facts from a read stories and other using information/ c. summarizing a conclusions by conclusions by
aloud or familiar texts facts and details story’s beginning, providing textual providing textual
story d. retelling main about texts and middle, and end evidence of what evidence of what
d. connecting the ideas in sequence supporting determining its the text says the text says
information and including key answers with central message, explicitly explicitly as well as
events of a text to details evidence from text lesson, or moral c. monitoring inferences drawn
experiences e. recognizing d. retelling a story’s d. monitoring comprehension from the text
e. recognizing beginning, middle, beginning, middle, comprehension and making c. monitoring
beginning, middle, and end and end and and making corrections and comprehension
and end f. monitoring determining its corrections and adjustments when and making
comprehension central message, adjustments when understanding corrections and
and making lesson, or moral understanding breaks down adjustments when
corrections and e. monitoring breaks down understanding
adjustments when comprehension breaks down
that and making
understanding corrections and
Continue to address earlier standards as needed and as
breaks down adjustments when
understanding applies to more difficult texts.
breaks down

2
 Reading

1 Develop and apply skills to the reading process.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, Develop an Develop an Develop an Develop an Develop an
B develop an understanding of understanding of understanding of understanding of understanding of
understanding of vocabulary by: vocabulary by: vocabulary by: vocabulary by: vocabulary by:
vocabulary by:

a. identifying and a. using common a. using prefixes, root a. decoding and a. determining the a. determining the
sorting pictures of affixes to figure out words, and suffixes identifying the meaning of meaning of
objects into the meaning of a to determine the meaning of academic English academic English
6-12 Correlation Reading Literary 1B, Reading Informational 1B

conceptual word meaning of words common prefixes words derived words derived
categories b. identifying b. using knowledge of and suffixes and from Latin, Greek, from Latin, Greek,
b. demonstrating common root the meaning of knowing how they or other linguistic or other linguistic
understanding of words and their individual words change the root words and root words and
opposites inflectional to determine the meaning of root their prefixes and their prefixes and
(antonyms) endings meaning of words suffixes suffixes through
c. distinguishing c. identifying words compound words b. using sentence- b. using the context context
meaning between that name actions c. using context to level context to of the sentence to b. using context to
verbs describing and words that determine the determine the determine the determine
the same action name persons, meaning of a new relevant meaning meaning of meaning of
Vocabulary

d. using a picture places, or things word or multiple- of unfamiliar unfamiliar words unfamiliar or
dictionary to find d. recognizing that meaning word in words or or multiple- multiple-meaning
words compound words text distinguish among meaning words words
e. using words and are made up of d. using antonyms multiple-meaning c. completing c. constructing
phrases acquired shorter words and synonyms words analogies analogies
through e. determining what e. locating words in a c. using homographs d. identifying the d. explaining the
conversations, words mean from dictionary or and homophones meaning of
meaning of
reading and being how they are used glossary to d. distinguishing the common idioms,
read to, and in context of a determine or literal and non- common idioms adages, similes,
responding to texts sentence either clarify the meaning literal meanings of and figurative metaphors,
heard or read of words or words and phrases language hyperboles, and
f. sorting words into phrases in context e. using a dictionary other sayings in
conceptual f. distinguishing e. determining the or glossary to text
categories meaning among meaning of the determine the e. identifying and
g. distinguishing closely related new word formed meanings, using words and
shades of meaning verbs and when a known syllabication, and phrases that signal
among verbs and adjectives affix is added to a pronunciation of contrast, addition,
adjectives known base word unknown words and relationships
h. locating words in a
dictionary

3
 Reading

1 Develop and apply skills to the reading process.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
B i. using words and g. recognizing that f. using a dictionary or a f. using conversational, f. using a dictionary,
(cont’d) phrases acquired some words have glossary to determine general academic, a glossary, or a
through literal and non- the meanings, and domain-specific thesaurus (printed
conversations, literal meanings words and phrases
syllabication, and or electronic) to
6-12 Correlation Reading Literary 1B, Reading Informational 1B

reading and being h. using

read to, and conversational, pronunciation of determine
responding to texts general academic, unknown words pronunciations,
and domain- g. discussing analogies parts of speech,
specific words and h. determining the meanings, and
phrases meaning of the alternate word
author’s use of similes choices
and metaphors to g. using
produce imagery conversational,
i. using conversational, general academic,
Vocabulary

general academic, and and domain-

domain-specific specific words and
words and phrases phrases

4
 Reading

1 Develop and apply skills to the reading process.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, Determine the Determine the relevant Explain relevant Explain relevant Compare, contrast, and
C determine the connection between: connections between: connections between: connections between: analyze relevant
connection between: connections between:

a. text to self (text a. text to text (text a. text to text (text a. text to text (ideas a. text to text (ideas a. text to text (ideas
ideas and own ideas, including ideas, including and information in and information in and information in
6-12 Correlation Reading Literary 3B

experiences) similarities and similarities and various fiction and various fiction and various fiction and
b. text to text (text differences in differences nonfiction works, nonfiction works, nonfiction works,
ideas including fiction and regarding using compare and using compare and using compare and
Making Connections

similarities and nonfiction) information and contrast) contrast) contrast)

differences in relationships in b. text to world (text b. text to world (text b. text to world (text
fiction and fiction and ideas regarding ideas regarding ideas regarding
nonfiction) nonfiction) experiences in the experiences in the experiences in the
b. text to world (text world) world by world by
ideas regarding demonstrating an demonstrating an
experiences in the awareness that awareness that
world) literature reflects a literature reflects a
cultural and cultural and
historical time historical time
As students mature and grow as readers, the text level and connections should become more complex.
frame) frame)

5
 Reading

1 Develop and apply skills to the reading process.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Read independently for Read independently for Read independently for Read independently for Read independently for Read independently for
D sustained periods of multiple purposes over multiple purposes over multiple purposes over multiple purposes over multiple purposes over
time by: sustained periods of sustained periods of sustained periods of sustained periods of sustained periods of
time by: time by: time by: time by: time by:
No 6- 12 Correlation
Independent Text

a. engaging with text a. engaging with and a. reading text that is a. reading text that is a. reading text that is a. reading text that is
as developmentally reading text that is developmentally developmentally developmentally developmentally
appropriate developmentally appropriate appropriate appropriate appropriate
appropriate b. producing b. producing b. producing b. producing
b. producing evidence of evidence of evidence of evidence of
evidence of reading reading reading reading
reading

6
 Reading

2 Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, read, Read, infer, analyze, Read, infer, analyze, Read, infer, analyze, Read, infer, analyze, Read, infer, analyze,
A infer, and draw and draw conclusions and draw conclusions and draw conclusions and draw conclusions and draw conclusions :
conclusions to: to: to: to: to:

a. identify elements of a.
a story, including
setting, character,
and key events
b. retell a main event
from a story read b.
aloud and familiar
stories c.
c. recognize sensory
details and recurring d.
6-12 Correlation Reading Literary 1A
describe a. describe the a. summarize and a. summarize and a. compare and
characters, setting, setting, problems, sequence the sequence the contrast the roles
problem, solution, solutions, events/plot and events/plot, and functions of
and events in sequence of events explain how past explain how past characters in
logical sequences (plot), and big idea events impact events impact various plots, their
describe the main or moral lesson future events future events, and relationships, and
idea of a story b. describe the main b. describe the identify the theme their conflicts
describe sensory characters in personality traits b. describe the b. explain the theme
details works of fiction, of characters from personality traits or moral lesson,
explain recurring including their their thoughts, of characters from conflict, and

phrases phrases and why traits, motivations, words, and actions their thoughts, resolution in a
d. recognize different they are used and feelings c. describe the words, and actions story or novel
types of texts e. explain the actions c. compare and interaction of c. describe the c. describe how a
e. name author and of the main contrast different characters, interaction of narrator’s or
illustrator of a story character and the versions of the including characters, speaker’s point of
and describe how reasons for those same story with relationships and including view influences
Fiction

each is telling the actions respect to their how they change relationships and events
story f. identify who is characters, d. paraphrase the big how they change d. recognize
f. compare and contrast telling the story settings, and idea/themes and d. compare and foreshadowing
adventures of g. compare and sequence of events supporting details contrast the e. explain the effect
characters in familiar contrast d. describe cause- of texts adventures or of a historical
stories adventures and and-effect e. compare and exploits of event or
g. ask and answer experiences of relationships contrast key characters and movement in
questions about characters in e. explain how the elements in their roles literature
unknown words in stories story changes various types of e. compare and f. introduce origin
text based on who is fiction contrast the point myths and
telling the story f. explain cause-and- of view from culturally
f. compare and effect relationships which stories are significant
contrast the g. distinguish their narrated; explain characters/events
differences in own point of view whether the in mythology
points of view of from that of the narrator or g. introduce
characters and narrator or those speaker of a story different forms of
how stories are of the characters is first or third third-person
narrated person points of view in
stories

7
 Reading

2 Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, read, Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw
B infer, and draw conclusions to: conclusions to: conclusions to: conclusions to: conclusions to:
conclusions to:
6-12 Correlation Reading Literary 1A, 2A, 2C

a. respond to rhythm a. use rhythm, rhyme, a. describe how a. use examples of a. explain structural a. explain how poets
and rhyme through and alliteration rhythm, rhyme, alliteration elements of poetry use sound and
identifying a regular through identifying a and repetition b. identify basic visual elements in
beat and similarities regular beat and create imagery in forms of poetry poetry
in word sounds similarities in word poetry b. identify forms of
sounds b. use onomatopoeia poems
Poetry

8
 Reading

2 Develop and apply skills and strategies to comprehend, analyze, and evaluate fiction, poetry, and drama from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, read, Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw
C infer, and draw conclusions to: conclusions to: conclusions to: conclusions to: conclusions to:
conclusions to:
6-12 Correlation Reading Literary 1A, 2A,

a. identify a. identify characters a. identify characters, a. explain the a. analyze how a. analyze the
characters in a and dialogue in setting, acts, and elements of plot, characters change similarities
puppet play or plays or scenes in plays setting, and from the beginning between an
performance by performances by b. identify the character as to the end of a play original text and
actors actors elements of presented through or film its dramatic
b. recognize sensory dialogue and use dialogue in scripts b. explain structural adaptation
Drama

details in literary them in informal that are read or elements of b. identify structural
2C

texts plays viewed dramatic literature elements of

b. identify language dramatic literature
that creates a c. evaluate the
graphic visual critical impact of
experience and sensory details,
appeals to the imagery, and
senses figurative language

9
 Reading

Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g., narrative, information/explanatory, opinion,
3
persuasive, argumentative) from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, read, Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw
A infer, and draw conclusions to: conclusions to: conclusions to: conclusions to: conclusions to:
conclusions to:

a. identify the topic a. use text features to a. identify the main a. explain the a. use multiple text a. use multiple text
and details in an restate the main idea of sections of author’s purpose features to locate features and
expository text idea text and b. identify the details information and graphics to locate
heard and/or read, b. explain facts or distinguish it from or facts that gain an overview information and
referring to the details using text the topic support the main of the contents of gain an overview
6-12 Correlation Reading Informational 1A, 1C

words and/or features and b. demonstrate idea text of the contents of

illustrations distinguish understanding by c. use text and b. describe the text information
b. use titles and between which locating facts to graphic features to sequence of events, b. interpret details
illustrations to facts were answer and/or ask locate information ideas, concepts, or from procedural
make predictions provided by questions and to make and steps needed to text to complete a
about text pictures and which c. use text features to verify predictions carry out a task, solve a
Text Features

c. identify text facts were locate specific d. follow and explain procedure problem, or
features conveyed via information a set of written c. interpret and perform an action
d. identify the words d. explain common multi-step explain factual c. interpret factual or
meaning of c. use text features to graphic features to directions information quantitative
environmental locate specific assist in the e. describe the presented information
print information in text interpretation of relationship graphically
d. follow written text between events,
multi-step e. follow written ideas, concepts, or
directions with multi-step steps
picture cues to directions
assist with f. describe
understanding connections
between and state
the order of the
events or ideas

10
 Reading

Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g. narrative, information/explanatory, opinion,
3
persuasive, argumentative) from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
B With assistance, read, Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw
infer, and draw conclusions to: conclusions to: conclusions to: conclusions to: conclusions to:

11
 Reading

conclusions to:

a. respond to a. distinguish a. explain why a text a. distinguish the a. explain similarities a. evaluate if the
examples of between fiction is fiction or difference between and differences author’s purpose
sensory details and nonfiction nonfiction a biography and an between the was achieved,
b. identify examples b. ask and answer autobiography events and identify reasons
of sensory details questions to clarify b. distinguish fact characters’ for the decision,
meaning from opinion experiences in a and provide
6-12 Correlation Reading Informational 1D, 2D, 2B, 2C

c. explain examples c. distinguish point fictional work and evidence to

of sensory details of view from what the actual events support the claim
the author is trying and experiences b. analyze multiple
to persuade the described in an accounts of the
reader to think or author’s biography same event or
do or autobiography topic, noting
d. explain examples b. analyze, make important
Literary Techniques

of sound devices, inferences, and similarities and

literal and draw conclusions differences in the
nonliteral about persuasive point of view they
meanings, and text; use evidence represent
figurative language from the text to c. verify facts
explain the through
author’s purpose; established
and support the methods
analysis d. identify the
c. explain how an author’s viewpoint
author uses or position,
language to supporting
present premises and
information to evidence, and
influence what the conclusion of a
reader thinks or persuasive
does argument
e. recognize
exaggerated,
contradictory, or
misleading
statements

Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g. narrative, information/explanatory, opinion,
3
persuasive, argumentative) from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
12
 Reading

B f. explain the type of

(cont’d) evidence used to
support a claim in
a persuasive text
Informational 1D, 2D, 2B, 2C

g. use reasoning to
6-12 Correlation Reading

determine the
Literary Techniques

logic of an author’s
conclusion and
provide evidence
to support
reasoning

13
 Reading

3 Develop and apply skills and strategies to comprehend, analyze, and evaluate nonfiction (e.g. narrative, information/explanatory, opinion,
persuasive, argumentative) from a variety of cultures and times.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, read, Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw Read, infer, and draw
C infer, and draw conclusions to: conclusions to: conclusions to: conclusions to: conclusions to:
conclusions to:

a. ask and answer a. ask and answer a. explain main ideas a. describe a. distinguish fact a. identify devices
questions to clarify questions to clarify and supporting relationships from opinion in a used in
meaning meaning details among events, text and explain biographies and
b. identify basic b. identify main ideas b. describe the ideas, concepts, how to verify what autobiographies,
similarities and and provide connection and cause and is a fact including how an
differences supporting details between events effect in texts b. explain explicit author presents
between two texts c. describe the and retell the b. explain the and implicit major events in a
on the same topic connection sequence of events relationship relationships person’s life
6-12 Correlation Reading Informational 2A

c. name the main between two c. describe the between problems among ideas in b. explain the
topic and recall individuals, events, connection and solutions texts difference between
key details of the ideas, or pieces of between and c. use information c. explain author’s a stated and
text information in a identify problems gained from purpose implied purpose
d. ask and answer text and solutions illustrations and d. compare and for an expository
Text Structures

questions about d. identify reasons an d. identify the words to contrast a text

unknown words in author gives to author’s purpose demonstrate firsthand and c. analyze how the
a text support points in a e. compare and understanding of secondhand pattern of
text contrast the most the text account of the organization of a
e. identify important points d. explain the same event or text influences the
similarities and presented by text author’s purpose topic relationships
differences on the same topic e. compare and d. analyze multiple
between texts on contrast the most accounts of the
the same topic important points same event or
and key details topic, noting
presented in texts similarities and
on the same topic differences in the
point of view
e. integrate
information from
several texts on the
same topic in order
to write or speak
about the subject
knowledgeably

14
 Reading

4 Comprehend and analyze words, images, graphics, and sounds in various media and digital forms to impact meaning.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, With assistance, Read to develop an Read to develop an Read to develop an Read to develop an
A develop an awareness develop an awareness understanding of understanding of understanding of media understanding of
of media literacy by: of media literacy by: media and its media and its and its components by: media and its
components by: components by: components by:
a. identifying a. distinguishing a. explaining the
different forms of purposes of media a. explaining a. understanding positive and a. explaining how
media b. explaining purposes of media how negative impacts of messages
b. identifying techniques used in b. describing communication advertisement conveyed in
techniques used in media techniques used to changes when techniques used in various forms of
media create media moving from one various genres of media are
6-12 Correlation Reading Literary 3A

messages genre of media to media to impact presented

c. identifying various another consumer behavior differently
written b. explaining how b. explaining how b. comparing and
Digital and Media Literacy

conventions for various design various design contrasting the

using digital media techniques used in techniques used in difference in
media influence media influence techniques used in
the message the message media
c. comparing various c. comparing various c. identifying the
written written point of view of
conventions used conventions used media
for digital media for digital media presentations
d. identifying text d. explaining text d. analyzing various
structures and structures and digital media
graphics features graphics features venues for levels of
of a web page of a web page and formality and
how they help informality
readers to e. explaining textual
comprehend text and graphics
features of a web
page and how they
help readers to
comprehend text

15
 Reading Foundations

1 Understand how English is written and read (Start of Reading Foundations).

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Develop print Develop print Develop print
A awareness in the awareness in the awareness in the
reading process by: reading process by: reading process by:

a. identifying all a. recognizing that a. understanding that

upper- and lower- sentences are sentences are
case letters comprised of organized into
b. sequencing the words separated paragraphs to
letters of the by spaces convey meaning
alphabet b. recognizing the
c. demonstrating that distinguishing
books are read left features of a
to right, top to sentence
bottom
No 6-12 Correlation
Print Awareness

d. demonstrating that
written words are
made up of
different letters
e. knowing that a
sentence is
comprised of a
group of words
separated by
spaces
f. demonstrating
one-to-one
correspondence
between spoken
words and written
words

16
 Reading Foundations

2 Understand how English is written and read.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Develop phonemic Develop phonemic
A awareness in the awareness in the
reading process by: reading process by:

a. identifying sounds a. producing and

in spoken words identifying sounds
b. producing rhymes and syllables in
in response to spoken words
spoken words b. distinguishing
c. distinguishing between long and
orally presented short vowel
rhyming pairs of sounds
words from non- c. recognizing the
rhyming pairs change in a spoken
d. recognizing spoken word when a
Phonemic Awareness
No 6-12 Correlation

alliteration or specific phoneme

groups of words is added, changed,
that begin with the or removed
same onset or d. blending spoken
initial sound phonemes to form
e. blending spoken one- or two-
onsets and rimes syllable words
to form simple including
words consonant blends
f. blending spoken e. segmenting spoken
phonemes to form words of three to
one-syllable words five phonemes into
g. isolating the initial, individual
medial, and final phonemes
sounds in spoken
words
h. segmenting spoken
words into two or
three phonemes

17
 Reading Foundations

3 Understand how English is written and read.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Develop phonics in the Develop phonics in the Develop phonics in the Develop phonics in the Develop phonics in the Develop phonics in the
A reading process by: reading process by: reading process by: reading process by: reading process by: reading process by:

a. producing and a. decoding words in a. decoding a. decoding a. decoding words a. decoding words
writing letter(s) context by using multisyllabic multisyllabic using knowledge using knowledge of
for most short letter-sound words in context words in context of all letter-sound all letter-sound
vowel and knowledge by applying and independent correspondences, correspondences,
consonant sounds b. identifying letters common letter- of context by syllabication syllabication
b. reading high- for the spelling of sound applying common patterns, and patterns, and
frequency words short and long correspondences spelling patterns morphology to morphology to read
c. blending letter vowels including single b. decoding words read unfamiliar unfamiliar multi-
sounds to decode c. producing letters, consonant that double final multi-syllabic syllabic words in
simple words consonant blends blends, consonant consonants when words in context context
d. recognizing that d. producing and vowel adding an ending b. reading root b. reading root words,
new words can be consonant digraphs, and c. using the meaning words, prefixes, prefixes, suffixes,
created when digraphs vowel diphthongs of common and suffixes and and important
letters are e. combining sounds b. distinguishing long prefixes and important words words from all
No 6-12 Correlation

changed, added, or from letters and and short vowels suffixes from specific specific content
deleted and using common spelling when reading d. using the meaning content curricula curricula
letter-sound patterns to create regularly spelled of homophones
Phonics

knowledge to and decode one-syllable words e. decoding known

write simple recognizable c. decoding regularly and unknown
messages and words spelled two- words by spelling
Continue to address earlier standards as needed
words f. using syllabication syllable words patterns and as applies to more difficult texts.
patterns to decode with long vowels f. reading irregularly
words d. decoding words spelled high-
g. reading irregularly with vowel frequency words
spelled words diphthongs
h. reading root words e. decoding words
with inflectional with vowel
endings digraphs
i. reading f. reading words
contractions and with common
compound words prefixes and
j. reading high- suffixes
frequency words g. using contractions
k. demonstrating
decoding skills
when reading

18
Reading Foundations

19
 Reading Foundations

3 Understand how English is written and read.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
A h. using common
(cont’d) syllable patterns to
decode words
including r-
controlled vowels
i. reading irregularly
No 6-12 Correlation

spelled high-
frequency words
Phonics

j. demonstrating
decoding skills
when reading new
words in a text

20
 Reading Foundations

4 Understand how English is written and read.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Read, with support, Read appropriate texts Read appropriate texts Read appropriate texts Read appropriate texts Read appropriate texts
A appropriate texts with with fluency (rate, with fluency (rate, with fluency (rate, with fluency (rate, with fluency (rate,
purpose and accuracy, expression, accuracy, expression, accuracy, expression, accuracy, expression, accuracy, expression,
understanding appropriate phrasing), appropriate phrasing), appropriate phrasing), appropriate phrasing), appropriate phrasing),
with purpose, and for with purpose, and for with purpose, and for with purpose, and for with purpose, and for
comprehension comprehension comprehension comprehension comprehension

a. a. use context to a. a. use context to a. a. use context to a. a. use context to a. use context to
No 6-12 Correlation

confirm or self-correct confirm or self- confirm or self- confirm or self-correct confirm or self-correct
word recognition and correct word correct word word recognition and word recognition and
Fluency

understanding, recognition and recognition and understanding, understanding, rereading

rereading as necessary understanding, understanding, rereading as as necessary
rereading as rereading as necessary
necessary necessary

21
 Writing
1 Apply a writing process to develop a text for audience and purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Follow a writing Follow a writing Follow a writing Follow a writing Follow a writing Follow a writing
A process, with process to plan a first process to plan a first process to plan a first process to plan a first process to plan a first
assistance, to generate draft by: draft by: draft by: draft by: draft by:
a writing plan through:

a. using pictures, oral a. brainstorming and a. brainstorming and a. using a simple a. selecting a genre a. selecting a genre
language or recording key recording key ideas prewriting appropriate for appropriate for
6-12 Correlation Writing 2A

written letters, ideas using a graphic strategy when conveying the conveying the
and/or words organizer given the purpose purpose to an purpose to an
and the intended intended audience intended audience
Prewriting

audience b. formulating b. formulating

questions related questions related to
to the topic the topic
c. accessing prior c. accessing prior
knowledge or knowledge or
building building background
background knowledge related
knowledge related to the topic
to the topic d. using a prewriting
d. using a prewriting strategy
strategy

22
 Writing

1 Apply a writing process to develop a text for audience and purpose.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Appropriate to genre Appropriate to genre Appropriate to genre Appropriate to genre Appropriate to genre Appropriate to genre
B type, develop a draft type, develop a draft type, develop a draft type, develop a draft type, develop a draft type, develop a draft
from prewriting by: from prewriting by: from prewriting by: from prewriting by: from prewriting by: from prewriting by:

a. sequencing the a. sequencing ideas a. sequencing ideas a. generating a main a. generating a main a. choosing an
actions or details into sentences and into clear and idea to support a idea to support a appropriate
through letters, staying on topic coherent sentences multiple-paragraph multiple-paragraph organizational
words, and pictures throughout the text b. generating text using a variety text, using a variety structure and
b. generating evidence paragraphs with one of sentence types, of sentence types, building on one main
of a simple opening main idea including imperative including compound idea to create a
and simple closing c. creating evidence of and exclamatory b. establishing and multiple-paragraph
a beginning, middle, b. supporting the topic supporting a main text appropriate to
and end sentences within idea with an overall the genre
d. addressing an each paragraph with topic sentence at, or b. establishing and
6-12 Correlation Writing 2A

appropriate facts and details near, the beginning supporting a main

audience (from sources when of the first idea with an overall
appropriate) paragraph topic sentence at, or
c. categorizing, c. categorizing, near, the beginning
organizing, and organizing, and of the first
Draft

sequencing the sequencing facts, paragraph

supporting details details, and/or c. categorizing,
into a text with a events into a text organizing, and
clear beginning, (from sources when sequencing facts,
middle, and end appropriate) into details, and/or
d. addressing an clear introductory, events (from sources
appropriate supporting, and when appropriate)
audience concluding into clear
paragraphs introductory,
d. addressing an supporting, and
appropriate concluding
Note: Refer to Grade 1, audience paragraphs
Note: Refer to Grade K, W2A-C genre-specific applicable to the
W2A-C genre-specific standards. Note: Refer to Grade 2, Note: Refer to Grade 3, organizational
standards. W2A-C genre-specific W2A-C genre-specific Note: Refer to Grade 4, structure
standards. standards. W2A-C genre-specific
standards.

23
 Writing
1 Apply a writing process to develop a text for audience and purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
B d. restating the overall
(cont’d) main idea in the
concluding
statement
e. addressing an
appropriate
6-12 Correlation Writing 2A

audience,
organization, and
purpose
Draft

Note: Refer to Grade 5,

W2A-C genre-specific
standards.

24
 Writing

1 Apply a writing process to develop a text for audience and purpose.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Reread, revise, and edit Reread, revise, and edit Reread, revise, and edit Reread, revise, and edit Reread, revise, and edit Reread, revise, and edit
C drafts with assistance drafts with assistance drafts with assistance drafts with assistance drafts with assistance drafts with assistance
from adults/peers to: from adults/peers to: from adults/peers to: from adults/peers to: to: to:

a. respond to questions a. respond to questions a. strengthen writing a. develop and a. develop and a. develop and
and suggestions, and suggestions, as needed by strengthen writing strengthen writing strengthen writing
adding details to clarifying meaning revising by revising by revising by revising
strengthen writing by adding details to  main idea  main idea  main idea  main idea
b. edit by leaving sentence  details  sequence (ideas)  sequence (ideas)  sequence (ideas)
spaces between construction and  word choice  focus  focus  focus
words in a sentence strengthening  sentence  beginning/  beginning/  organizational
6-12 Correlation Writing 3A

writing construction middle/end middle/end structure

b. edit by leaving  event order  details/facts  details/facts  details/facts
spaces between  audience (from sources, (from multiple (from multiple
Revise/Edit

words in sentences  voice when sources, when sources, when

c. edit for language b. edit for language appropriate) appropriate) appropriate)
conventions conventions  word choice  word choice  word choice
(related to the (related to the (related to the
topic) topic) topic)
 sentence  sentence  sentence
structure structure structure
 transitions  transitions  transitions
 audience and  audience and  audience and
purpose purpose purpose
 voice  voice  voice
b. edit for language b. edit for language b. edit for language
conventions conventions conventions

25
 Writing
1 Apply a writing process to develop a text for audience and purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance from With assistance from With assistance from With assistance from With assistance from With assistance from
D adults/peers: adults/peers: adults/peers: adults/peers: adults/peers: adults/peers:

a. explore a variety of a. use a variety of a. use a variety of a. use a variety of a. use technology, a. use technology,
conventional/digital conventional/digital conventional/digital conventional tools including the including the
Produce/Publish and Share Writing

tools to produce and tools to produce and tools to produce and and technology Internet, to produce Internet, to produce
6-12 Correlation Writing 2A

publish writing publish writing publish writing (including and publish writing and publish writing
b. introduce keyboarding skills) b. demonstrate b. demonstrate
keyboarding skills to produce and sufficient command sufficient command
publish writing as of keyboarding skills of keyboarding skills
well as to interact to type a minimum to type a minimum
and collaborate with of one page, ideally of two pages, ideally
others in a single sitting in a single sitting

Note: Refer to Grade K, Note: Refer to Grade 1, Note: Refer to Grade 2, Note: Refer to Grade 3, Note: Refer to Grade 4, Note: Refer to Grade 5,
W2A-C genre-specific W2A-C genre-specific W2A-C genre-specific W2A-C genre-specific W2A-C genre-specific W2A-C genre-specific
standards. standards. standards. standards. standards. standards.

26
 Writing
2 Compose well-developed writing texts for audience and purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, Write opinion texts Write opinion texts Write opinion texts Write opinion texts Write opinion texts
A draw/write opinion that: that: that: that: that:
texts that:

a. use a combination of a. introduce a topic or a. introduce a topic or a. introduce a topic or a. introduce a topic or a. introduce a topic or
drawing and/or text being studied text being studied, text being studied, text being studied, text being studied,
writing to tell an b. state an opinion using complete using connected using an using an
opinion about a about the topic or sentences sentences introductory introductory
topic or text being text and provide a b. state an opinion b. state an opinion or paragraph paragraph that
studied reason for the about the topic or establish a position b. state an opinion or clearly supports the
b. give logical reasons opinion text and provide and provide reasons establish a position writer’s purpose
for suggesting that c. use some specific reasons for the for the and provide reasons b. state an opinion or
others follow a words that are opinion opinion/position for the establish a position
particular course of related to the topic c. use specific words c. use specific and opinion/position and provide relevant
action or line of d. follow a sense of that are related to accurate words that supported by facts reasons for the
thinking order in writing the topic and are related to the and details opinion supported
6-12 Correlation Writing 2A

e. provide some sense audience topic, audience, and

Opinion/Argumentative

c. use words that are c. use specific and by multiple facts and
related to the topic of closure d. use purpose accurate words that details
linking/transition d. contain information are related to the c. use specific and
words and phrases using student’s topic, audience, and accurate words that
to signal event order original language purpose are related to the
e. provide evidence of except when using d. contain information topic, audience, and
a beginning, middle, direct quotation using student’s purpose
and concluding from a source original language d. contain information
statement or section e. reference the name except when using using student’s
of the author(s) or direct quotation original language
name of the source from a source except when using
used for details or e. reference the name direct quotation
facts included in the of the author(s) or from a source
text name of the source e. reference the name
f. use transitions to used for details or of the author(s) or
connect opinion and facts included in the name of the source
reason text used for details or
g. provide clear f. use transitions to facts included in the
evidence of a connect opinion and text
beginning, middle, reason f. use transitions to
and, concluding connect opinion and
statement or reason
paragraph

27
 Writing

2 Compose well-developed writing texts for audience and purpose.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
A g. organize the g. organize the
(cont’d) supporting supporting
details/reasons into details/reasons into
introductory,
introductory,
supporting, and
supporting, and concluding
6-12 Correlation Writing 2A

concluding paragraphs
Opinion/Argumentative

paragraphs

28
 Writing
2 Compose well-developed writing texts for audience and purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, draw Write informative/ Write informative/ Write informative/ Write informative/ Write informative/
B or write informative/ explanatory texts that: explanatory texts that: explanatory texts that: explanatory texts that: explanatory texts that:
explanatory texts that:
a. introduce a topic or a. introduce a topic or a. introduce a topic or a. introduce a topic a. introduce a topic
a. use a combination of text being studied text being studied, text being studied using a topic using a topic
drawing and/or and supply facts using complete b. develop the topic sentence in an sentence in an
writing to name and b. use some specific sentences with simple facts, introductory introductory
inform about a topic words that are b. use facts and definitions, details, paragraph paragraph
or a text being related to the topic definitions to and explanations b. develop the topic b. develop the topic
studied c. follow a sense of develop points in c. use specific, into supporting into supporting
b. use words that are order in writing generating relevant words that paragraphs from paragraphs from
related to the topic d. create some sense of paragraphs are related to the sources, using topic sources, using topic
closure c. use specific words topic, audience, and sentences with facts, sentences with facts,
that are related to purpose details, examples, details, examples,
the topic and d. use the student’s and quotations and quotations
audience original language c. use specific, c. use an
d. use linking words except when quoting relevant, and organizational
6-12 Correlation Writing 2A
Informative/Explanatory

and phrases to from a source accurate words that format that suits the
signal event order e. use transition words are suited to the topic
e. create a concluding to connect ideas topic, audience, and d. use specific,
statement or within categories of purpose relevant, and
paragraph information d. contain information accurate words that
f. create a concluding using student’s are suited to the
statement or original language topic, audience, and
paragraph except when using purpose
direct quotations e. contain information
from a source using student’s
e. use transitions to original language
connect categories except when using
of information direct quotations
f. use text structures from a source
when useful f. use transition words
g. create a concluding to connect ideas
paragraph related to within and across
the information categories of
information
g. use text structures
when useful
h. create a concluding
paragraph related to
the information

29
 Writing

2 Compose well-developed writing texts for audience and purpose.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, draw Write fiction or non- Write fiction or non- Write fiction or non- Write fiction or non- Write fiction or non-
C and/or write fiction or fiction narratives and fiction narratives and fiction narratives and fiction narratives and fiction narratives and
non-fiction narratives poems that: poems that: poems that: poems that: poems that:
and poems that:

a. use a combination of a. narrate a story or a. establish a a. establish a setting a. establish a setting a. establish a setting
drawing and/or experience situation/topic and situation/topic and situation/topic and situation/topic
writing to narrate a b. use details to based on the and introduce a and introduce a and introduce a
story or experience describe the story or student’s experience narrator and/or narrator and/or narrator and/or
the student has had experience or imagination characters characters characters
or has imagined c. place events in the b. introduce a main b. use narrative b. use narrative b. use narrative
b. tell the reader about order they occurred character and techniques, such as techniques, such as techniques, such as
6-12 Correlation Writing 2A

a character or d. use linking words to setting dialogue and dialogue, motivation, dialogue, motivation,
personal event indicate c. develop sensory descriptions and descriptions and descriptions
Narrative/Literary

c. place events in the beginning/middle/ details c. establish and c. organize an event c. organize an event
order they occurred end d. follow a logical organize an event sequence that sequence that
d. use words that are e. use words that are sequence of events sequence to unfolds naturally to unfolds naturally to
related to the topic related to the topic using complete establish a establish a establish a
e. provide a reaction to f. provide a reaction to sentences to create a beginning/middle/ beginning/middle/ beginning/middle/
what happened in what happened in beginning/middle/ end end end
the events the events end d. use transition words d. use a variety of d. use a variety of
e. use and phrases to signal transitions to transitions to
linking/transition event order manage the manage the
words to signal e. use specific and sequence of events sequence of events
event order relevant words that e. use specific, e. use specific,
f. use specific words are related to the relevant, and relevant, and
that are related to topic, audience, and accurate words that accurate words that
the topic and purpose are suited to the are suited to the
audience topic, audience, and topic, audience, and
purpose purpose

30
 Writing
3 Gather, analyze, evaluate, and use information from a variety of sources.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
With assistance, apply With assistance, apply Apply research process Apply research process Apply research process Apply research process
A research process to: research process to: to: to: to: to:

a. generate a list of a. generate a list of a. generate a list of a. generate a list of a. generate a list of a. generate a list of
open-ended open-ended open-ended subject-appropriate subject-appropriate subject-appropriate
questions about questions about questions about topics topics topics
topics of class topics of interest topics of interest b. create an individual b. create a research b. formulate and refine
interest b. decide what sources b. create an individual question about a question to address an open-ended
b. decide what sources of information might question about a topic relevant to a chosen research question
or people in the be relevant to topic c. decide what sources topic c. follow guidelines for
classroom, school, answer these c. use own question to of information might c. identify a variety of collecting and
library, or home can questions find information on be relevant to relevant sources, recording
answer their c. gather personal and a topic answer these literary and information
questions natural evidence d. gather evidence questions informational d. select relevant
c. gather evidence from available from available d. locate information in d. use organizational resources, literary
from sources sources as well as sources, literary and reference texts, features of print and and informational
6-12 Correlation Writing 1A

d. use pictures in from interviews informational electronic resources, digital sources e. assess relevance,
conjunction with with local experts e. record basic interviews, or visual efficiently to locate accuracy, and
Research Process

writing when d. organize information from sources and literary information reliability of
documenting information found literary and and informational e. convert information in print
research during group or informational texts texts graphic/visual data and digital sources
individual research, in simple visual e. determine the into written notes f. convert
using graphic format accuracy and f. determine the graphic/visual data
organizers or other f. present and evaluate relevance of the accuracy of the into written notes
aids information in information related information g. differentiate
e. make informal written and oral to a selected gathered between
presentations of reports or displays, question g. differentiate paraphrasing and
information using previously f. take simple notes in between plagiarism when
gathered established own words and sort paraphrasing and using ideas of others
f. self-evaluate using teacher/student evidence into plagiarism when h. present and evaluate
previously criteria provided categories using ideas of others how completely,
established or organizer h. record bibliographic accurately, and
teacher/student g. use quotation marks information from efficiently the
criteria to denote direct sources according research question
quotations when to a standard format was explored or
recording specific answered using
words and sentences established
from a source teacher/student
criteria

31
 Writing

3 Gather, analyze, evaluate, and use information from a variety of sources.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
h. create a resource i. present and i. record bibliographic
A
page from notes evaluate how information from
(cont’d)
i. present and evaluate completely, sources according to
the information in a accurately, and a standard format
report or annotated efficiently the
6-12 Correlation Writing

display, using research question

Research Process

previously was explored or

established answered using
teacher/student previously
1A

criteria established
teacher/student
criteria

32
 Language
1 Communicate using conventions of English language.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
In speech and written In speech and written In speech and written In speech and written In speech and written In speech and written
A form, apply standard form, apply standard form, apply standard form, apply standard form, apply standard form, apply standard
English grammar to: English grammar to: English grammar to: English grammar to: English grammar to: English grammar to:

a. identify naming a. use nouns and action a. use nouns and a. use regular and a. use the “be” helping a. explain and use the
words (nouns) and verbs that designate pronouns in writing irregular verbs and verbs with “ing” eight parts of
action words past, present, and b. use collective nouns simple verb tenses verbs speech: noun,
(verbs) future in sentences c. use common b. use helping verbs b. use and order pronoun, verb,
b. use plural words b. use irregular nouns with irregular adjectives within adjective, adverb,
when speaking adjectives/adverbs d. use reflexive verbs sentences to preposition,
c. express time and in sentences pronouns c. use complete conventional conjunction,
space c. use the conjunctions e. use regular verbs subject and patterns interjection
d. demonstrate the and, but, and so in f. use helping verbs complete predicate c. use progressive b. use relative
use of complete sentences with regular verbs in a sentence verbs to show past, pronouns and
sentences in shared d. use the articles a, an, g. use adjectives and d. use comparative, present, and future relative adverbs
6-12 Correlation Writing 3A

language activities and the in sentences adverbs in superlative, and d. use adverbs in c. use pronouns
e. use question words e. use common sentences demonstrative writing consistently across a
in sentences prepositions h. produce simple adjectives and e. use subject/verb text
f. use common declarative, adverbs agreement with 1st-, d. use and correct verb
Grammar

pronouns imperative, e. use subject/verb 2nd-, and 3rd-person tenses

g. produce complete exclamatory, and agreement in pronouns e. produce a variety of
simple and interrogative sentences f. use prepositions complex sentences
compound sentences sentences f. produce simple and correctly in a in writing
compound sentence
imperative, g. recognize the
exclamatory, difference between
declarative, and and use coordinating
interrogative conjunctions and
sentences subordinating
g. use 1st-, 2nd-, and conjunctions
3rd-person h. produce and expand
pronouns and their the complete simple
antecedents and compound four
types of sentences
i. correct sentence
fragments and run-
on sentences in
writing

33
 Language
1 Communicate using conventions of English language.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
In written text: In written text: In written text: In written text: In written text: In written text:
B
a. print in upper- and a. print legibly, using a. write legibly (print, a. write legibly (print, a. write legibly a. write legibly
lowercase letters correct spacing cursive) cursive) b. punctuate a dialogue b. use a comma before
b. recognize that a between words and b. use dialogue that b. use an apostrophe to between two or a coordinating
sentence ends with sentences contains quotation form possessives more characters conjunction when
punctuation marks b. use ending marks c. demonstrate and use c. insert a comma writing compound
c. capitalize own first punctuation c. use apostrophes commas and before a sentences
and last name c. capitalize the first correctly for quotation marks in coordinating c. use a comma to
d. capitalize first word letter of others’ first contractions dialogue conjunction in a separate an
in a sentence and last names d. capitalize weeks, d. capitalize dialogue compound sentence introductory clause
e. capitalize the d. use commas to days, months, correctly d. capitalize proper in a complex
pronoun I separate single holidays e. use commas for adjectives sentence
Punctuation, Capitalization, Spelling

f. write and name the words in a series e. capitalize greeting and closing e. use correct d. use a comma to set
6-12 Correlation Writing 3A

printed letters that e. spell words using abbreviated titles of of a friendly letter capitalization off the words yes and
match the sound regular spelling people f. capitalize names of f. spell words with no
g. use inventive patterns f. spell words using places suffixes by dropping e. use italics when
spelling with f. spell words irregular spelling g. capitalize titles of or leaving the final e keyboarding titles of
beginning, final, and phonetically using patterns books, stories, and g. spell words ending in books, magazines,
medial sounds phonemic g. spell and use the songs the long e sound and newspapers
h. write and name awareness and plural of nouns by h. use spelling h. alphabetize f. use underlining
letters for consonant spelling knowledge adding –es to nouns patterns and reference sources when writing titles
and vowel sounds g. arrange words in ending in -s, -ss, -sh, generalizations to i. use combined of books, magazines,
i. use correct spelling alphabetical order to -ch, or -x spell compound knowledge of all and newspapers
of own first and last the first letter h. use nouns that words letter-sound g. use quotation marks
names change their spelling i. spell words that correspondences, when writing titles
in plural form double the syllabication of stories, songs,
i. arrange words in consonant patterns, and poems, articles
alphabetical order to j. spell plural words morphology (roots, h. use apostrophes in
the second letter that change y to ies affixes) to read and singular nouns to
k. consult reference spell accurately show possession
materials to check unfamiliar multi- i. write apostrophes in
and correct spellings syllabic words in regular plural nouns
l. arrange words in context to show possession
alphabetical order to
the third letter

34
 Language
1 Communicate using conventions of English language.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
B j. use combined
(cont’d) knowledge of all
letter-sound
correspondences,
Punctuation, Capitalization, Spelling

syllabication
6-12 Correlation Writing 3A

patterns, and
morphology (roots,
affixes) to read and
spell unfamiliar
multi-syllabic words
in context

35
 Speaking/Listening
1 Listen for a purpose.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Develop and apply Develop and apply Develop and apply Develop and apply Develop and apply Develop and apply
A effective listening skills effective listening skills effective listening skills effective listening skills effective listening skills effective listening skills
and strategies in and strategies in and strategies in and strategies in and strategies in and strategies in
formal and informal formal and informal formal and informal formal and informal formal and informal formal and informal
settings by: settings by: settings by: settings by: settings by: settings by:

a. following classroom
listening rules
b. continuing a
conversation
through multiple
6-12 Correlation Speaking/Listening 1A, 1C
a. following classroom a. following classroom a. following classroom a. following, a. following agreed
listening rules listening rules listening rules generating, and upon rules for
b. building on others’ b. following three-step b. asking questions to justifying classroom listening and
talk in instructions, check understanding listening rules fulfilling discussion
conversations by according to of information b. posing and rules independently

exchanges responding to the classroom presented, staying on responding to b. posing and

c. following one-step comments of others expectations topic, and linking specific questions to responding to
instructions, c. following two-step comments to the clarify or follow up specific questions to
according to instructions, remarks of others on information, clarify or following
classroom according to c. following three-step making comments up on information
expectations classroom instructions, that contribute to the and making
expectations according to discussion, and comments that
Purpose

classroom linking to the contribute to the

expectations remarks of others discussion to link to
c. following and the remarks of
restating multi-step others
instructions that c. following, restating,
involve a short and giving multi-
related sequence of step instructions
actions, according to from or to others in
classroom collaborative
expectations groups, according to
classroom
expectations
d. listening for
speaker’s message
and summarizing
main points based
on evidence

36
 Speaking/Listening
2 Listen for entertainment.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Develop and apply Develop and apply Develop and apply Develop and apply Develop and apply Develop and apply
A effective listening skills effective listening skills effective listening skills effective listening skills effective listening skills effective listening skills
and strategies in and strategies in and strategies in and strategies in and strategies in and strategies in
formal and informal formal and informal formal and informal formal and informal formal and informal formal and informal
settings by: settings by: settings by: settings by: settings by: setting by:
No 6-12 Correlation
Entertainment

a. demonstrating a. demonstrating a. demonstrating a. demonstrating a. generating and

active listening, active listening, active listening, active listening following active a. evaluating and
according to according to according to through body listening rules, modifying own
classroom classroom classroom language and eye according to active listening skills
expectations expectations expectations contact with the classroom
speaker, according expectations
to classroom
expectations

37
 Speaking/Listening

3 Speak effectively in collaborative discussions.

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Speak clearly using Speak clearly and to Speak clearly and to Speak clearly and to Speak clearly and to Speak clearly and to
A conventions of the point, using the point, using the point, using the point, using the point, using
language when conventions of conventions of conventions of conventions of conventions of
presenting individually language when language when language when language when language when
or with a group by: presenting individually presenting individually presenting individually presenting individually presenting individually
or with a group by: or with a group by: or with a group by: or with a group by: or with a group by:

a. taking turns a. taking turns a. taking turns in a. coming to a. contributing to a. summarizing points
6-12 Correlation Speaking/Listening 1A, 1C

speaking, according speaking, according discussion with a discussions discussion after made by others
to classroom to classroom shoulder partner, prepared, having listening to others’ before presenting
expectations expectations according to read or studied ideas, according to own ideas,
b. continuing a b. building on others’ classroom required material; classroom according to
Collaborative Discussions

conversation talk in expectations explicitly drawing expectations classroom

through multiple conversations by b. confirming on that preparation b. expressing opinions expectations
exchanges responding to comprehension of and other of read-alouds and b. providing and
c. confirming comments of others read-alouds and information known independent reading evaluating evidence
comprehension by c. confirming independent reading about the topic to and relating opinion to support opinion
retelling information comprehension of by retelling and explore ideas under to others
and asking read-alouds and asking appropriate discussion
appropriate other media by questions b. responding
questions based on retelling and asking appropriately to
read-alouds or other appropriate discussion in a
media questions variety of settings,
according to
classroom
expectations
c. expressing opinions
of read-alouds and
independent reading
topics

38
 Speaking/Listening
4 Speak effectively when presenting.
Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5
Speak clearly and Speak clearly, audibly, Speak clearly, audibly, Speak clearly, audibly, Speak clearly, audibly, Speak clearly, audibly,
A audibly, using and to the point, using and to the point, using and to the point, using and to the point, using and to the point, using
conventions of conventions of conventions of conventions of conventions of conventions of
language when language when language when language when language when language when
presenting individually presenting individually presenting individually presenting individually presenting individually presenting individually
or with a group by: or with a group by: or with a group by: or with a group by: or with a group by: or with a group by:

a. explaining a topic a. explaining a topic a. using presentation a. paraphrasing a. using efficient

a. describing personal (student-chosen) (student-chosen or skills and/or portions of a text presentation skills
experiences using a using a prop, picture, teacher-assigned) appropriate read aloud or with available
6-12 Correlation Speaking/Listening 2A, 2B, 2C

prop, picture, or or other visual aid while maintaining technology information resources using a
other visual aid with assistance to eye contact with b. presenting presented in diverse variety of media
b. speaking in show understanding audience information with media and formats b. planning an
complete sentences b. reciting poetry with b. recalling and telling a clear ideas and b. using efficient appropriate
a group or story with details, details while presentation skills presentation based
individually including a speaking clearly at an with available on audience
c. using complete beginning, middle, understandable pace resources c. employing
Presenting

sentences and and end c. giving an informal c. incorporating appropriate

adjusting volume, as c. using academic presentation,using a descriptive and pacing, vocabulary,
needed language and variety of media sequential details in and gestures to
conventions d. choosing words and a student-designed communicate a
phrases for effect or teacher-assigned clear viewpoint
(adjectives, action topic
verbs, figurative d. giving a formal
language) presentation to
e. using academic classmates, using a
language and variety of media
conventions e. speaking with
expression and
fluency
f. adjusting
formal/informal
language according
to context and topic

39