Texas K–6 english language arts standards

The student develops oral language through listening, speaking, and discussion. listen actively and ask questions to understand information and answer questions using multi-word responses;

The student develops oral language through listening, speaking, and discussion. restate and follow oral directions that involve a short, related sequence of actions;

The student develops oral language through listening, speaking, and discussion. share information and ideas by speaking audibly and clearly using the conventions of language;

The student develops oral language through listening, speaking, and discussion. work collaboratively with others by following agreed-upon rules for discussion, including taking turns; and

The student develops oral language through listening, speaking, and discussion. develop social communication such as introducing himself/herself, using common greetings, and expressing needs and wants.

demonstrate phonological awareness by: identifying and producing rhyming words;

demonstrate phonological awareness by: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

demonstrate phonological awareness by: identifying the individual words in a spoken sentence;

demonstrate phonological awareness by: identifying syllables in spoken words;

demonstrate phonological awareness by: manipulating syllables within a multisyllabic word; and

demonstrate phonological awareness by: blending syllables to form multisyllabic words;

demonstrate phonological awareness by: segmenting multisyllabic words into syllables;

demonstrate phonological awareness by: blending spoken onsets and rimes to form simple words;

demonstrate phonological awareness by: blending spoken phonemes to form one-syllable words;

demonstrate phonological awareness by: segmenting spoken one-syllable words into individual phonemes;

demonstrate and apply phonetic knowledge by: identifying and matching the common sounds that letters represent;

demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words;

demonstrate and apply phonetic knowledge by: recognizing that new words are created when letters are changed, added, or deleted such as it - pit - tip - tap; and

demonstrate and apply phonetic knowledge by: identifying and reading at least 25 high-frequency words from a research-based list;

demonstrate and apply spelling knowledge by: spelling words with VC, CVC, and CCVC;

demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns; and

demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list;

demonstrate print awareness by: identifying the front cover, back cover, and title page of a book;

demonstrate print awareness by: holding a book right side up, turning pages correctly, and knowing that reading moves from top to bottom and left to right with return sweep;

demonstrate print awareness by: recognizing that sentences are comprised of words separated by spaces and recognizing word boundaries;

demonstrate print awareness by: recognizing the difference between a letter and a printed word; and

demonstrate print awareness by: identifying all uppercase and lowercase letters; and

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

The student uses newly acquired vocabulary expressively. use a resource such as a picture dictionary or digital resource to find words;

The student uses newly acquired vocabulary expressively. use illustrations and texts the student is able to read or hear to learn or clarify word meanings; and

The student uses newly acquired vocabulary expressively. identify and use words that name actions; directions; positions; sequences; categories such as colors, shapes, and textures; and locations.

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. establish purpose for reading assigned and self-selected texts with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make and confirm predictions using text features and structures with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. create mental images to deepen understanding with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make connections to personal experiences, ideas in other texts, and society with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make inferences and use evidence to support understanding with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. evaluate details to determine what is most important with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. synthesize information to create new understanding with adult assistance; and

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. describe personal connections to a variety of sources;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. provide an oral, pictorial, or written response to a text;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. use text evidence to support an appropriate response;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. retell texts in ways that maintain meaning;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. interact with sources in meaningful ways such as illustrating or writing; and

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. discuss topics and determine the basic theme using text evidence with adult assistance;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. identify and describe the main characters;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the elements of plot development, including the main events, the problem, and the resolution for texts read aloud with adult assistance; and

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss rhyme and rhythm in nursery rhymes and a variety of poems;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss main characters in drama;

recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance;

recognize characteristics and structures of informational text, including: titles and simple graphics to gain information; and

recognize characteristics and structures of informational text, including: the steps in a sequence with adult assistance;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss with adult assistance the author's purpose for writing text;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss with adult assistance how the use of text structure contributes to the author's purpose;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss with adult assistance how the author uses words that help the reader visualize; and

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. listen to and experience first- and third-person texts.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. plan by generating ideas for writing through class discussions and drawings;

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. develop drafts in oral, pictorial, or written form by organizing ideas;

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. revise drafts by adding details in pictures or words;

edit drafts with adult assistance using standard English conventions, including: complete sentences;

edit drafts with adult assistance using standard English conventions, including: verbs;

edit drafts with adult assistance using standard English conventions, including: singular and plural nouns;

edit drafts with adult assistance using standard English conventions, including: adjectives, including articles;

edit drafts with adult assistance using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

edit drafts with adult assistance using standard English conventions, including: prepositions;

edit drafts with adult assistance using standard English conventions, including: pronouns, including subjective, objective, and possessive cases;

edit drafts with adult assistance using standard English conventions, including: capitalization of the first letter in a sentence and name;

edit drafts with adult assistance using standard English conventions, including: punctuation marks at the end of declarative sentences; and

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful. dictate or compose literary texts, including personal narratives; and

The student uses genre characteristics and craft to compose multiple texts that are meaningful. dictate or compose informational texts.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. generate questions for formal and informal inquiry with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. develop and follow a research plan with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. gather information from a variety of sources with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. demonstrate understanding of information gathered with adult assistance; and

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student develops oral language through listening, speaking, and discussion. listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

The student develops oral language through listening, speaking, and discussion. follow, restate, and give oral instructions that involve a short, related sequence of actions;

The student develops oral language through listening, speaking, and discussion. share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

The student develops oral language through listening, speaking, and discussion. work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, and making appropriate contributions; and

The student develops oral language through listening, speaking, and discussion. develop social communication such as introducing himself/herself and others, relating experiences to a classmate, and expressing needs and feelings.

demonstrate phonological awareness by: producing a series of rhyming words;

demonstrate phonological awareness by: recognizing spoken alliteration or groups of words that begin with the same spoken onset or initial sound;

demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable words;

demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed;

demonstrate phonological awareness by: blending spoken phonemes to form one-syllable words, including initial and/or final consonant blends;

demonstrate phonological awareness by: manipulating phonemes within base words; and

demonstrate phonological awareness by: segmenting spoken one-syllable words of three to five phonemes into individual phonemes, including words with initial and/or final consonant blends;

demonstrate and apply phonetic knowledge by: decoding words in isolation and in context by applying common letter sound correspondences;

demonstrate and apply phonetic knowledge by: decoding words with initial and final consonant blends, digraphs, and trigraphs;

demonstrate and apply phonetic knowledge by: decoding words with closed syllables; open syllables; VCe syllables; vowel teams, including vowel digraphs and diphthongs; and r-controlled syllables;

demonstrate and apply phonetic knowledge by: using knowledge of base words to decode common compound words and contractions;

demonstrate and apply phonetic knowledge by: decoding words with inflectional endings, including -ed, -s, and -es; and

demonstrate and apply phonetic knowledge by: identifying and reading at least 100 high-frequency words from a research-based list;

demonstrate and apply spelling knowledge by: spelling words with closed syllables, open syllables, VCe syllables, vowel teams, and r-controlled syllables;

demonstrate and apply spelling knowledge by: spelling words with initial and final consonant blends, digraphs, and trigraphs;

demonstrate and apply spelling knowledge by: spelling words using sound-spelling patterns; and

demonstrate and apply spelling knowledge by: spelling high-frequency words from a research-based list;

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. demonstrate print awareness by identifying the information that different parts of a book provide;

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. alphabetize a series of words to the first or second letter and use a dictionary to find words; and

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. develop handwriting by printing words, sentences, and answers legibly leaving appropriate spaces between words.

The student uses newly acquired vocabulary expressively. use a resource such as a picture dictionary or digital resource to find words;

The student uses newly acquired vocabulary expressively. use illustrations and texts the student is able to read or hear to learn or clarify word meanings;

The student uses newly acquired vocabulary expressively. identify the meaning of words with the affixes -s, -ed, and -ing; and

The student uses newly acquired vocabulary expressively. identify and use words that name actions, directions, positions, sequences, categories, and locations.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.

The student reads grade-appropriate texts independently. The student is expected to self-select text and interact independently with text for increasing periods of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. establish purpose for reading assigned and self-selected texts with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. generate questions about text before, during, and after reading to deepen understanding and gain information with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make, correct, or confirm predictions using text features, characteristics of genre, and structures with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. create mental images to deepen understanding with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make connections to personal experiences, ideas in other texts, and society with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make inferences and use evidence to support understanding with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. evaluate details to determine what is most important with adult assistance;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. synthesize information to create new understanding with adult assistance; and

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. describe personal connections to a variety of sources;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. write brief comments on literary or informational texts;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. use text evidence to support an appropriate response;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. retell texts in ways that maintain meaning;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. interact with sources in meaningful ways such as illustrating or writing; and

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. discuss topics and determine theme using text evidence with adult assistance;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the main characters and the reasons for their actions;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe plot elements, including the main events, the problem, and the resolution, for texts read aloud and independently; and

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, and nursery rhymes;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss rhyme, rhythm, repetition, and alliteration in a variety of poems;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss elements of drama such as characters and setting;

recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance;

recognize characteristics and structures of informational text, including: features and simple graphics to locate or gain information; and

recognize characteristics and structures of informational text, including: organizational patterns such as chronological order and description with adult assistance;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of persuasive text with adult assistance and state what the author is trying to persuade the reader to think or do; and

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss the author's purpose for writing text;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss how the use of text structure contributes to the author's purpose;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss with adult assistance the author's use of print and graphic features to achieve specific purposes;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss how the author uses words that help the reader visualize; and

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. listen to and experience first- and third-person texts.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. plan a first draft by generating ideas for writing such as by drawing and brainstorming;

develop drafts in oral, pictorial, or written form by: organizing with structure; and

develop drafts in oral, pictorial, or written form by: developing an idea with specific and relevant details;

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. revise drafts by adding details in pictures or words;

edit drafts using standard English conventions, including: complete sentences with subject-verb agreement;

edit drafts using standard English conventions, including: past and present verb tense;

edit drafts using standard English conventions, including: singular, plural, common, and proper nouns;

edit drafts using standard English conventions, including: adjectives, including articles;

edit drafts using standard English conventions, including: punctuation marks at the end of declarative, exclamatory, and interrogative sentences; and

edit drafts using standard English conventions, including: adverbs that convey time;

edit drafts using standard English conventions, including: prepositions;

edit drafts using standard English conventions, including: pronouns, including subjective, objective, and possessive cases;

edit drafts using standard English conventions, including: capitalization for the beginning of sentences and the pronoun "I";

edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words with adult assistance; and

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. publish and share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful. dictate or compose literary texts, including personal narratives and poetry;

The student uses genre characteristics and craft to compose multiple texts that are meaningful. dictate or compose informational texts, including procedural texts; and

The student uses genre characteristics and craft to compose multiple texts that are meaningful. dictate or compose correspondence such as thank you notes or letters.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. generate questions for formal and informal inquiry with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. develop and follow a research plan with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. identify and gather relevant sources and information to answer the questions with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. demonstrate understanding of information gathered with adult assistance; and

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student develops oral language through listening, speaking, and discussion. listen actively, ask relevant questions to clarify information, and answer questions using multi-word responses;

The student develops oral language through listening, speaking, and discussion. follow, restate, and give oral instructions that involve a short, related sequence of actions;

The student develops oral language through listening, speaking, and discussion. share information and ideas that focus on the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language;

The student develops oral language through listening, speaking, and discussion. work collaboratively with others by following agreed-upon rules for discussion, including listening to others, speaking when recognized, making appropriate contributions, and building on the ideas of others; and

The student develops oral language through listening, speaking, and discussion. develop social communication such as distinguishing between asking and telling.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

demonstrate phonological awareness by: producing a series of rhyming words;

demonstrate phonological awareness by: distinguishing between long and short vowel sounds in one-syllable and multi-syllable words;

demonstrate phonological awareness by: recognizing the change in spoken word when a specified phoneme is added, changed, or removed; and

demonstrate phonological awareness by: manipulating phonemes within base words;

demonstrate and apply phonetic knowledge by: decoding words with short, long, or variant vowels, trigraphs, and blends;

demonstrate and apply phonetic knowledge by: decoding words with silent letters such as knife and gnat;

demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and common abbreviations;

demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

demonstrate and apply phonetic knowledge by: decoding words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est; and

demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list;

demonstrate and apply spelling knowledge by: spelling one-syllable and multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

demonstrate and apply spelling knowledge by: spelling words with silent letters such as knife and gnat;

demonstrate and apply spelling knowledge by: spelling compound words, contractions, and common abbreviations;

demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns;

demonstrate and apply spelling knowledge by: spelling words using knowledge of syllable division patterns, including words with double consonants in the middle of the word; and

demonstrate and apply spelling knowledge by: spelling words with prefixes, including un-, re-, and dis-, and inflectional endings, including -s, -es, -ed, -ing, -er, and -est;

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. alphabetize a series of words and use a dictionary or glossary to find words; and

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. develop handwriting by accurately forming all cursive letters using appropriate strokes when connecting letters.

The student uses newly acquired vocabulary expressively. use print or digital resources to determine meaning and pronunciation of unknown words;

The student uses newly acquired vocabulary expressively. use context within and beyond a sentence to determine the meaning of unfamiliar words;

The student uses newly acquired vocabulary expressively. identify the meaning of and use words with affixes un-, re-, -ly, -er, and -est comparative and superlative, and -ion/tion/sion; and

The student uses newly acquired vocabulary expressively. identify, use, and explain the meaning of antonyms, synonyms, idioms, and homographs in context.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. establish purpose for reading assigned and self-selected texts;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. generate questions about text before, during, and after reading to deepen understanding and gain information;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make, correct, or confirm predictions using text features, characteristics of genre, and structures;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. create mental images to deepen understanding;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make connections to personal experiences, ideas in other texts, and society;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make inferences and use evidence to support understanding;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. evaluate details read to determine key ideas;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. synthesize information to create new understanding; and

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. describe personal connections to a variety of sources;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. write brief comments on literary or informational texts that demonstrate an understanding of the text;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. use text evidence to support an appropriate response;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. retell and paraphrase texts in ways that maintain meaning and logical order;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. interact with sources in meaningful ways such as illustrating or writing; and

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. respond using newly acquired vocabulary as appropriate.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. discuss topics and determine theme using text evidence with adult assistance;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the main character's characters' internal and external traits;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe and understand plot elements, including the main events, the conflict, and the resolution, for texts read aloud and independently; and

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. describe the importance of the setting.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, and fairy tales;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. explain visual patterns and structures in a variety of poems;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss elements of drama such as characters, dialogue, and setting;

recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance;

recognize characteristics and structures of informational text, including: features and graphics to locate and gain information; and

recognize characteristics and structures of informational text, including: organizational patterns such as chronological order and cause and effect stated explicitly;

recognize characteristics of persuasive text, including: stating what the author is trying to persuade the reader to think or do; and

recognize characteristics of persuasive text, including: distinguishing facts from opinion; and

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss the author's purpose for writing text;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss how the use of text structure contributes to the author's purpose;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss the author's use of print and graphic features to achieve specific purposes;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss the use of descriptive, literal, and figurative language;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. identify the use of first or third person in a text; and

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. identify and explain the use of repetition.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. plan a first draft by generating ideas for writing such as drawing and brainstorming;

develop drafts into a focused piece of writing by: organizing with structure; and

develop drafts into a focused piece of writing by: developing an idea with specific and relevant details;

edit drafts using standard English conventions, including: complete sentences with subject-verb agreement;

edit drafts using standard English conventions, including: past, present, and future verb tense;

edit drafts using standard English conventions, including: singular, plural, common, and proper nouns;

edit drafts using standard English conventions, including: adjectives, including articles;

edit drafts using standard English conventions, including: capitalization of months, days of the week, and the salutation and conclusion of a letter;

edit drafts using standard English conventions, including: adverbs that convey time and adverbs that convey place;

edit drafts using standard English conventions, including: prepositions and prepositional phrases;

edit drafts using standard English conventions, including: pronouns, including subjective, objective, and possessive cases;

edit drafts using standard English conventions, including: coordinating conjunctions to form compound subjects and predicates;

edit drafts using standard English conventions, including: end punctuation, apostrophes in contractions, and commas with items in a series and in dates; and

edit drafts using standard English conventions, including: correct spelling of words with grade-appropriate orthographic patterns and rules and high-frequency words; and

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. publish and share writing.

The student uses genre characteristics and craft to compose multiple texts that are meaningful. compose literary texts, including personal narratives and poetry;

The student uses genre characteristics and craft to compose multiple texts that are meaningful. compose informational texts, including procedural texts and reports; and

The student uses genre characteristics and craft to compose multiple texts that are meaningful. compose correspondence such as thank you notes or letters.

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. generate questions for formal and informal inquiry with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. develop and follow a research plan with adult assistance;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. identify and gather relevant sources and information to answer the questions;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. identify primary and secondary sources;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. demonstrate understanding of information gathered;

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. cite sources appropriately; and

The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

The student develops oral language through listening, speaking, and discussion. listen actively, ask relevant questions to clarify information, and make pertinent comments;

The student develops oral language through listening, speaking, and discussion. follow, restate, and give oral instructions that involve a series of related sequences of action;

The student develops oral language through listening, speaking, and discussion. speak coherently about the topic under discussion, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively;

The student develops oral language through listening, speaking, and discussion. work collaboratively with others by following agreed-upon rules, norms, and protocols; and

The student develops oral language through listening, speaking, and discussion. develop social communication such as conversing politely in all situations.

demonstrate and apply phonetic knowledge by: decoding multisyllabic words with multiple sound-spelling patterns such as eigh, ough, and en;

demonstrate and apply phonetic knowledge by: decoding multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

demonstrate and apply phonetic knowledge by: decoding compound words, contractions, and abbreviations;

demonstrate and apply phonetic knowledge by: decoding words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts;

demonstrate and apply phonetic knowledge by: decoding words using knowledge of prefixes;

demonstrate and apply phonetic knowledge by: decoding words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants; and

demonstrate and apply phonetic knowledge by: identifying and reading high-frequency words from a research-based list;

demonstrate and apply spelling knowledge by: spelling multisyllabic words with closed syllables; open syllables; VCe syllables; vowel teams, including digraphs and diphthongs; r-controlled syllables; and final stable syllables;

demonstrate and apply spelling knowledge by: spelling homophones;

demonstrate and apply spelling knowledge by: spelling compound words, contractions, and abbreviations;

demonstrate and apply spelling knowledge by: spelling multisyllabic words with multiple sound-spelling patterns;

demonstrate and apply spelling knowledge by: spelling words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV;

demonstrate and apply spelling knowledge by: spelling words using knowledge of prefixes; and

demonstrate and apply spelling knowledge by: spelling words using knowledge of suffixes, including how they can change base words such as dropping e, changing y to i, and doubling final consonants;

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. alphabetize a series of words to the third letter; and

The student develops word structure knowledge through phonological awareness, print concepts, phonics, and morphology to communicate, decode, and spell. write complete words, thoughts, and answers legibly in cursive leaving appropriate spaces between words.

The student uses newly acquired vocabulary expressively. use print or digital resources to determine meaning, syllabication, and pronunciation;

The student uses newly acquired vocabulary expressively. use context within and beyond a sentence to determine the meaning of unfamiliar words and multiple-meaning words;

The student uses newly acquired vocabulary expressively. identify the meaning of and use words with affixes such as im- into, non-, dis-, in- not, non, pre-, -ness, -y, and -ful; and

The student uses newly acquired vocabulary expressively. identify, use, and explain the meaning of antonyms, synonyms, idioms, homophones, and homographs in a text.

The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency rate, accuracy, and prosody when reading grade-level text.

The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. establish purpose for reading assigned and self-selected texts;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. generate questions about text before, during, and after reading to deepen understanding and gain information;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make, correct, or confirm predictions using text features, characteristics of genre, and structures;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. create mental images to deepen understanding;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make connections to personal experiences, ideas in other texts, and society;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. make inferences and use evidence to support understanding;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. evaluate details read to determine key ideas;

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. synthesize information to create new understanding; and

The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. describe personal connections to a variety of sources, including self-selected texts;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. write a response to a literary or informational text that demonstrates an understanding of a text;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. use text evidence to support an appropriate response;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. retell and paraphrase texts in ways that maintain meaning and logical order;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. respond using newly acquired vocabulary as appropriate; and

The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. discuss specific ideas in the text that are important to the meaning.

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. infer the theme of a work, distinguishing theme from topic;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. explain the relationships among the major and minor characters;

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. analyze plot elements, including the sequence of events, the conflict, and the resolution; and

The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. explain the influence of the setting on the plot.

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. demonstrate knowledge of distinguishing characteristics of well-known children's literature such as folktales, fables, fairy tales, legends, and myths;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. explain rhyme scheme, sound devices, and structural elements such as stanzas in a variety of poems;

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. discuss elements of drama such as characters, dialogue, setting, and acts;

recognize characteristics and structures of informational text, including: the central idea with supporting evidence;

recognize characteristics and structures of informational text, including: features such as sections, tables, graphs, timelines, bullets, numbers, and bold and italicized font to support understanding; and

recognize characteristics and structures of informational text, including: organizational patterns such as cause and effect and problem and solution;

recognize characteristics and structures of argumentative text by: identifying the claim;

recognize characteristics and structures of argumentative text by: distinguishing facts from opinion; and

recognize characteristics and structures of argumentative text by: identifying the intended audience or reader; and

The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. recognize characteristics of multimodal and digital texts.

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. explain the author's purpose and message within a text;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. explain how the use of text structure contributes to the author's purpose;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. explain the author's use of print and graphic features to achieve specific purposes;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. describe how the author's use of imagery, literal and figurative language such as simile, and sound devices such as onomatopoeia achieves specific purposes;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. identify the use of literary devices, including first- or third-person point of view;

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. discuss how the author's use of language contributes to voice; and

The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. identify and explain the use of hyperbole.

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

develop drafts into a focused, structured, and coherent piece of writing by: organizing with purposeful structure, including an introduction and a conclusion; and

develop drafts into a focused, structured, and coherent piece of writing by: developing an engaging idea with relevant details;

The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. revise drafts to improve sentence structure and word choice by adding, deleting, combining, and rearranging ideas for coherence and clarity;

edit drafts using standard English conventions, including: complete simple and compound sentences with subject-verb agreement;

edit drafts using standard English conventions, including: past, present, and future verb tense;