South Carolina K–6 english language arts standards

Identify and describe the main character(s), setting, and events that move the plot forward.

Identify forms of figurative language to include alliteration and onomatopoeia, as well as descriptive words and rhyme in text.

Retell familiar stories using main story elements in a literary text.

Retell familiar texts by identifying the topic and supporting details in an informational text.

Identify and explain the roles of the author and the illustrator of a story.

Identify and explain the roles of the author and the illustrator in an informational text.

Identify and describe the basic characteristics of literary text to include narrative, drama, and poetry.

Identify and use text features such as titles, headings, subheadings, illustrations, and/or photographs to predict and confirm the topic of informational texts.

Identify an author's opinion about a topic in an informational text.

Retell a text orally to enhance comprehension: include main character(s), setting, and important events for a story; and

Retell a text orally to enhance comprehension: include topic and supporting details for an informational text.

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: ask and answer questions about words and phrases to determine their meaning; and

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use words and phrases acquired through conversations, being read to, and responding to texts.

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: sort words and phrases into categories (e.g., apple, fruit and carrot, vegetable) to develop an understanding of word relationships;

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: deepen understanding of words by relating words to their opposites; and

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: identify and explain descriptive words and phrases that suggest feelings or appeal to the senses.

Use knowledge of morphemes to extract meaning from oral language in grade-appropriate content.

Describe the relationship between visuals (e.g., illustrations, photographs) and the text.

Use a combination of drawing, dictating, and writing to state a topic and communicate an opinion and a supporting reason.

Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces about a topic with supporting details.

Use a combination of drawing, dictating, and writing to narrate a single event or linked events in a logical order.

Form and use complete simple sentences. When writing: capitalize the first word in a sentence and the pronoun I;

Form and use complete simple sentences. When writing: identify and name end punctuation marks (e.g., periods, exclamation points, and question marks);

Form and use complete simple sentences. When writing: identify and use periods to punctuate sentences;

Form and use complete simple sentences. When writing: identify and use common singular and plural nouns;

Form and use complete simple sentences. When writing: identify and use action verbs; and

Form and use complete simple sentences. When writing: identify and use simple and declarative sentences.

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

Print all uppercase and lowercase letters, focusing on pencil grasp, letter formation, legibility, and pacing; use appropriate spacing for letters, words, and sentences.

Present information orally in a logical order of events using conjunctions and temporal words (e.g., before, after).

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: consider the ideas of others while engaging in conversations.

Ask and answer questions in conversation on a topic.

Count the number of words in a spoken sentence.

Recognize alliterative spoken words.

Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs using pictures and/or spoken words.

Count, segment, and blend phonemes in single syllable spoken words made up of three or four phonemes and compound words.

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

Orally identify initial, medial, and final phonemes in two- and three-phoneme (VC or CVC) words, excluding CVC words ending with /l/, /r/, or /x/.

Delete, add, and substitute the initial or final phonemes of a spoken CVC word.

Locate a book's front cover, back cover, title page, and where to begin reading.

Demonstrate one-to-one correspondence by pointing to words, noting that there are spaces between words.

Follow words from left to right, top to bottom by returning to the beginning of the next line, and page by page.

Identify the beginning and end of a sentence by locating the capital letter and end punctuation.

Identify letters and words within sentences.

Identify, name, and form all upper and lowercase letters with automaticity.

Compare and contrast letters based on similarities and differences, including name, shape, sound, and approach strokes for writing.

Produce one-to-one letter-sound correspondences for each consonant with automaticity.

Identify the vowel and produce the vowel sound in a printed syllable or word when decoding: in a closed syllable (VC: at; CVC: bat);

Identify the vowel and produce the vowel sound in a printed syllable or word when decoding: in an open syllable (e.g. he, so, me, go, hi); and

Identify the vowel and produce the vowel sound in a printed syllable or word when decoding: in a vowel- consonant-e (VCe) syllable with prompting and support.

Blend letter sounds to decode vowel-consonant (VC) and consonant-vowel-consonant (CVC) words in isolation and in text.

Delete, add, and substitute the initial, middle, and end letters in CVC words to build or make new words.

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

VC;

CV;

CVC;

Decode and encode words using: consonant digraphs (ch, sh, th, wh); and

Decode and encode words using: combination (e.g., qu).

Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

Read texts orally with accuracy and expression.

Read texts by: using letter-sound knowledge to segment and blend sounds together;

Read texts by: decoding the word by analogy; and

Read texts by: using visuals from the text to support decoding and confirm recognition.

Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

Instruction of this indicator begins in second grade.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Read and write for a variety of purposes, including academic and personal, for extended periods of time.

Acquire, refine, and share knowledge through a variety of multimedia literacies to include written, oral, visual, digital, and interactive texts.

Make inferences to support comprehension.

Collaborate with others and use active listening skills.

Cite evidence to explain and justify reasoning.

Create quality work by adhering to an accepted format.

Identify and describe the main story elements, such as character(s), setting, and events that move the plot forward.

Identify and explain the purpose of forms of figurative language to include alliteration and onomatopoeia, as well as descriptive phrases and words, and imagery.

Retell a story using main story elements and identify a lesson in a literary text.

Identify a central idea and supporting details in an informational text.

Identify and explain who is telling the story at various points in the story.

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

Identify and explain the differences between texts that tell stories and texts that provide information.

Use text features such as captions, graphs, glossaries, tables of content, and maps to locate key facts or information in a text.

Identify and explain the differences between facts and opinions about a topic in an informational text.

Retell a text orally and in writing to enhance comprehension: include main story elements at the beginning, middle, and end for a literary text; and

Retell a text orally and in writing to enhance comprehension: include a central idea and supporting details for an informational text.

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use sentence-level context clues (e.g., examples) to determine the meaning of a word or phrase;

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use provided reference materials to build and integrate background knowledge;

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use provided reference materials to determine the meaning of words and phrases; and

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use words and phrases acquired through conversations, being read to, and responding to texts.

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: ask and answer questions about words and phrases to determine their meaning;

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: sort words and phrases into categories (e.g., apple, fruit and carrot, vegetable) to develop an understanding of word relationships; and

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: define words by their category and simple attributes (e.g., an owl is a bird that flies).

Identify and use phonic patterns and inflectional morphemes that do not change the spelling of the base word.

Use visuals (e.g., illustrations, photographs) to describe the key or supporting details in a text.

Write opinion pieces about a topic. When writing: introduce an opinion and include reasons to support the opinion;

Write opinion pieces about a topic. When writing: include grade-appropriate transitions; and

Write opinion pieces about a topic. When writing: provide a concluding statement or idea.

Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: introduce a topic;

Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: provide information with details to develop the topic; and

Write informative/explanatory pieces to name a topic and provide information about the topic. When writing: provide a concluding statement or idea.

Write narratives to develop real or imagined experiences. When writing: detail events in a logical order using temporal words to signal event order (e.g., before, after);

Write narratives to develop real or imagined experiences. When writing: include details that describe actions, thoughts, and feelings; and

Write narratives to develop real or imagined experiences. When writing: provide a sense of ending.

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: capitalize the names of people and dates (to include months and days of the week);

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: use exclamation points, question marks, or periods to punctuate;

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: use commas to separate single words in a series;

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: use a comma after the day and before the year in a date;

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: use a colon between the hour and minutes in time;

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: identify and use nouns (proper and collective), pronouns (personal), verbs (present, past, and future tense); descriptive adjectives, and common conjunctions;

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: form and use regular and frequently occurring irregular nouns; and

Write grammatically correct sentences (e.g., simple, declarative, imperative, interrogative, and exclamatory). When writing: identify and use correct subject-verb agreement in simple sentences.

Improve writing by planning, revising, editing, and building on personal ideas and the ideas of others to strengthen writing.

Print all uppercase and lowercase letters and use appropriate spacing for letters, words, and sentences.

Present information orally in a logical order of events using complete sentences, appropriate volume, clear pronunciation, conjunctions, and temporal words (e.g., before, after).

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: consider the ideas of others by restating what they say during conversations.

Listen to others to ask and answer questions on a topic.

There is not an indicator for first grade.

Produce alliterative spoken words.

Recognize and produce pairs of rhyming words and distinguish them from non-rhyming pairs in spoken words.

Delete and add a syllable within a spoken word including compound words.

Blend and segment onsets and rimes of multisyllabic words.

There is not an indicator for first grade.

Delete, add, and substitute the initial or final phonemes of a spoken word with three to five phonemes, and say the resulting word.

Locate a book's title, table of contents, glossary, and the names of author(s) and illustrator(s).

There is not an indicator for first grade.

There is not an indicator for first grade.

There is not an indicator for first grade.

There is not an indicator for first grade.

There is not an indicator for first grade.

There is not an indicator for first grade.

There is not an indicator for first grade.

Identify the vowel and produce the vowel sound in a printed syllable or word to: decode and encode regularly spelled one-syllable words (syllables include: closed, open, and vowel-consonant-e) including words with blends in initial and final position;

Identify the vowel and produce the vowel sound in a printed syllable or word to: decode regularly spelled one-syllable words with vowel-r syllables (ar, er, ir, or, and ur); and

Identify the vowel and produce the vowel sound in a printed syllable or word to: decode two-syllable words using knowledge of syllables (closed, open, vowel-consonant-e, vowel-r, common vowel teams, and consonant-le), including compound words that fit multiple syllable types.

There is not an indicator for first grade.

Delete, add, and substitute the initial, middle, and end letters in words to build or make new words.

Read a two-syllable word by breaking the word into syllables.

Decode and encode words using: onset/rime;

Decode and encode words using: consonant blends (initial and final);

Decode and encode words using: consonant digraphs (ch, sh, th, wh, ph, ck);

Decode and encode words using: trigraphs (e.g. -tch, -dge);

Decode and encode words using: combination (e.g., qu);

VCe;

Decode and encode words using: r-controlled vowels (e.g., ar, er, ir, or, ur);

Decode and encode words using: common inflectional endings that do not change the base word (e.g., -s, -ed);

Decode and encode words using: contractions with am, is, has, and not;

Decode and encode words using: hard and soft sounds of c and g (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y; g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y);

Decode and encode words using: vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words, and words with vowel y in medial position, producing the short /ĭ/ sound (e.g., fly-my; baby-happy, myth-gym);

Decode and encode words using: words that follow the -ild, -ost, -old, -olt, and -ind patterns (e.g., mild, host, fold, jolt, kind);

Decode and encode words using: silent letter combinations (e.g., kn, wr, mb, gh, gn);

Decode and encode words using: words with final /f/, /l/, and /s/ sounds in one-syllable base words by doubling the final consonant when it follows a short vowel sound (e.g., cliff, hill, pass); and

Decode and encode words using: words with final /v/ sound, using knowledge that no English word ends with a v. (e.g. have, give, save).

Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

Read texts orally with accuracy, appropriate rate, and expression.

Read texts by: using letter-sound knowledge to segment and blend sounds together;

Read texts by: decoding the words by analogy; and

Read texts by: using context and visuals from the text to support monitoring and self-correcting.

Ask and answer questions (who, what, when, where, why, and how) about print and non-print sources to obtain and refine knowledge.

Instruction of this indicator begins in second grade.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Describe the main story elements and sequence the important events.

Identify and explain the purpose of forms of figurative language to include similes, personification, and idioms.

Identify and explain an explicit theme in a literary text.

Identify and explain a central idea and supporting details in an informational text.

Identify different characters' perspectives in a literary text.

Identify and explain an author's purpose in a text, including what the author wants to answer, explain, or describe.

Describe the basic structure of a literary text (e.g., narrative, drama, and poem).

Explain how text features contribute to meaning in an informational text; identify the text structure of sequence.

Identify when an author expresses an opinion and uses reasons to support that opinion in an informational text.

Retell a text to enhance comprehension: include main story elements in a logical sequence for a literary text; and

Retell a text to enhance comprehension: include a central idea and supporting details for an informational text.

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use sentence-level context clues (e.g., definitions, examples) to determine the meaning of a word or phrase;

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use reference materials to build and integrate background knowledge;

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use glossaries and dictionaries to determine the meaning of words and phrases; and

Determine the meaning of known and unknown words and phrases, choosing from an array of strategies: use words and phrases acquired through conversations, reading, and responding to texts.

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: ask and answer questions about words and phrases to determine their meaning; and

Determine the effectiveness of an author's use of words and phrases in literary, informational, and multimedia texts: distinguish nuances of meaning between closely related verbs (e.g., throw, toss) and adjectives (e.g., small, tiny).

Identify and use phonic patterns and inflectional morphemes that change the spelling of a base word, and identify grade-appropriate prefixes to determine the meaning of words in grade-level content.

Identify and explain how information gained from visuals (e.g., illustrations, photographs, maps) contributes to an understanding of a print or non-print text.

Write opinion pieces about a topic. When writing: introduce an opinion and include reasons with details to support the opinion;

Write opinion pieces about a topic. When writing: use grade-appropriate transitions; and

Write opinion pieces about a topic. When writing: provide a concluding statement.

Write informative/explanatory pieces to establish a topic and provide information about the topic. When writing: introduce a topic;

Write informative/explanatory pieces to establish a topic and provide information about the topic. When writing: use facts and details to develop the topic; and

Write informative/explanatory pieces to establish a topic and provide information about the topic. When writing: provide a concluding statement.

Write narratives to develop real or imagined experiences. When writing: establish and describe character(s) and setting;

Write narratives to develop real or imagined experiences. When writing: sequence events and use temporal words to signal event order (e.g., before, after); and

Write narratives to develop real or imagined experiences. When writing: provide a sense of ending.

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: capitalize proper nouns (holidays, product names, and geographic names);

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: use periods to punctuate initials and titles of people;

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: use commas in addresses, after greetings and closings (letters and emails), and inside quotation marks;

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: use quotation marks to set off direct quotations and dialogue;

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: use apostrophes to form possessives;

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: identify and use nouns (abstract), verbs (linking), adjectives (articles, comparative, and superlative), adverbs, and conjunctions (coordinating and subordinating);

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: identify and use a subject, predicate, and direct object in a sentence; and

Write and expand grammatically correct sentences (e.g., simple, compound, declarative, imperative, interrogative, and exclamatory). When writing: form and use compound sentences.

Improve writing by planning, revising, editing, and building on personal ideas and the ideas of others to strengthen writing.

Print all uppercase and lowercase letters and use appropriate spacing for letters, words, and sentences.

Present information orally to tell a story or recount an experience with appropriate facts and details. When speaking: demonstrate appropriate speaking techniques (e.g., appropriate eye contact, nonverbal cues, appropriate volume, and clear pronunciation) for a variety of purposes; and

Present information orally to tell a story or recount an experience with appropriate facts and details. When speaking: identify and use appropriate digital tools to enhance verbal communication with support from adults.

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: enter a conversation by greeting, taking turns, and responding to others with statements, phrases, and/or questions; and

Participate with peers and adults in structured discussions and routines about grade-appropriate topics and texts: consider the ideas of others by restating what they say during conversations.

Identify a speaker's opinion and at least one supporting reason.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

Delete, add, and substitute initial, medial, and final phonemes of a spoken word up to six phonemes and say the resulting word.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

There is not an indicator for second grade.

Identify the vowel in a printed syllable or word to: decode multisyllabic words with common syllable patterns (closed, open, vowel-consonant-e, vowel-r, vowel teams, consonant-le, and schwa syllables); and

Identify the vowel in a printed syllable or word to: apply knowledge of multisyllabic word construction and syllable division principles to decode grade-appropriate multisyllabic words. Examples: rab-bit (CVC/CVC); o-pen (V/CVC); cab-in (CVC/VC); li-on (CV/VC).

There is not an indicator for second grade.

Delete, add, and substitute the initial, middle, and end letter combinations in words to build or make new multisyllabic words.

Read multisyllabic words by breaking the word into syllables.

Decode and encode multisyllabic words using: consonant digraphs (sh, th, ch, wh, ph, ck);

Decode and encode multisyllabic words using: combination (e.g., qu);

Decode and encode multisyllabic words using: three-consonant blends (e.g., str-, scr-);

Decode and encode multisyllabic words using: blends containing digraphs (e.g., thr-, -nch);

Decode and encode multisyllabic words using: trigraphs (e.g., -tch, -dge);

Decode and encode multisyllabic words using: variable vowel teams and vowel diphthongs (oi, oy; ou, ow; au, aw; oo, ew, ue; ee, ea; igh, ie; ai, ay);

Decode and encode multisyllabic words using: vowel-r combinations (ar, air, are, ear, eer, er, ere, eir, ir, or, oar, ore, our, ur);

Decode and encode multisyllabic words using: common inflectional endings that may change the base word (e.g., -ed, -ing, -s, -es);

Decode and encode multisyllabic words using: words with a after w read /ä/ and a before l read /â/ (e.g., wash, water, wasp; tall, all, talk, small, fall);

Decode and encode multisyllabic words using: words with the hard and soft sounds of c and g, in context and in isolation. (c=/k/ before a, o, u, or any consonant and c= /s/ before i, e, or y g=/g/ before a, o, u, or any consonant and g=/j/ before i, e, or y);

Decode and encode multisyllabic words using: words with vowel y in the final position of one- and two-syllable words, distinguishing the difference between the long /ī/ sound in one-syllable words and the long /ē/ sound in two-syllable words;

Decode and encode multisyllabic words using: words with vowel y in medial position, producing the short /ĭ/ sound for these words (e.g., fly-my; baby-happy; myth-gym);

Decode and encode multisyllabic words using: words with silent letter combinations. (e.g., kn, wr, gn, mb, gh); and

Decode and encode multisyllabic words using: contractions with am, is, has, not, have, would, and will.

Read high-frequency words commonly found in grade-appropriate text with accuracy and automaticity.

Read texts orally and silently with accuracy, appropriate rate, expression, and intonation.

Read texts by: using letter-sound knowledge to segment and blend sounds together;

Read texts by: decoding the words by analogy;

Read texts by: recognizing chunks;

Read texts by: generalizing phonic skills to unknown words; and

Read texts by: using context and visuals from the text to support monitoring and self-correcting.

Ask and answer questions about print and non-print sources to narrow or broaden thinking.

Sequence information from a provided print or non-print source.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Instruction of this indicator begins in fourth grade.

Explain how one or more characters develop throughout the plot.

Identify and explain the purpose of forms of figurative language to include metaphor, hyperbole, and idioms.

Identify and explain an explicit theme in a literary text and how it is developed by key details.

Determine and explain a stated central idea and supporting details in an informational text.

Determine and explain the differences between the perspectives of the characters and/or between the characters and the reader.

Determine and explain an author's purpose (e.g., what an author wants to answer, explain, or describe); identify an author's perspective on a topic.

Explain how sections of literary text (e.g., paragraphs, chapters, scenes, and stanzas) build on one another and contribute to the overall structure.

Explain how basic text features contribute to meaning in an informational text; identify the text structures of description/list and/or cause and effect.

Identify an author's claim, and explain how an author uses reasons to support that claim in an informational text.

Summarize a text to enhance comprehension: include plot, theme, and key details for a literary text; and

Summarize a text to enhance comprehension: include a central idea and supporting details for an informational text.

Determine or clarify the meaning of known and unknown words and phrases, choosing from an array of strategies: use sentence-level context clues (e.g., definitions, examples) to determine the meaning of a word or phrase;

Determine or clarify the meaning of known and unknown words and phrases, choosing from an array of strategies: consult print and digital reference materials to build and integrate background knowledge; and

Determine or clarify the meaning of known and unknown words and phrases, choosing from an array of strategies: consult print and digital reference materials to find the pronunciation, part of speech, and to determine or clarify the precise meaning of words and phrases.

Determine an author's use of words and phrases in grade-level literary, informational, and multimedia texts: distinguish between literal and nonliteral meanings of words and phrases (e.g., take steps);

Determine an author's use of words and phrases in grade-level literary, informational, and multimedia texts: identify real-life connections between words and their use (e.g., describe people who are helpful); and

Determine an author's use of words and phrases in grade-level literary, informational, and multimedia texts: determine relationships between words (e.g., synonyms and antonyms) to better understand each of the words.

Identify and use derivational morphemes, prefixes, suffixes, and phonic patterns to determine the meaning of words in grade-level content.

Identify and explain how information gained from visuals (e.g., illustrations, photographs, graphs, maps) contributes to the meaning of a print or non-print text.

Write opinion pieces about a topic. When writing: introduce a topic; include an opinion statement;

Write opinion pieces about a topic. When writing: include reasons supported by details from a provided source;

Write opinion pieces about a topic. When writing: use grade-appropriate transitions to link ideas;

Write opinion pieces about a topic. When writing: organize information; and

Write opinion pieces about a topic. When writing: provide a concluding statement.

Write informative/explanatory pieces to examine a topic and provide information. When writing: introduce a topic;

Write informative/explanatory pieces to examine a topic and provide information. When writing: develop the topic with facts, definitions, and/or details related to the topic;

Write informative/explanatory pieces to examine a topic and provide information. When writing: group information and use grade-appropriate transitions to link ideas;

Write informative/explanatory pieces to examine a topic and provide information. When writing: use precise language and vocabulary to inform or explain about the topic;

Write informative/explanatory pieces to examine a topic and provide information. When writing: use and explain information from a provided source; and

Write informative/explanatory pieces to examine a topic and provide information. When writing: provide a concluding statement or section.

Write narratives to develop real or imagined experiences. When writing: establish a setting and introduce a narrator or characters;

Write narratives to develop real or imagined experiences. When writing: use temporal words and phrases to sequence a plot structure;

Write narratives to develop real or imagined experiences. When writing: use descriptions of actions, thoughts, and feelings to develop characters; and

Write narratives to develop real or imagined experiences. When writing: provide an ending.

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: capitalize nouns (organizations, monuments, and landmarks) and appropriate words in titles and dialogue;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: use periods to punctuate abbreviations and within quotation marks;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: use commas and quotation marks to indicate direct speech and quotations from a text; use commas to separate items in a series and phrases and clauses;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: use apostrophes to create contractions;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: distinguish between and use interrogative and demonstrative pronouns;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: distinguish between and use comparative and superlative adverbs;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: identify and use prepositional phrases;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: use frequently occurring nouns, verbs (regular and irregular), and simple verb tenses;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: explain the function of adjectives and adverbs in simple, compound, and complex sentences;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: distinguish between and use coordinating and subordinating conjunctions and independent and dependent clauses;

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: identify and revise sentence fragments and run-on sentences; and

Write and expand grammatically correct sentences (e.g., simple, compound, and complex) and paragraphs. When writing: consult print and multimedia sources to check and correct spelling.

Improve writing by planning, revising, editing, and building on personal ideas and the ideas of others to strengthen writing.

Write in cursive all uppercase and lowercase letters.

Present information orally to report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details. When presenting: demonstrate appropriate speaking techniques (e.g., nonverbal cues, appropriate volume and eye contact, and clear pronunciation) for a variety of purposes; and

Present information orally to report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant details. When presenting: identify and use appropriate digital tools to enhance verbal communication with support from adults.

Participate in structured conversations and collaborations about grade-appropriate topics and texts: enter a conversation appropriately, listen actively to others, and ask and respond to questions to clarify thinking and express new ideas; and

Participate in structured conversations and collaborations about grade-appropriate topics and texts: consider and reflect upon the ideas expressed during conversations.

Identify a speaker's claim and at least one supporting reason.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

There is not an indicator for third grade.

Read a variety of texts orally and silently with accuracy, appropriate rate, expression, and intonation.

Read texts by: using letter-sound knowledge to segment and blend sounds together;

Read texts by: decoding the words by analogy;