Hawaii K–6 english language arts standards

Use frequently occurring nouns and verbs.

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

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

Produce and expand complete sentences in shared language activities.

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

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

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

Follow words from left to right, top to bottom, and page by page.

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

Understand that words are separated by spaces in print.

Recognize and name all upper- and lowercase letters of the alphabet.

First word capitalization

Ending punctuation

Recognize and count individual words in a spoken sentence.

Recognize and produce rhyming words.

Count, pronounce, blend, and segment syllables in multisyllabic words.

Blend and segment onsets and rimes of single-syllable spoken words.

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in 3-phoneme (consonant-vowel-consonant, or CVC) words, not including those ending with /l/, /r/, or /x/.

Blend and segment 2- and 3-phoneme words including long and short vowel sounds, diphthongs, and digraphs.

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

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound for each consonant, and all 5 vowels.

Associate the long and short sounds with common spellings (graphemes) for the 5 major vowels (closed and open syllables).

Vowel-Consonant (VC)

CVC

CV

All of the above word types with digraphs sh, ch, and th

Read common grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., can, the, of, to, you, she, my, is, are, do, does).

Fluent letter and sound identification

Fluent decoding of taught phonics patterns in single words

Fluent decoding of taught phonics patterns in connected decodable text

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

With prompting and support, identify the main/central topic and retell key details of a text.

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

With prompting and support,determine the meaning of words and phrases in a text relevant to a kindergarten topic or subject area.

Identify the front cover, back cover, and title page of a book.

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

With prompting and support, describe the relationship between visual aids and the text in which they appear (e.g., what person, place, thing, or idea in the text a visual aid depicts).

With prompting and support, identify the reasons an author gives to support points in a text.

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Actively engage in group reading activities with purpose and understanding.

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

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

With prompting and support, identify characters and their feelings, settings, major events (plot), problems, and solutions in a story.

With prompting and support, determine the meaning of words and phrases as they are used in a text.

Recognize common types of texts (e.g., storybooks, poems).

Name the author and illustrator of a story and define the role of each in telling the story

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

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

Actively engage in group reading activities with purpose and understanding.

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

Continue a conversation through multiple exchanges.

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

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

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

With prompting and support, adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills.

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion about the topic or book.

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

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

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

Write upper- and lowercase manuscript letters using correct letter formation with guidance and support.

Write left to right using appropriate spacing between words.

Write a letter or letters for consonant and short vowel sounds.

Represent phonemes in simple words, using letter-sound relationships, including phonetic spellings of unknown words.

VC (Vowel-Consonant) (e.g., at, in)

CVC (Consonant-Vowel-Consonant) (e.g., pet, mud) words

Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.

Produce and expand complete sentences.

Recognize and name end punctuation.

Capitalize the first word in a sentence and the pronoun I.

Use common, proper, and possessive nouns.

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

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

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

Use frequently occurring adjectives.

Use frequently occurring conjunctions (e.g., and, but, or, so, because).

Use determiners (e.g., articles, demonstratives).

Use frequently occurring prepositions (e.g., during, beyond, toward).

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

Use sentence-level context as a clue to the meaning of a word or phrase.

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

Identify frequently occurring root words (e.g., look) and their inflectional forms (e.g., looks, looked, looking).

Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.

Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings.

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because).

Recognize the capitalization of proper nouns.

Recognize the meaning of ending punctuation.

Recognize the meaning of a comma within text.

Add, delete, and substitute syllables in multisyllabic words.

Blend sounds (phonemes) to orally produce single-syllable words, including short and long vowel sounds, consonant blends, digraphs, and diphthongs.

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

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes), including short and long vowel sounds.

Add, delete, or substitute (in words with 5-6 phonemes) individual sounds (phonemes) in initial and final positions in simple, one-syllable words to make new words.

Short vowel words with CVC, CCVC, CVCC, and CCVCC patterns

Digraphs (sh, ch, wh, th, ng, ck)

Vowel-Consonant-Silent e (VCe) (e.g., cave)

Vowel Teams (e.g., pain)

R-Controlled Vowels (ar, er, ir, or, ur)

Diphthongs

Closed Syllables

Open Syllables

Inflectional Suffixes with no spelling change (e.g., help, helps, helped, helping)

Prefixes

Compound Words

Contractions

Possessives

Plurals

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

Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).

Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

Ask and answer questions about key details in a text.

Identify the main/central topic of a text.

Retell key details of a text.

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

Determine the meaning of words and phrases in a text relevant to a grade 1 topic or subject area.

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

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

Use the visual aids and details in a text to describe its key ideas.

Identify the reasons an author gives to support points in a text.

Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

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

Ask and answer questions about key details in a text.

Demonstrate understanding of the lesson in the story.

Retell stories, including key details.

Using key details, describe characters and their feelings, settings, major events (plot), problems, and solutions in a story.

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

Explain major differences between books that tell stories and books that give information, drawing on a wide reading of a range of text types.

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

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

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

With prompting and support, read literary texts appropriately complex for grade 1.

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

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.

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

Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.

Adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills.

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

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

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

Write upper- and lowercase manuscript alphabet from memory using correct letter formation.

Write the common grapheme (letter or letter group) for each phoneme.

Write with appropriate spacing between letters and words.

Short vowels and single consonants

Consonant graphemes including qu, x, and -ck

Digraphs (e.g., thin, shop, when, much, sing)

Doubled letters (e.g., off, will, mess)

Initial and final consonant blends (e.g., must, slab, plump)

Long vowel patterns spelled correctly, including VCe (Vowel-Consonant-silent e) (e.g., came, like) and open syllables (e.g., go, cry)

Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.

Produce and expand complete simple and compound sentences in response to prompts.

Produce and expand declarative, interrogative, imperative, and exclamatory sentences in response to prompts.

Capitalize dates and names of people.

Use correct end punctuation for sentences.

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

Use collective nouns (e.g., group).

Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).

Use reflexive pronouns (e.g., myself, ourselves).

Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid, told).

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

Produce, expand, and rearrange complete simple and compound sentences.

Use sentence-level context as a clue to the meaning of a word or phrase.

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

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

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

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

Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).

Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Add, delete, or substitute individual sounds in initial, medial, or final position in single-syllable words to make new words, including substitution within consonant blends.

3-Consonant Blends

Digraphs ph (/f/), gh (/f/), and ch (/k/ and /sh/)

Trigraphs

Complex Vowel-r Combinations (e.g., are, air, our, ore, ear, eer, ure, etc.)

Diphthongs (/aw/ and /ow/)

Schwa

Possessives

Plurals

Silent Letter Combinations (kn-, -lm, -mb, gh-, wr-)

Inflectional Suffixes with spelling change (e.g., carry, carries)

Common Derivational Suffixes

Less Common Prefixes (e.g., fore-, pro-, intra-, inter-, trans-, non-, over-, sub-, etc.)

Apply knowledge of the 6 syllable types when reading one- and 2-syllable words (open, closed, VCE, r-controlled, consonant + le, and vowel teams).

Read common, grade-appropriate decodable and irregularly-spelled high-frequency words by sight (e.g., eat, can, the, of, to, you, she, my, is, are, do, does).

Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

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

Identify the main/central topic of a multiparagraph text.

Identify the focus of specific paragraphs within a multiparagraph text.

Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.

Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.

Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Explain how specific visual aids (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Describe how reasons support specific points the author makes in a text.

Compare and contrast the most important points presented by two texts on the same topic.

Read and comprehend informational texts appropriately complex for grade 2.

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

Determine the lesson or moral.

Retell stories, including fables and folktales from diverse cultures.

Using key details, describe characters and their traits in a story, and how they respond to major events (plot) and challenges.

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

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

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

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

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

Read and comprehend literary texts appropriately complex for grade 2.

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

Build on others’ talk in conversations by linking their comments to the remarks of others.

Ask for clarification and further explanation as needed about the topics and texts under discussion.

Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

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

Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.

Adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills.

Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a conclusion that follows from the argument presented, as appropriate to the task.

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. (Editing for conventions should demonstrate command of Writing Foundations and Language standards.)

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

Recall information from experiences or gather information from provided sources to answer a question.

Write legibly in manuscript using correct letter formation.

Transcribe ideas in manuscript with automaticity and proper spacing.

Long vowel patterns spelled correctly, including common vowel teams (e.g., boat, play, wait, see, team, right)

Vowel-r combinations, including er, ar, or (e.g., car, her, stir, for, burn)

All jobs of y (as consonant /y/; as /ī/ on ends of single-syllable words like fly; as /ē/ on ends of multisyllabic words like baby; as /ĭ/ in a few words like gym and myth)

Three consonant blends (str, scr, spr) and blends with digraphs (thr, shr)

Digraphs ph (/f/), gh (/f/), ch (/k/ and /sh/)

Combine closed, open, vowel teams, vowel-r, and CVe (Consonant-Vowel-silent e) syllables (e.g., compete, robot, violet, understand)

Include familiar compound words (e.g., houseboat, yellowtail)

Include the most common prefixes and derivational suffixes (e.g., un-, re-, en-, -ful, -ment, -less)

Consonant doubling (e.g., running, slipped)

Dropping silent e (e.g., smiled, paving)

Changing y to i (e.g., cried, babies)

Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Produce, expand, and rearrange complete simple and compound sentences.

Capitalize holidays, product names, and geographic names.

Use commas in greetings and closings of letters.

Use an apostrophe to form contractions and frequently occurring possessives.

Use and explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.

Use regular and irregular plural nouns.

Use abstract nouns (e.g., childhood).

Use regular and irregular verbs.

Use the simple (e.g., I walked; I walk; I will walk) verb tenses.

Ensure subject-verb and pronoun-antecedent agreement.

Use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.

Use coordinating and subordinating conjunctions.

Produce simple, compound, and complex sentences.

Use sentence-level context as a clue to the meaning of a word or phrase.

Determine the meaning of the new word formed when a known affix is added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat).

Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., company, companion).

Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.

Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).

Identify real-life connections between words and their use (e.g., describe people who are friendly or helpful).

Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered).

Acquire and use accurately grade-appropriate conversational, general academic, and domain specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for them).

Multisyllabic words with the patterns: VC/CV, V/CV, VC/V, and CV/VC

Possessives and Plurals

Irregular Past Tense and Plurals

Common Latin Affixes and Roots

Demonstrate and apply knowledge of syllable division and morpheme meaning when reading multisyllabic words.

Read common grade appropriate decodable and irregular high frequency words.

Read grade-level text orally with fluency (accuracy, automaticity, and prosody) to support comprehension, in accordance with grade-level fluency norms.

Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers.

Determine the main/central idea of a text.

Recount the key details and explain how they support the main/central idea.

Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

Distinguish their own point of view/perspective from that of the author of a text.

Use information gained from visual aids (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

Compare and contrast the most important points and key details presented in two texts on the same topic.

Read and comprehend informational texts appropriately complex for grade 3.

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Determine a theme and explain how it is conveyed through key details in the text.

Retell stories, including fables, folktales, and myths from diverse cultures.

Using key details, describe characters in a story, including their traits, motivations, and feelings, and explain how their actions contribute to the sequence of events.

Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

Distinguish their own perspectives from that of the narrator or those of the characters, including identifying the point of view of the narrator.

Explain how specific aspects of a print or digital text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

Read and comprehend literary texts appropriately complex for grade 3.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion.

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

Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others.

Explain their own ideas and understanding in light of the discussion.

Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Adapt speech to a variety of contexts, demonstrating understanding of audience, task, and purpose, drawing on a full range of linguistic skills.

Introduce the topic or text they are writing about, state a claim, and create an organizational structure that lists reasons.

Provide reasons that support the claim.

Use linking words and phrases (e.g., because, therefore, since, for example) to connect the claim and reasons.

Provide a conclusion that follows from the argument presented, as appropriate to the task.

Introduce a topic and organize related information together; include illustrations when useful to aid comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Provide a concluding statement or section.

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

Use temporal words and phrases to signal event order.

Provide a sense of closure.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of related Writing Foundations and Language standards.)

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Write brief notes on information collected from experiences and/or print and digital sources, and sort into provided categories.

Draw evidence from literary or informational texts to support analysis, reflection, and research.

Legibly and fluently write in manuscript to produce grade-appropriate tasks.

Less common, complex graphemes (e.g., ough, augh, old, -ind, -ost, -ild families)

Complex Vowel-r Combinations (e.g., are, air, our, ore, ear, eer, ure, etc.)

Combine all basic syllable types (closed, VCe, open, vowel team, vowel-r, and consonant -le)

Include common, transparent prefixes and suffixes (e.g., re-, pre-, sub-, un-, dis-, mis-; -able, -ness, -ful, -tion)

Spell singular and plural possessives (e.g., teacher's, teachers').

Identify language of origin for words, as noted in dictionaries.

Spell common, grade-appropriate decodable and irregularly-spelled high-frequency words.

Consult reference materials, including beginning dictionaries, as needed to check and correct spellings.

Produce simple, compound, and complex sentences .

Capitalize appropriate words in titles.