Georgia K–6 english language arts standards

Recognize that texts and images represent objects and ideas, have meaning, and convey messages.

Recognize and interpret print messages in the environment, such as labels and signs.

Distinguish between letters, words, digits, and graphics.

Hold books upright and begin reading at the front.

Follow text from top to bottom, left to right, and turn pages from right to left.

Identify the front and back covers of books and their basic elements: titles, author names, illustrator names, and graphics.

Recognize that written words are made up of individual letters.

Recognize that words are separated by spaces.

Understand that sentences begin with capital letters and end with punctuation to indicate the end of a sentence.

Recite the letters of the alphabet in order.

Name and identify each uppercase and lowercase letter in random order.

Develop sight word vocabulary using decoding skills by reading regularly and irregularly spelled high-frequency words in isolation and context with increasing automaticity, including first and last names of students and others.

Read familiar texts chorally with appropriate volume and rate.

Read grade-level texts with purpose and understanding.

Form all uppercase and lowercase letters.

Form words, including first and last names.

Use appropriate spacing between letters, words, and sentences.

Practice basic transcription skills.

Begin building handwriting fluency by forming accurate letters, including those in first and last names.

Identify and produce basic one-to-one phoneme-grapheme correspondences for the most frequently used sound for each consonant.

Identify and produce both long and short vowel sounds for A, E, I, O, U.

Blend letter sounds to decode simple one-syllable words, including regularly spelled high-frequency words (VC, CV, CVC).

Identify and decode parts of irregularly spelled high-frequency words.

Identify and distinguish between words that are spelled similarly by identifying the sounds of the letters that differ.

Use knowledge of letter/sound correspondences to connect letters (graphemes) to sounds (phonemes) to encode simple one-syllable words, including high-frequency words (VC, CV, CVC). ​

Identify and encode irregularly spelled high- frequency words.

Identify and pair words that rhyme in spoken language, distinguishing them from those that do not.

Orally produce words that rhyme.

Know words are put together to make sentences, and sentences communicate complete thoughts.

Segment phrases and sentences into words.

Know that sounds are put together to make words and that words have distinct meanings. ​

Blend and segment separate words in spoken compound words.

Add, delete, and substitute single words in spoken compound words.

Know that syllables are word parts with one vowel sound.

Count and pronounce syllables in single and multisyllabic spoken words.

Blend and segment syllables in spoken words.

Delete syllables in spoken words.

Blend onsets and rimes of spoken one-syllable words.

Segment onsets and rimes of spoken one-syllable words.

Isolate and pronounce initial, final, and then medial sounds in spoken words with three phonemes.

Identify short and long vowel sounds in spoken one-syllable words.

Blend, count, and segment up to three phonemes in spoken one-syllable words.

Add, delete, and substitute phonemes in spoken one-syllable words with up to three phonemes.

Usage: Use nouns and verbs to share complete thoughts when speaking. (Introduce, Master)

Usage: Form and use singular and plural nouns when speaking. (Introduce, Master)

Usage: Use interrogatives to ask questions when speaking. (Introduce, Master)

Mechanics: Capitalize the first word of a sentence and the pronoun I. (Introduce, Master)

Grammar: Form regular plural nouns by adding -s or -es. (Introduce)

Grammar: Form and use verbs by adding -ing, -ed, or -s. (Introduce)

Grammar: Use action verbs. (Introduce)

Grammar: Use adjectives and adverbs. (Introduce)

Grammar: Use common and proper nouns. (Introduce)

Grammar: Form and use the simple verb tenses. (Introduce)

Usage: Use determiners (articles, possessive determiners, demonstrative adjectives). (Introduce)

Mechanics: Capitalize proper nouns. (Introduce)

Mechanics: Use periods, exclamation marks, and question marks at the end of sentences. (Introduce)

Recognize that conventional sentences always include a subject and a predicate. (I)

With adult support, use simple sentences to express complete thoughts in written texts. (C)

With adult support, use singular and plural subjects with matching verbs. (C)

Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C)

With adult support, determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

Identify and sort common words into basic categories based on similarities and differences. (I)

Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

Communicate clearly to present ideas, information, and texts. (I/C)

Integrate modes and genres most appropriate to purpose and audience. (I/C)

Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

Engage in dialogue with audiences by asking and answering questions. (I/C)

Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

Develop independence and autonomy as a reader and writer. (I/C)

Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

Consume and produce texts in order to solve problems or influence decisions. (I/C)

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

Scan and skim the text, making note of structures and sections that might be most useful. (I)

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Make, track, and support inferences about different levels of meaning within the text. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Establish a purpose and goals for writing and identify a target audience. (C)

Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

Edit the text, ensuring it adheres to the conventions of written language. (C)

Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

Consider how context impacts the purposes of the author and the audience. (I/C)

Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

Identify the general purpose (e.g., to tell stories, to provide information, to share opinions) and target audience in a variety of texts. (I)

With adult support, identify different modes of communication: print, digital, auditory, and visual. (I)

With adult support, create texts in various modes (e.g., print, digital, auditory, and/or visual). (C)

Identify the authors and illustrators of picture books and explain their roles. (I)

With adult support, ask questions about topics of interest for research. (I)

With adult support, collaborate to conduct research on a shared topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids. (I)

With adult support, share relevant and accurate information through a variety of different modes. (C)

With adult support, refer to parts of texts when supporting an idea, answer, or opinion. (I)

With adult support, explore various sources of information, including print, digital, and personal communication. (I)

Identify and use text features, including titles, headings, photos, and illustrations, to determine if a text is fiction or nonfiction. (I)

With adult support, use text features, including titles, illustrations, and/or labels, to add clarity/coherence to texts. (C)

With adult support, retell events and actions in sequence. (C)

Identify interesting and/or descriptive words that express feelings or appeal to the senses in texts. (I)

With adult support, use interesting and/or descriptive words to craft engaging texts. (C)

Identify techniques used to craft stories, including characters, setting, and major events. (I)

With adult support, demonstrate an understanding of the central message, lesson, or moral of the story based on the words and actions of the main characters. (I)

With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

Use a combination of drawing, labeling, writing, and dictating* to create a text with narrative techniques (e.g., characters, setting, events) told in the order in which they occurred. (C)

Identify techniques used to craft expository texts, including main topic. (I)

With adult support, describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)

Use a combination of drawing, labeling, writing, and dictating* to create a text with expository techniques that includes a topic and information about the topic. (C)

Explain the difference between opinions and facts about a topic. (I)

Use a combination of drawing, labeling, writing, and dictating* to express an opinion about a topic. (C)

Identify poetic techniques used to craft poetic texts, including rhyme. (I)

With adult support, use poetic techniques to create poems that may or may not rhyme. (C)

Increase sight word vocabulary using decoding skills by reading grade- appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

Read a wide range of grade-level texts aloud with increasing accuracy.

Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary.

Form all uppercase and lowercase letters and words with accuracy and consistency.

Form words with accuracy and consistency.

Use appropriate spacing between letters, words, and sentences across lines on a page.

Perform basic transcription skills.

Build handwriting fluency by forming accurate letters and words with increasing speed.

Identify and produce phoneme-grapheme correspondences for frequently used consonant blends and digraphs. ​

Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e and vowel digraphs.

Decode regularly spelled one-syllable words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC), including high-frequency words.

Identify and decode parts of irregularly spelled words, including high-frequency words.

Decode one-syllable nonsense words with a variety of spelling patterns (VC, CV, CVC, CVCe, VCC, CCVC, CVCC, CVVC, CCVCC). ​

Decode two-syllable words with basic patterns by applying knowledge of basic syllable types. ​

This progression ends in kindergarten.

Encode regularly spelled one-syllable words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC), including high-frequency words.

Identify and encode irregularly spelled words, including high-frequency words.

Encode one-syllable nonsense words with a variety of spelling patterns (VC, CVC, CVCe, VCC, CCVC, CVCC, CCVCC).

Encode two-syllable words with basic patterns by applying knowledge of basic syllable types.

Rhyme This standard only applies to kindergarten

Words & Sentences This standard only applies to kindergarten

Compound Words This standard only applies to kindergarten.

Reinforce as appropriate.

Reinforce as appropriate.

Reinforce as appropriate.

Add, delete, and substitute syllables in spoken words. ​

Blend onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions. ​

Segment onsets and rimes of spoken one-syllable words with blends, digraphs, and trigraphs in the initial and final positions.

Isolate and pronounce initial, medial, and final sounds in spoken one- syllable words, including words with digraphs and blends.

Distinguish between short and long vowel sounds in spoken one-syllable words.

Blend and segment up to five phonemes, including consonant blends and digraphs, in spoken words.

Add, delete, and substitute phonemes in spoken one-syllable words with three or more phonemes.

Grammar: Form regular plural nouns by adding -s or -es. (Master)

Grammar: Form and use verbs by adding -ing, -ed, or -s. (Master)

Grammar: Use action verbs. (Master)

Grammar: Use adjectives and adverbs. (Continue)

Grammar: Use common and proper nouns. (Continue)

Grammar: Form and use the simple verb tenses. (Continue)

Usage: Use determiners (articles, possessive determiners, demonstrative adjectives). (Continue)

Mechanics: Capitalize proper nouns. (Continue)

Mechanics: Use periods, exclamation marks, and question marks at the end of sentences. (Continue)

Grammar: Form plural nouns by changing -y to -ies. (Introduce)

Grammar: Use personal pronouns (subject, object, and possessive). (Introduce)

Grammar: Use frequently occurring prepositions. (Introduce)

Mechanics: Use commas to separate items in a series and to format dates, addresses, salutations, and closings. (Introduce)

Mechanics: Use apostrophes to form contractions and singular possessive nouns. (Introduce)

Grammar: Form and use irregular plural nouns. (Introduce)

Grammar: Form and use the past tense of irregular verbs. (Introduce)

Grammar: Use coordinating conjunctions to join words, phrases, or clauses. (Introduce)

Distinguish between complete and incomplete simple sentences, and identify sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I)

Use a variety of simple sentences (including a variety of sentence types) to develop clarity in written texts. (C)

Use singular and plural subjects with matching verbs. (C)

With adult support, use adjectives or adverbs to add details or clarify meaning. (C)

Acquire general, academic, and specialized vocabulary words and phrases through grade-level texts and content. (I)

Use grade-level general, academic, and specialized vocabulary words and phrases to communicate in a variety of settings. (C)

Identify frequently occurring root words (e.g., look) and inflectional endings used to form and comprehend new words (e.g., looks, looked, looking). (I)

Construct words using frequently occurring root words and inflectional endings. (C)

Use context within and beyond a sentence to determine or clarify the meaning of unknown and multiple-meaning words and phrases. (I)

Identify the relationship between words and their synonyms and antonyms. (I)

Distinguish shades of meaning among verbs that describe the same general action (e.g., walk, march, strut, prance). (I)

With teacher support, use a picture dictionary or digital resource to clarify the meaning of unknown words and phrases. (I)

Use knowledge of word relationships and learned vocabulary words and phrases when making word choices in speaking and writing. (C)

Identify, apply, and analyze the literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements in texts, explaining or evaluating how specific elements affect the target audience and support the text’s purpose. (I/C)

Identify, apply, and analyze important, interesting, or effective uses of language, explaining or evaluating how specific word choices affect the target audience and support the text’s purpose. (I/C)

Explain, analyze, and evaluate how the author’s use of sentence structure and syntax affects the target audience and supports the text’s purpose. (I/C)

Describe, analyze, and evaluate the design and organization of the text, explaining how specific formats, structures, patterns, and features influence the audience, contribute to the text’s accessibility, and support the text’s purpose. (I/C)

Integrate literary, expository, and opinion (grades K-5) or rhetorical (grades 6-12) elements to appeal to target audiences and achieve specific purposes. (I/C)

Craft words and phrases in order to influence the responses, thoughts, decisions, and questions of the target audience and achieve a specific purpose. (I/C)

Make decisions about sentence structure and syntax in order to accommodate and influence the audience and achieve a specific purpose. (I/C)

Organize texts by incorporating specific formats, structures, patterns, and features to influence the audience, facilitate accessibility, and support the text’s purpose. (I/C)

Explore and create texts in various modes and genres, developing and applying knowledge of how specific features impact meaning, tone, style, purpose, and audience. (I/C)

Apply knowledge of how mode and genre impact what kinds of ideas and information are included in texts. (I/C)

Apply knowledge of how mode and genre impact how ideas and information are structured and arranged in texts. (I/C)

Consume and produce multimodal texts, integrating a variety of genres, text features, and craft techniques to influence target audiences and achieve specific purposes. (I/C)

Arrive to group discussions and collaborative meetings prepared to be an active participant in the work. (I/C)

Collaborate with others to determine group norms, establish goals and procedures, and facilitate productivity when working on shared projects. (I/C)

Contribute to discussions and shared projects by offering ideas, listening to the ideas of others, and providing feedback. (I/C)

Work with others to discuss topics, investigate questions, solve problems, and explore and create texts. (I/C)

Communicate clearly to present ideas, information, and texts. (I/C)

Integrate modes and genres most appropriate to purpose and audience. (I/C)

Vary tone, pace, and nonverbal gestures as appropriate to purpose and audience. (I/C)

Engage in dialogue with audiences by asking and answering questions. (I/C)

Build background knowledge by reciting all or part of significant poems and speeches as appropriate by grade level. (I/C)

Generate, understand, monitor, and discuss personal and academic reading and writing goals, revising as appropriate. (I/C)

Discuss or write about personal and academic reading and writing preferences, referring to specific techniques, topics, modes, and genres that resonate most. (I/C)

Select, read, and write texts of personal interest and academic relevance to grade-level texts and topics. (I/C)

Build a repertoire of comprehension and composition skills, strategies, and techniques, drawing from them as needed to aid the interpretation and construction of texts. (I/C)

Participate in a community of readers and writers by developing group norms, discussing texts, sharing individual writing, listening as others share their writing, and offering and responding to feedback. (I/C)

Develop independence and autonomy as a reader and writer. (I/C)

Share real or imagined experiences by interpreting and constructing texts that tell or include stories. (I/C)

Make use of texts to build knowledge, develop skills, make informed decisions, and share information and ideas. (I/C)

Explain and learn concepts and processes by interpreting and constructing texts. (I/C)

Interpret and construct texts to aid the analysis and evaluation of texts and ideas. (I/C)

Consume and produce texts in order to solve problems or influence decisions. (I/C)

Establish a purpose and set goals for reading, monitor comprehension, and adjust as needed. (I)

Scan and skim the text, making note of structures and sections that might be most useful. (I)

Draw from, compare, build, and integrate prior knowledge with the material in the text, addressing inconsistencies or gaps and adding to knowledge repertoires as appropriate. (I)

Summarize and visualize sections of the text to maintain understanding. (I)

Make and track predictions about the events and information likely to come next. (I)

Make, track, and support inferences about different levels of meaning within the text. (I)

Determine the meanings of unfamiliar words and concepts by applying knowledge of context and of academic vocabulary and word parts. (I)

Establish a purpose and goals for writing and identify a target audience. (C)

Plan how to organize the text by selecting modes, genres, and structures that will achieve the purpose and meet the needs of the target audience. (C)

Generate ideas for content by assessing prior knowledge, gathering information from texts, and engaging in discussions with others. (C)

Link ideas and information to the organization plan, highlighting ideas and information that are most relevant, useful, and impactful. (C)

Construct an initial draft by integrating ideas and information; selecting words, phrases, and sentences; and incorporating craft techniques that will best achieve the purpose of the text and resonate with the target audience. (C)

Evaluate the text’s effectiveness based on self-review or feedback from others, determining whether the text matches the purpose and goals for writing. (C)

Make changes to the text based on self-evaluation or external feedback, revising the organization, ideas, information, word choices, and craft techniques in order to increase the text’s effectiveness. (C)

Edit the text, ensuring it adheres to the conventions of written language. (C)

Use prior knowledge, formal or informal research, and discussions with others to identify the key components of context that are most relevant. (I/C)

Consider how context impacts the purposes of the author and the audience. (I/C)

Explore how context shapes the author’s decisions and the audience’s responses during the interpretation and construction of texts. (I/C)

Develop and apply knowledge of author, audience, and context to discern and establish the purpose of texts being interpreted or constructed and to evaluate the extent to which those texts achieve those purposes. (I/C)

Draw from knowledge of author, audience, and context to discern and establish a clear point of view or unique perspective when interpreting and constructing texts. (I/C)

Draw from knowledge of how authors consider context and audience to determine which information and ideas to highlight, which text design is most accessible, which word choices and language structures are most effective, and which craft techniques are most impactful. (I/C)

Identify the general purpose (e.g., to tell stories, to provide information, to share opinions, to explain ideas) and target audience in a variety of texts. (I)

Identify different modes of communication: print, digital, auditory, and visual. (I)

Create texts in teacher-selected modes (e.g., print, digital, auditory, and/or visual). (C)

Identify who is speaking or telling the story at various points in a text. (I)

Ask questions about topics of interest for research. (I)

Work collaboratively or individually to conduct research on a shared or personal topic of interest by gathering and organizing information from provided sources (including print, digital, and personal communication) using graphic organizers or other support aids. (I)

Share relevant and accurate information through a variety of different modes. (C)

Refer to parts of texts when supporting an idea, answer, or opinion. (I)

Explore various sources of information, including print, digital, and personal communication. (I)

Identify and use various text features (e.g., diagrams, tables of contents) to locate information and make meaning in texts. (I)

Use text features (e.g., illustrations, page numbers, bold print, headings) to add clarity and meaning to texts. (C)

Use transition words or phrases, such as once upon a time, next, and last, to sequence events and actions. (C)

Identify and explain the use of descriptive words in texts. (I)

Use descriptive words to craft engaging texts. (C)

Identify techniques used to craft stories, including characters, setting, major events, and dialogue. (I)

Identify a simple plot with a problem and solution. (I)

Describe traits of the main characters and explain how their words and actions support the central message, lesson, or moral of the story. (I)

With adult support, compare and contrast characters and their experiences in stories across diverse cultures. (I)

Use knowledge of narrative techniques (e.g., characters, settings, events) to create texts that share real or imagined experiences and events with a sense of closure. (C)

Identify techniques used to craft expository texts, including main topic and supporting details. (I)

Describe the connection between two individuals, events, ideas, or pieces of information in a text. (I)

Use knowledge of expository techniques to introduce a topic, supply facts about the topic, and provide a sense of closure. (C)

Identify techniques used to craft opinion texts, including the author’s opinion and supporting reasons. (I)

Use knowledge of opinion techniques to create opinion pieces that introduce the topic, state an opinion about the topic, and provide two or more reasons to support the opinion with linking words and and because. (C)

Identify and describe poetic techniques used to craft texts, including rhyme, alliteration, and repeated lines. (I)

Use poetic techniques to create poems using simple words and/or phrases that may or may not rhyme. (C)

Increase sight word vocabulary using decoding skills by reading grade appropriate regularly and irregularly spelled words, including high-frequency words, in isolation and context with increasing automaticity.

Read a wide range of grade-level texts aloud with increasing automaticity.

Read a wide range of grade-level texts aloud with appropriate prosody (phrasing, expression, juncture/pause, and intonation) to demonstrate understanding.

Self-correct while reading text (silently or aloud) to improve comprehension and fluency, rereading as necessary. ​

Form all uppercase and lowercase letters and words with accuracy, consistency, and efficiency. ​

Form words and sentences efficiently.

Use appropriate spacing throughout the body of a text.

Efficiently and accurately transcribe text.

Track and maintain speed and efficiency while forming words and sentences.

Identify and produce all phoneme- grapheme correspondences for all consonants, including consonant blends and digraphs.

Identify and produce both long and short vowel sounds for A, E, I, O, U, including final -e, vowel digraphs, r-controlled vowels, and diphthongs. ​

Decode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high-frequency words.

Identify and decode parts of irregularly spelled words, including high-frequency words.

Decode two-syllable nonsense words by applying rules of basic phonics skills (VVCC, VVCe, VCCC, VVCCC).

Decode two-syllable words by applying knowledge of all major syllable types.

This progression ends in kindergarten.

Encode regularly spelled two-syllable words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC) by applying knowledge of basic phonics skills, including high- frequency words.

Identify and encode irregularly spelled words, including high-frequency words.

Encode two-syllable nonsense words with a variety of spelling patterns (VVCC, VVCe, VCCC, VVCCC).

Encode two-syllable words by applying knowledge of all major syllable types.

Grammar: Use adjectives and adverbs. (Master)

Grammar: Use common and proper nouns. (Master)

Grammar: Form and use the simple verb tenses. (Master)

Usage: Use determiners (articles, possessive determiners, demonstrative adjectives). (Master)

Mechanics: Capitalize proper nouns. (Master)

Mechanics: Use periods, exclamation marks, and question marks at the end of sentences. (Master)

Grammar: Form plural nouns by changing -y to -ies. (Master)

Grammar: Use personal pronouns (subject, object, and possessive). (Master)

Grammar: Use frequently occurring prepositions. (Master)

Mechanics: Use commas to separate items in a series and to format dates, addresses, salutations, and closings. (Master)

Mechanics: Use apostrophes to form contractions and singular possessive nouns. (Continue)

Grammar: Form and use irregular plural nouns. (Continue)

Grammar: Form and use the past tense of irregular verbs. (Continue)

Grammar: Use coordinating conjunctions to join words, phrases, or clauses. (Continue)

Grammar: Form and use verbs by adding -d or -es. (Introduce, Master)

Grammar: Use collective and abstract nouns. (Introduce)

Grammar: Use reflexive pronouns. (Introduce)

Mechanics: Use commas with coordinating conjunctions to join independent clauses. (Introduce)

Mechanics: Use hyphens to divide words at line breaks. (Introduce)

Grammar: Form and use prepositional phrases. (Introduce)

Grammar: Form and use comparative and superlative adjectives and adverbs. (Introduce)

Usage: Ensure pronoun-antecedent agreement. (Introduce)

Mechanics: Recognize and use conventional capitalization, quotation marks, and commas to indicate exact words and dialogue. (Introduce)

Distinguish between simple and compound sentences, and identify the sentence type (i.e., declarative, imperative, interrogative, and exclamatory). (I)

Use a variety of simple and compound sentences (including a variety of sentence types) to develop clarity and coherence in written texts. (C)

Use correct subject and verb agreement in sentence constructions. (C)