Oklahoma K–6 english language arts standards

Actively listen using agreed-upon discussion rules with prompting.

Follow simple one- and two-step oral directions.

Work respectfully with peers with prompting.

Engage in collaborative discussions about various topics and texts, including their own writing, with peers and adults in small and large groups with prompting.

Ask and answer relevant questions with prompting.

Orally describe personal interests or tell stories to peers and adults using agreed-upon rules (e.g., taking turns, staying on topic).

Read their first and last name in print.

Recite familiar texts (e.g., rhymes, songs, poetry, etc.).

Begin to develop a sight word vocabulary by decoding and reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Count one-syllable and multisyllabic spoken words in a sentence (e.g., I see an elephant.).

Distinguish rhyming and non-rhyming pairs and produce a rhyme when given a word.

Isolate and pronounce initial and final sounds in spoken words.

Count, segment, and blend syllables in spoken words.

Blend and segment onset and rime in one-syllable spoken words (e.g., blending: /j/ + og = jog ; segmenting: cat = /c/+ at).

Blend phonemes to form one-syllable spoken words with 2-4 phonemes (e.g., /f/ /l/ /a/ /t/= flat ).

Segment phonemes in one-syllable spoken words with 2-4 phonemes (e.g., flat = /f/ /l/ /a/ /t/).

Demonstrate their understanding that print carries a message by recognizing labels, signs, and other print in the environment.

Demonstrate correct book orientation and identify the title, title page, and the front and back covers of a book.

Recognize that print moves from top to bottom, left to right, and front to back.

Recognize that written words are made up of letters and are separated by spaces.

Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark) with prompting.

Correctly form letters to write their first and last name and most uppercase and lowercase letters correctly.

Name all uppercase and lowercase letters.

Sequence the letters of the alphabet.

Produce the sounds for short and long vowels and the most common sound for consonants (e.g., a = /ă/ & /ā/, f = /f/, s = /s/, x = /ks/).

Blend letter sounds to decode simple Vowel/Consonant (VC) and Consonant/Vowel/Consonant (CVC) words (e.g., VC words = at , in , up ; CVC words = pat , hen , lot ).

Identify the topic or main idea with a supporting detail of a text with prompting.

Discriminate between fiction and nonfiction text with prompting.

Sequence the plot (i.e., beginning, middle, and end) of a story with prompting.

Begin to retell facts and details from an informational text.

Represent major consonants logically in phonetic spelling (e.g., "lefnt" for elephant or "apl" for apple ).

Represent all of the sounds in a Consonant/Vowel/Consonant (CVC) word logically in phonetic spelling (e.g., "kat" for cat or "fer" for fur ).

Express themselves through drawing and emergent writing.

Sequence the action or details of stories/texts with prompting.

Use appropriate spacing between letters and words in emergent writing.

Add to their drawing and emergent writing.

Share their stories/texts with authentic audiences.

Describe the roles of an author and illustrator in various texts.

Ask and answer basic questions (e.g., who, what, where, and when) about texts, photographs, or illustrations during shared reading or other text experiences with prompting.

Describe characters and setting in a story with prompting.

Use drawing, labeling, and writing to tell a story, share information, or express an opinion with prompting.

Name and sort familiar objects into categories based on similarities and differences with prompting.

Begin to develop an awareness of context clues through read-alouds and other text experiences.

Begin to acquire new vocabulary and relate new words to prior knowledge.

Use new vocabulary to produce and expand complete sentences in shared language activities.

Use language according to purpose in shared writing experiences.

Recognize simple sentences with prompting.

Recognize parts of speech in sentences with prompting:

• concrete objects as persons, places, or things (i.e., nouns)
• words as actions (i.e., verbs)
• color and size adjectives
• the pronoun I
• spatial and time relationships such as up , down , before , and after

Begin to compose simple sentences that begin with a capital letter and conclude with an end mark.

Capitalize their first name and the pronoun I with prompting.

Recognize and begin to use periods, question marks, and exclamation points.

Identify relevant pictures, charts, grade-level texts, or people as sources of information on a topic of interest.

Identify and use graphic and text features to understand texts:

• photos
• illustrations
• titles

Generate topics of interest and decide if a friend, teacher, or expert can answer their questions with prompting.

Find information from provided sources during group research with prompting.

Share relevant information for various purposes with prompting.

Explore ideas and topics in multimodal content.

Combine movement with relevant props, images, or illustrations to support their writing and speaking.

Listen and respond to read-alouds, participate in shared reading, and interact independently with texts.

Express their ideas using a combination of drawing and emergent writing with prompting.

Actively listen using agreed-upon discussion rules.

Follow simple two- and three-step oral directions.

Work respectfully with peers.

Engage in collaborative discussions about various topics and texts, including their own writing, with peers in small and large groups.

Ask and answer relevant questions to seek help or get information to confirm understanding.

Orally describe people, places, things, and events with relevant details expressing their ideas.

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Count, segment, blend, and delete syllables in spoken words.

Blend and segment onset and rime in spoken words (e.g., /ch/+ at = chat).

Isolate and pronounce medial sounds in spoken words.

Blend phonemes to form spoken words with 4-6 phonemes, including consonant blends (e.g., /s/ /t/ /r/ /i/ /ng/ = string).

Segment phonemes in spoken words with 4-6 phonemes into individual phonemes (e.g., string = /s/ /t/ /r/ /i/ /ng/).

Add, delete, and substitute phonemes in one-syllable spoken words with 3-5 phonemes (e.g., add /c/ to the beginning of at to say cat; delete the /p/ from pin, to say in; substitute the /o/ in stop with /e/ to say step).

Recognize the distinguishing features of a sentence (e.g., capitalization of the first word, ending punctuation: period, exclamation point, question mark).

Correctly form letters and use appropriate spacing for letters, words, and sentences using left-to-right and top-to-bottom progression.

Decode one-syllable phonetically-regular words by using their knowledge of the following phonics skills:- single consonants (e.g., b = /b/, f = /f/, t = /t/)- short vowel sounds (i.e., ă, ĕ, ĭ, ŏ, ŭ)- consonant blends (e.g., bl, br, cr)- consonant digraphs and trigraphs (e.g., sh, tch)- vowel-consonant-silent e (e.g., lake)- r-controlled vowels (i.e., ar, er, ir, or, ur)- vowel digraphs (e.g., ea, oa, ee)

Decode words by applying knowledge of syllable types in one-syllable words:- closed- open

Decode words by applying knowledge of structural analysis:- compound words- inflectional endings (e.g., -s, -ed, -ing)

Students will identify the topic or main idea with some supporting details of a text.

Students will discriminate between fiction and nonfiction genres.

Students will sequence the plot (i.e., beginning, middle, and end) of a story.

Students will retell facts and details from an informational text.

Use correct spelling when writing the following sounds in words:- consonants- short vowels- digraphs- consonant blends- vowel-consonant-silent e

Correctly spell high-frequency and irregularly-spelled words by using common letter/sound correspondences and recalling the irregular parts of words (e.g., the: th- is a common letter/sound correspondence, -e is irregular).

Students will develop and edit drafts using appropriate spacing between letters, words, and sentences using left-to-right and top-to-bottom progression.

Students will develop drafts by sequencing the action in a story or details about a topic through writing sentences.

Students will revise drafts by adding and/or deleting text.

Students will correctly spell grade-level, highly decodable words (e.g., cup, like, cart) and common, irregularly spelled sight words (e.g., the) while editing using resources as needed.

Students will routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author's chair).

Identify the author's purpose (i.e., tell a story, provide information) with prompting.

Describe who is telling a story with prompting.

Find textual evidence when provided with examples of literary elements:- setting ( i.e., time and place)- main characters and their traits

Ask and answer basic questions (e.g., who, what, where, why, and when) about texts.

Begin to use details from a text to draw conclusions and make predictions.

Begin to locate facts that are clearly stated in a text.

Write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place) with prompting.

Begin to write facts about a topic in response to a text read aloud to demonstrate understanding with prompting.

Write an opinion about a topic and provide a reason to support the opinion with prompting.

Begin to determine relationships among words, including synonyms and antonyms.

Use context clues to determine the meaning of words with prompting.

Use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define unfamiliar words with prompting.

Begin to use grade-level resource materials (e.g., simple dictionary, glossary) to clarify the meaning of words.

Acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Use grade-level vocabulary to communicate ideas through speaking and writing.

Use language in speaking and writing according to purpose with prompting.

Recognize simple sentences.

Recognize parts of speech in sentences:- nouns as concrete objects (i.e., people, places, and things)- regular plural nouns- present-tense verbs as actions- color, size, and number adjectives- prepositions- the pronouns I, me, you, and we- the conjunctions and, or, and but- the adverbs too and very

Compose simple sentences that conclude with an end mark.

Use nouns, verbs, and adjectives to add clarity and variety to their writing.

Capitalize the first letter of a sentence, proper names, and months and days of the week.

Use periods, question marks, and exclamation points.

Identify who can answer questions about their topic or what resources they will need to find the information.

Identify and use graphic and text features to understand texts:- photos- illustrations- titles- labels- headings- charts- graphs

Identify the location and purpose of the table of contents and glossary.

Generate questions about topics of interest for research.

Organize information found during group or individual research, using graphic organizers or other aids with prompting.

Share relevant information for various purposes.

Explain how ideas and topics are depicted in multimodal content.

Use a combination of writing, sound, visual content, and/or movement to communicate ideas, thoughts, and feelings.

Select texts for academic and personal purposes and read independently for extended periods of time.

Write independently using a combination of emergent and conventional writing with prompting.

Actively listen using agreed-upon discussion rules.

Follow multi-step oral directions.

Work respectfully in groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

Engage in collaborative discussions about various topics and texts, including their own writing, with peers in small and large groups.

Ask and answer relevant questions to seek help, get information, or clarify information to confirm understanding.

Report on a topic or text, tell a story, or recount an experience with relevant facts descriptive details, speaking audibly in coherent sentences.

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Add, delete, and substitute phonemes in spoken words with 5-6 phonemes (e.g., add /th/ to the beginning of rowing to say throwing; delete the /r/ in trips to say tips; substitute the /l/ in clank with /r/ to say crank).

Correctly form letters in print and use appropriate spacing for letters, words, and sentences.

Decode one- and two-syllable words by using their knowledge of the following phonics skills:- single consonants, including those with two different sounds (e.g., soft and hard c [cent, cat] and g [gem, goat])- consonant blends (e.g., bl, br, cr, spr, spl)- consonant digraphs and trigraphs (e.g., sh, tch)- vowel-consonant-silent e (e.g., lake)- r-controlled vowels (i.e., ar, er, ir or, ur)- vowel digraphs (e.g., ea, oa, ee)- vowel diphthongs (i.e., vowel combinations having two vowel sounds [e.g., oi as in boil, oy as in boy])- schwa (e.g., banana)- silent letter combinations (knew, could, ghost)

Decode words by applying knowledge of all major syllable types:- closed- open- vowel digraphs- vowel-consonant-silent e- r-controlled- consonant +le

Decode words by applying knowledge of structural analysis:- compound words- inflectional endings (e.g., -s, -ed, -ing)- contractions- abbreviations- common roots and related prefixes and suffixes

Identify the main idea and supporting details of a text.

Identify elements of various genres in fiction and nonfiction texts.

Begin to summarize the plot of a story to include the beginning, middle, and end.

Begin to summarize facts and details from an informational text.

Use correct spelling when writing the following sounds in words:- digraphs- trigraphs- vowel digraphs- r-controlled

Use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:- closed- open- vowel-consonant-silent e- r-controlled

Use structural analysis to correctly spell the following parts of words:- common prefixes- common suffixes- common spelling rules related to adding prefixes and suffixes (e.g., dropping the final -e, doubling a consonant)

Prewrite and develop drafts by sequencing the action in a story or details about a topic through writing sentences.

Edit drafts using appropriate spacing between letters, words, and sentences.

Revise drafts by adding, deleting, and/or moving text.

Correctly spell grade-level words while editing using resources as needed.

Routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, author's chair).

Determine the author's purpose (i.e., tell a story, provide information).

Determine whether a grade-level literary text is narrated in first- or third-person point of view with prompting.

Find examples of literary elements:- setting (i.e., time and place)- plot (i.e., beginning, middle, end)- characters and their traits

Find examples of literary devices:- simile- alliteration- onomatopoeia

Use details from the literary or informational text to draw conclusions and make predictions.

Locate facts that are clearly stated in an informational text.

Describe the structure of an informational text with prompting:- description- sequential

Write narratives incorporating characters, plot (i.e., beginning, middle, end), and a basic setting (i.e., time, place).

Write facts about a topic and include a main idea with supporting details in a paragraph.

Write an opinion about a topic and provide reasons as support in a paragraph.

Determine relationships among words, including synonyms, antonyms, and simple multiple-meaning words.

Use context clues to determine the meaning of words.

Use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define and determine the meaning of new words.

Use grade-level resource materials (e.g., simple dictionary, glossary) to clarify the meaning of words.

Acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in new situations.

Use grade-level vocabulary to communicate ideas through speaking and writing.

Use language in speaking and writing according to purpose and audience.

Recognize simple and compound sentences.

Recognize parts of speech in sentences:- common, proper, and irregular plural nouns- tenses of verbs (i.e., past, present, future)- the simple subject and simple predicate of a sentence- descriptive adjectives and articles (i.e., a, an, the) as adjectives- prepositions- singular and plural personal pronouns and the nouns they replace- the conjunctions and, or, and but- -ly adverbs

Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences that begin with a capital letter and conclude with an end mark.

Use nouns, verbs, and adjectives to add clarity and variety to their writing.

Punctuate initials and capitalize holidays, product names, initials, and months and days of the week.

Use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.

Use apostrophes to form simple contractions (e.g., isn't, aren't, can't).

Use commas in dates (e.g., September 6, 2020).

Use a colon to indicate time (e.g., The bell rings at 3:15.).

Create their own questions to find information on their topic.

Identify and use graphic and text features to understand texts:- photos- illustrations- titles- labels- headings- charts- graphs- captions- subheadings

Consult various text reference sources to gather information (i.e., title page, table of contents, glossary, index).

Generate a list of topics and questions about an area of interest for research.

Organize information found during group or individual research, using graphic organizers or other aids.

Organize and share relevant information for various purposes.

Explore and compare ideas and topics in multimodal content.

Use a combination of writing, sound, visual content, and/or movement to communicate ideas, thoughts, and feelings.

Select texts for academic and personal purposes and read independently for extended periods of time.

Write independently using print and/or typing over various lengths of time for a variety of purposes.

Actively listen using agreed-upon discussion rules.

Actively listen and interpret a speaker's verbal messages and ask questions to clarify the speaker's purpose.

Work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

Engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings.

Report in a group or individually on a topic or text, tell a story, or recount an experience with relevant facts, descriptive details, speaking audibly and clearly in coherent sentences.

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Add, delete, substitute, and reverse phonemes in spoken words (e.g., add /g/ to the beginning of listen to say glisten ; delete the /b/ in bridges to say ridges ; substitute the /f/ in frighten with /b/ to say brighten ; reverse the initial and final sounds in safe to say face ).

Correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

Decode multisyllabic words using their knowledge of the following phonics skills:- vowel diphthongs- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Decode words by applying knowledge of structural analysis:- contractions- abbreviations- common roots and related prefixes and suffixes- morphology

Use decoding skills and semantics in context when reading new words in a text, including multisyllabic words.

Determine the main idea and supporting details of a text.

Identify elements of various genres in fiction, poetry, and nonfiction texts.

Summarize and sequence the important events of a story.

Summarize facts and details from an informational text.

Use correct spelling when writing the following sounds in words:- diphthongs- schwa (i.e., /ə/)- silent letter combinations (e.g., knew, could, ghost)- hard/soft c, g (e.g., cover , celebrate , gorilla , general )

Use correct spelling when writing the following syllable types in single-syllable and multisyllabic words:- vowel digraphs- consonant + -le

Use structural analysis to correctly spell the following parts of words:- common prefixes- common suffixes- common spelling rules related to adding prefixes and suffixes (e.g., changing y to i, doubling a consonant)

Routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.

Routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

Routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

Routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Determine if the author's purpose is to entertain, inform, or persuade.

Determine whether a grade-level literary text is narrated in first- or third-person point of view.

Find examples of literary elements:setting- plot- characters- characterization

Find examples of literary devices:- personification- hyperbole- simile- alliteration- onomatopoeia

Answer inferential questions, using a text to support answers.

Distinguish fact from opinion in an informational text.

Describe the structure of an informational text:- problem/solution- description- sequential

Write narratives incorporating:- setting- plot- characters- characterization

Write facts about a subject, including a main idea with supporting details, in multiple paragraphs with transitional words and phrases.

Write an opinion about a topic and provide relevant evidence as support in multiple paragraphs with transitional words and phrases.

Identify relationships among words, including synonyms, antonyms, homophones, and homographs.

Use context clues to clarify the meaning of words.

Use word parts (e.g., affixes, Anglo-Saxon roots, stems) to define and determine the meaning of new words.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text.

Acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.

Use grade-level vocabulary in writing to clearly communicate ideas.

Use precise vocabulary in writing for the intended mode and effect on the audience.

Recognize simple and compound sentences.

Recognize parts of speech in sentences:- concrete, abstract, and possessive nouns- different types of verbs (i.e., action, linking, helping) and their roles in a sentence- the complete subject and complete predicate of a sentence- possessive adjectives- prepositional phrases- possessive pronouns and the nouns they replace- coordinating conjunctions (i.e., for , and , nor , but , or , yet , so )- adverbs of frequency (e.g., always , often , never )

Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments.

Use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing.

Capitalize and punctuate titles of respect, words in titles, and geographical names.

Use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences .

Use apostrophes to form complex contractions (e.g., should've , won't , y'all ) and to show possession.

Use commas before a coordinating conjunction and to separate individual words in a series.

Use a colon to indicate time.

Use quotation marks to indicate dialogue.

Conduct research to answer questions, including self-generated questions, and to build knowledge.

Identify and use text features (e.g., graphics, captions, subheadings, italics, charts, tables, legends) to comprehend informational texts.

Begin to determine the relevance of the information gathered.

Choose a topic of interest and generate several questions about it for research.

Begin to organize information found during research, following a modified citation style (i.e., author, title, publication year).

Write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information about a topic and convey details from a single source.

Locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content to compare perspectives about ideas and topics.

Communicate their ideas, thoughts, and feelings by combining two or more kinds of content:- writing/alphabetic- sound, visual, and/or spatial- movement

Read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.

Write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purpose.

Actively listen using agreed-upon discussion rules.

Actively listen and interpret a speaker's verbal messages and ask questions to clarify the speaker's purpose.

Work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

Engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings.

Give informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

Decode unfamiliar and multisyllabic words using their combined knowledge of the following phonics skills:- letter-sound correspondences- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Decode words by applying knowledge of structural analysis:- contractions- abbreviations- common roots and related affixes- morphology- semantics

Determine the key details that support the main idea of a text.

Compare fiction, poetry, and nonfiction to distinguish various genres.

Summarize and sequence the important events of a story.

Summarize facts and details from an informational text.

Use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:- letter-sound correspondences- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Use structural analysis to correctly spell the following parts of words:- contractions- abbreviations- common spelling rules related to adding prefixes and suffixes

Routinely use a recursive process to prewrite, organize, and develop narrative, informative, and opinion drafts that display evidence of paragraphing.

Routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

Routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

Routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Determine the author's purpose (i.e., entertain, inform, persuade) by identifying key details.

Determine whether a grade-level literary text is narrated in first- or third-person point of view.

Find textual evidence of literary elements:- setting- plot- characters (i.e., protagonist, antagonist)- characterization- conflict

Find textual evidence of literary devices:- metaphor- idiom- personification- hyperbole- simile- alliteration- onomatopoeia

Answer inferential questions using evidence from one or more texts to support answers.

Distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.

Distinguish the structures of an informational text:- cause/effect- problem/solution- description- sequential

Compose narratives reflecting real or imagined experiences that:- include plots with a climax and resolution- include developed characters who overcome conflicts and use dialogue- use a consistent point of view- unfold in chronological sequence- use sentence variety, sensory details, and vivid language to create interest- model literary elements and/or literary devices from mentor texts

Compose informative essays that:- introduce and develop a topic- incorporate evidence (e.g., specific facts, examples)- maintain an organized structure with transitional words and phrases- use sentence variety and word choice to create interest- model literary devices from mentor texts

Write opinion essays that:- introduce a topic and state an opinion- incorporate relevant, text-based evidence to support the opinion- use sentence variety and word choice to create interest- maintain an organized structure with transitional words and phrases

Identify relationships among words, including synonyms, antonyms, analogies, homophones, and homographs.

Use context clues to clarify the meaning of words.

Use word parts (e.g., affixes, Latin roots, stems) to define and determine the meaning of new words.

Consult reference materials (e.g., dictionaries, glossaries, thesauruses) to comprehend the words in a text.

Acquire new grade-level vocabulary, relate new words to prior knowledge, and apply vocabulary in various contexts.

Use grade-level vocabulary in writing to clearly communicate ideas.

Use precise and vivid vocabulary in writing for the intended mode and effect on the audience.

Recognize simple and compound sentences.

Recognize parts of speech in sentences:- irregular possessive nouns (e.g., children's )- irregular and past participle verbs and verb tense to identify settings, times, and sequences- subject and verb agreement- comparative and superlative adjectives- prepositional phrases- possessive pronouns and the nouns they replace (i.e., antecedents)- coordinating conjunctions- comparative and superlative adverbs- interjections

Compose simple and compound declarative, interrogative, imperative, and exclamatory sentences, avoiding and correcting fragments.

Use nouns, verbs, adjectives, prepositions, and adverbs to add clarity and variety to their writing.

Recognize and correct errors in subject and verb agreement.

Capitalize familial relations, proper adjectives, conventions of letter writing, and the first letter of a quotation.

Use periods with declarative and imperative sentences, question marks with interrogative sentences, and exclamation points with exclamatory sentences.

Use apostrophes to show possession of singular and plural nouns and recognize and remove apostrophes used to form plurals.

Use commas in greetings and closings in letters and emails, to separate individual words in a series, and to indicate dialogue.

Use a colon to introduce a list (e.g., Deb only needed three things from the grocery store: milk, eggs, and bread.).

Use quotation marks to indicate dialogue, quoted material, and titles of works.

Use underlining or italics to indicate titles of works.

Conduct research to answer questions, including self-generated questions, and to build knowledge, using multiple sources (e.g., visual and text reference sources, electronic resources, and/or interviews).

Identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to comprehend informational texts.

Determine the relevance of the information gathered.

Generate a viable research question about a topic.

Organize information found during research, following a modified citation style (i.e., author, title, publication year).

Write informative texts independently for short timeframes (e.g., a single sitting or a day or two) that organize related information about a topic and convey details and quotations from two or more sources.

Locate and use information from a variety of alphabetic, aural, visual, spatial, and/or gestural content to compare and contrast perspectives about ideas and topics.

Communicate their ideas, thoughts, and feelings by combining two or more kinds of content:- writing/alphabetic- sound, visual, and/or spatial- movement

Read selected texts independently and for various lengths of time, choosing genres to suit and expand their personal preferences and purposes.

Write independently using print, cursive, and/or typing for various lengths of time, choosing modes and genres to suit their audience and purpose.

Actively listen using agreed-upon discussion rules with awareness of verbal and nonverbal cues.

Actively listen and interpret a speaker's verbal messages and ask questions to clarify the speaker's purpose.

Work effectively and respectfully in diverse groups by sharing responsibility for collaborative work and recognizing individual contributions made by each group member.

Engage in collaborative discussions about what they are reading and writing, expressing their own ideas clearly in pairs, diverse groups, and whole-class settings.

Give formal and informal presentations in a group or individually, organizing information and determining content for the audience, speaking audibly and clearly in coherent sentences.

Expand their sight word vocabulary by reading regularly- and irregularly-spelled words in isolation and context with increasing automaticity.

Orally and accurately read grade-level text at a smooth rate with expression that connotes comprehension.

Correctly form words in print and cursive and use appropriate spacing for letters, words, and sentences.

Explain how key supporting details support the main idea of a text.

Identify details in fiction, poetry, and nonfiction texts to distinguish various genres.

Summarize and sequence the important events of a story.

Summarize facts and details from an informational text.

Use correct spelling when writing unfamiliar and multisyllabic words, using their combined knowledge of the following skills:- letter-sound correspondences- all major syllable types (i.e., closed, consonant +le, open, vowel digraphs, vowel silent e, r-controlled)

Use structural analysis to correctly spell the following parts of words:- contractions- abbreviations- common spelling rules related to adding prefixes and suffixes

Routinely use a recursive process to prewrite, organize, and draft multi-paragraph narrative, informative, and opinion drafts.

Routinely use a recursive process to revise content for clarity, coherence, and organization (e.g., logical order and transitions).

Routinely and recursively edit drafts for punctuation, capitalization, and correctly-spelled grade-level words, using resources as needed.

Routinely use a recursive process to publish final drafts for an authentic audience (e.g., reading aloud, posting on blog, displaying, entering contest).

Determine the author's purpose (i.e., entertain, inform, persuade), and draw conclusions to determine if the author's purpose was achieved.

Determine whether a grade-level literary text is narrated in first- or third-person point of view (limited and omniscient) and describe its effect.

Determine how literary elements contribute to the meaning of a literary text:- setting- plot- characters (i.e., protagonist, antagonist)- characterization- conflict- theme

Determine how literary devices contribute to the meaning of a text:- imagery- metaphor- idiom- personification- hyperbole- simile- alliteration- onomatopoeia

Analyze ideas in one or more texts, providing textual evidence to support their inferences.

Distinguish fact from opinion in an informational text and explain how reasons and facts support specific points.

Distinguish the structures of informational texts:- compare/contrast- cause/effect- problem/solution- description- sequential

Compose narratives reflecting real or imagined experiences that:- include plots with a climax and resolution- include developed characters who overcome conflicts and use dialogue- use a consistent point of view- unfold in chronological sequence- use sentence variety, sensory details, and vivid language to create interest- model literary elements and/or literary devices from mentor texts

Compose informative essays that- introduce and develop a topic- incorporate evidence (e.g., specific facts, examples, charts, and graphs)- maintain an organized structure with transitional words and phrases- use sentence variety and word choice to create interest- model literary devices from mentor texts

Write opinion essays that:- introduce a topic and state a clear opinion- incorporate relevant, text-based evidence to support the opinion- use sentence variety and word choice to create interest- organize writing in a logical sequence with transitional words and phrases