Wisconsin K–6 english language arts standards

Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

Begin to recognize some words have multiple meanings (e.g., duck, tie).

Use some word prefixes and suffixes as clues to the meaning of unknown words (e.g., un-, -ed).

Ask and answer questions about unknown words.

Sort common objects into categories.

Demonstrate understanding of frequently occurring verbs and their opposites (antonyms).

Connect common words to real life (e.g., colorful).

Act out shades of meanings with verbs (e.g., strut, skip).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation.

Frequently used nouns, verbs, and prepositions.

Oral pluralizations of nouns.

Question words (who, what, etc.).

Oral production and expansion of complete sentences.

Capitalization of the first word in a sentence.

Name frequently used punctuation.

Phonetically spell simple words drawing on knowledge of letter-sound relationships.

Writes letters for most consonant and short vowel sounds (phonemes).

With prompting and support, develop and answer questions about a text.

With prompting and support, retell stories (RL); share key details from a text.

With prompting and support, identify characters, settings, and important events in a story or pieces of information in a text.

With prompting and support, identify specific words that express feelings or content- specific words within a text.

Identify literary and informational texts.

Define the role of the author and the illustrator in presenting the ideas in a text.

With prompting and support, describe the relationship between illustrations and the text.

With prompting and support, identify specific information to support ideas in a text.

With prompting and support, compare and contrast two texts; recognize that texts reflect one's own and others' culture.

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

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

Understand words are separated by spaces in print.

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

Recognize and produce rhyming words.

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

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

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

Add, delete, or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sounds for each consonant.

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Read emergent-reader texts with purpose and understanding.

Follow agreed-upon norms and participate by actively listening, taking turns, and staying on topic.

Participate in a conversation through multiple exchanges.

Ask questions about the topic/text.

Consider individual differences when communicating with others.

With guidance and support, ask and answer questions about key details in a text read aloud or information presented orally or through other media.

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

With guidance and support, describe familiar people, places, things, and events.

With guidance and support, create an original or utilize existing visual displays to support descriptions.

Use a combination of drawing, dictating, and writing to compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Opinion pieces in which they tell the reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book.

Informative/explanatory text in which they name what they are writing about and supply some information about the topic.

Convey events, real or imagined and narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Organization: provide a sense of structure, attempt an introduction.

Word Choice (including domain specific): use words familiar to the student.

With guidance and support from adults, use a combination of drawing, dictating and writing to compose text in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

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

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared inquiry and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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

With guidance and support from adults, recall facts from literary and informational text to research characters, setting, key detail, specified information, and ideas presented in a text.

Recognize and appreciate the linguistic diversity of peers, teachers, and other members of the school community.

Use inflexional forms as clues to the meaning of unknown words (e.g., looks, looked).

Identify common root words.

Identify words and phrases that suggest feelings or appeal to the senses (e.g., in stories, poems, or conversations).

Explain rationale for sorting words into categories.

Act out or define shades of meanings with verbs of differing manner (e.g., peek, scowl) and adjectives (e.g., gigantic, large).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use frequently occurring conjunctions (e.g., because) to signal simple relationships.

Common, proper, and possessive nouns.

Nouns/verbs agreement in simple sentences.

Frequently occurring pronouns, adjectives, conjunctions, verb tenses, and prepositions.

Production and expansion of complete sentences in response to prompts.

Capitalization of dates and names of people.

End punctuation.

Commas in dates and simple sets.

Use conventional spelling for words with common spelling patterns and draw on phonological awareness and spelling conventions to spell other words phonetically.

Develop and answer questions about key ideas and details in a text.

Identify a main topic or central idea in a text with guidance and support; retell important details.

Describe characters, settings, and important events in a story or pieces of information in a text.

Identify specific words and phrases that express feeling, appeal to the senses, or content-specific words within a text.

Identify a variety of genres and explain major differences between literary texts and informational texts.

Describe how illustrations and details support the point of view or purpose of the text.

Use illustrations and details in literary and informational texts to discuss story elements and/or topics.

Identify specific information an author or illustrator gives that supports ideas in a text.

Compare and contrast two texts; recognize that texts reflect one's own and others' culture.

Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

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

Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

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

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Add, delete, or substitute individual sounds (phonemes) in simple one-syllable words to make new words.

Know the spelling-sound correspondences for common consonant digraphs.

Decode and encode regularly spelled one-syllable words (e.g., cat, fox, bet, cup, fit, etc.).

Know final -e and common vowel team conventions for representing long vowel sounds (Examples include but are not limited to: ai, ay, oa, ea, ee, ie, ue, ow).

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

Decode two-syllable words following basic (known) patterns by breaking the words into syllables.

Read words with inflectional endings (i.e., -s, -ed, -ing).

Recognize and read grade-appropriate irregularly spelled words.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

With guidance and support, follow agreed-upon norms for discussions and participate by actively listening, taking turns, and staying on topic.

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

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

Consider individual differences when communicating with others.

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

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

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

Create an original or utilize existing visual displays to support descriptions to clarify ideas, thoughts, and feelings.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

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

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

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

Organization: provide a beginning, middle and a simple ending.

Transitions: simple word transitions and temporal words/pictures that link ideas.

Word Choice (including domain specific): experiments with descriptive words to describe feelings, events and images.

With guidance and support from adults, produce writing in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

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

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared inquiry and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

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

With guidance and support from adults, recall and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information, and ideas presented in a text.

Recognize and appreciate linguistic diversity (e.g., at home, in the community and in peer and professional writing and speaking).

Recognize formal and informal uses of English.

Determine the meaning of a new word when a prefix or suffix is added.

Use a common root word as a clue to the meaning of an unknown word.

Use individual words to predict meaning of compound words (e.g., birdhouse).

Use resources to clarify meanings of words.

Describe how words and phrases supply rhythm and meaning in a text (e.g., alliteration, rhyme, repeated lines).

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

Distinguish shades of meaning among similar verbs (e.g., toss, throw) and adjectives (e.g., happy, pleased).

Demonstrate an ability to collaboratively and independently build vocabulary knowledge when encountering unknown words including cultural, general academic, and discipline-specific terms and phrases; use vocabulary appropriate to the context and situation. Use adjectives and adverbs to describe (e.g., when other kids are happy, that makes me happy.).

Collective nouns, adjectives and adverbs, frequently occurring regular plural nouns, frequently occurring irregular past tense verbs.

Production, expansion, and rearrangement of complete simple and compound sentences.

Capitalization of holidays, products, geographic places.

Commas in greetings and closings.

Apostrophes in contractions and frequently occurring possessives.

Use common spelling patterns, phonemic awareness, and basic reference materials to solve words.

Develop and answer questions to demonstrate an understanding of key ideas and details in a text.

Summarize portions of a text in order to identify a main topic or central idea and key details in a text.

Describe how characters respond to major events and challenges. Describe the connections between ideas, concepts, or a series of events.

Explain how specific words and phrases express feelings, appeals to the senses, or determine the meaning of content-specific words within a text.

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

Identify examples of how illustrations, text features, and details support the point of view or purpose of the text.

Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features.

Explain how specific points the author or illustrator makes in a text are supported by relevant reasons and evidence.

Compare and contrast key points or perspectives presented in two texts; recognize that texts reflect one's own and others' culture.

Not applicable in grade 2.

Add, delete, and substitute individual sounds (phonemes) in simple one-syllable words to make new words, including initial, final, medial, consonant blends, short vowel sounds, and long vowel sounds.

Distinguish long and short vowels when reading regularly spelled one-syllable words.

Know spelling-sound correspondences for additional common vowel teams.

Decode and encode regularly spelled one, two, and some three syllable CVC pattern words (e.g., 1 syllable: mat, 2 syllable: picnic, 3 syllable: fantastic, etc.).

Decode words with common prefixes and suffixes.

Decode regularly spelled two-syllable words with long vowels. Encode some of these words.<ul><li>Know when to drop the final e when adding an -ing, -ed endings. (Silent-e vowel pattern base word).</li><li>Know when to double the final consonant when adding a suffix. -ing, -ed.</li></ul>

Recognize and read grade-appropriate irregularly spelled words.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Follow agreed-upon norms for discussions and participate by actively listening, taking turns, gaining the floor in respectful ways and staying on topic.

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

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

Consider individual differences when communicating with others.

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

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

Tell a story or recount an experience with descriptive details, expressing ideas clearly.

Include digital media and visual displays in presentations to clarify or support ideas, thoughts, and feelings.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Opinion pieces in which they introduce the topic or text they are writing about, state an opinion, supply reasons that support the opinion, using words for emphasis, addition, contrast, or order to connect opinion and reasons, and provide a concluding statement or section.

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

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

Organization: provide a beginning, middle and ending, that works cohesively to promote the central theme of the text.

Transitions: use transitions to link and build connections between ideas, text, and events.

Word Choice (including domain specific): uses descriptive words to demonstrate creativity and to provide vivid examples of feelings, events and images.

With guidance and support from adults, produce writing in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing (including forming most printed upper and lower case letters), cursive, and/or typing.

Participate in shared and independent inquiry and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

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

With guidance and support from adults and peers, recall and use facts from literary and informational text to support reflection and inquiry on characters, setting, key details, specified information, and ideas presented in a text.

Compare and contrast the ways in which language is used in familiar contexts (e.g., at home, in the community, in peer and professional writing/speaking).

Recognize differences between the conventions of written and spoken English.

Identify key words and phrases that help readers understand a topic; choose words and phrases for effect when writing and speaking.

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

Determine the meaning of new words when a suffix or prefix is added.

Use resources to determine word meanings.

Determine the meaning of words and phrases as they are used in a text, distinguishing between literal and non-literal language.

Distinguish shades of meaning among words describing degrees of certainty (e.g., knew, believed, suspected).

Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).

Identify and use phrases that signal spatial and temporal relationships (e.g., after dinner that night, we went looking for them.).

Irregular and regular nouns and verbs.

Simple verb tenses.

Subject-verb agreement.

Simple and compound sentences.

Easily confused words (e.g.,. to, too, two).

Titles.

Quotation marks for speech.

Possessives.

Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words.

Use conventional spelling for high frequency words.

Use conventional spelling for adding suffixes to basic words.

Use learned syllable patterns and reference materials to solve and write unknown words.

Develop and answer questions to l Locate relevant and specific details in a text to support an answer or inference.

Summarize portions of a text to determine a theme or central idea and explain how it is supported by key details.

Describe a character (traits, motivations, and/or feelings) drawing on specific details from the text. Describe the relationship among a series of events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and cause/effect.

Determine the meaning of words, phrases, figurative language, and academic and content-specific words within a text.

Identify parts of stories, dramas, and poems using terms such as chapter, scene, and stanza.<ul><li>Identify and use text features to build comprehension.</li></ul>

Discuss how the reader's point of view or perspective may differ from that of the author, narrator or characters in a text.

Explain how specific illustrations or text features contribute to what is conveyed by the words in a text (e.g., create mood, emphasize character or setting, or determine where, when, why, and how key events occur).

Explain how claims in a text are supported by relevant reasons and evidence.

Recognize genres and make connections to other texts, ideas, cultural perspectives, identities, eras, personal events, and situations.

Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with common Latin suffixes.

Decode multisyllable words that include all learned syllable patterns (see previous grade level standards for specific targets).

Read grade-appropriate irregularly spelled words.

Apply common encoding rules.

Know when to drop the final e when adding endings. (Silent-e vowel pattern base word).

Know when to double the final consonant when adding a suffix.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Come to discussions prepared, explicitly draw on topics and texts along with personal knowledge and experiences to explore ideas under discussion.

Follow agreed-upon norms for discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

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

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

Determine main ideas and supporting details of a text read aloud or information presented in diverse media and formats.

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

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

Include digital media and visual displays in presentations to enhance certain facts and details.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Opinion pieces in which the student supports a point of view about a topic or text they are writing about, state an opinion, list reasons that support the opinion.

Informative/explanatory texts in which they introduce a topic, use facts, definitions and details to develop points.

Convey events, real or imagined, through narrative/short stories to develop experiences or events using descriptive details and clear event sequences to establish a situation and introduce a narrator and/or characters. Use dialogue and description of actions, thoughts and feelings to develop experiences and events or show the responses of characters to situations.

Organization: include an introduction that establishes a purpose and provides a concluding statement appropriate to the mode of writing.

Transitions: use of prompts, words and phrases to signal event order and to link and build connections between ideas, text, and events.

Word Choice (including domain specific): use words familiar to the student for emphasis, addition, contrast, or order to connect categories or information, and to convey meaning.

With support from adults and peers, produce writing in which the development and organization are culturally-sustaining and rhetorically authentic to task and purpose.

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

With guidance and support from adults and peers, use digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing, cursive, and/or typing.

Conduct short inquiry projects that build knowledge about a topic.

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Recall facts from literary or informational texts to support reflection, and inquiry.

Compare and contrast the ways in which language is used in familiar and unfamiliar contexts (e.g., at home, outside of their own communities, by diverse authors and speakers).

Determine the language demands of varied writing and speaking situations; respond appropriately (e.g., formal writing and presentations; personal writing and conversations).

Identify examples of precise and concise language when reading; choose words and phrases to convey ideas precisely when writing and speaking.

Choose punctuation for effect.

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

Consult print and digital reference materials for meaning and pronunciation.

Determine the meaning of words and phrases as they are used in a text, including figurative language such as similes and metaphors.

Explain common idioms and proverbs.

Understand words by relating them to synonyms and antonyms.

Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).

Identify and use phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).

Relative pronouns and adverbs.

Prepositional phrases.

Order of adjectives.

Adjectives, adverbs, conjunctions.

Compound and complex sentences.

Easily confused words (e.g.,. to, too, two).

Capitalization.

Commas and quotation marks for quotations.

Commas in compound sentences.

Spell grade-level words correctly using reference materials to solve words as needed.

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is supported by key details.

Describe a character (traits, motivations, and/or feelings), setting, or event, drawing on specific details in the text. Explain events, procedures, ideas, or concepts, including what happened and why, based on specific evidence from the text.

Determine the meaning of words, phrases, figurative language, academic, and content-specific words within a text.

Identify and analyze structural elements, using terms such as verse, rhythm, meter, characters, settings, dialogue, stage directions.<ul><li>Identify the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution.</li></ul>

In literary text, compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.<ul><li>In informational text, compare and contrast a primary and secondary source on the same event or topic.</li></ul>

Explain how text features (e.g., charts, graphs, diagrams, time lines, animations, and illustrations) contribute to an understanding of the text.

Explain how claims in a text are supported by relevant reasons and evidence.

Recognize genres and make connections to other texts, ideas, cultural perspectives, identities, eras, personal events, and situations.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Come to discussions prepared, explicitly draw on topics and texts along with personal knowledge and experiences to explore ideas under discussion.

Follow agreed-upon norms for discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.

Paraphrase portions of a text read aloud or information presented in diverse media and formats.

Identify the reasons and evidence a speaker provides to support particular points.

Report on a topic or text, tell a story, read a poem, or recount an experience in an organized manner, using facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. Communicate clearly and in an engaging manner, considering the audience, purpose, and situation.

Integrate audio and visual content in presentations to enhance the development of main ideas or themes.

Compose reflective, formal, and creative writing, which may happen simultaneously or independently, for a variety of high-stakes and low-stakes purposes.

Opinion pieces in which the student introduces the topic or text they are writing about, state an opinion and create an organizational structure in which related ideas are grouped to support the writer's purpose. List reasons that support the opinion.

Informative texts in which they clearly introduce a topic, group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aid comprehension. Use facts, definitions and details to develop points.

Convey events, real or imagined, through narrative/short stories which orients a reader by establishing a real or imagined situation and introducing a narrator and characters; organize an event sequence that unfolds naturally. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

Organization: include an introduction that establishes a purpose and provides a concluding statement related to the body of the composition. Structure of text reflects the purpose.

Transitions: use of phrases to signal event order and to link and build connections between ideas, text, and events.

Word Choice (including domain specific): experiments with words to provide emphasis, addition, contrast, or order to connect themes and ideas.

Produce clear and coherent writing in which the development and organization are culturally-sustaining and rhetorically authentic to task, purpose, and audience.

Produce clear and coherent writing in which the development and organization are appropriate to task, purpose and audience. Respond to questions and suggestions from peers, and add details to strengthen writing as needed by planning, revising, and editing.

With some guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Learn to produce writing through printing, cursive, and/or typing (with sufficient command of keyboarding skills to type a minimum of one page in a single sitting).

Conduct short inquiry projects that build knowledge through investigation of different aspects of a topic.

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information and provide a list of sources.

Recall and use facts from literary or informational texts to support analysis, reflection, and inquiry.

Recognize that standardized English is only one dialect of many and has a specific history that is implicated in power relationships.

Compare and contrast the ways in which language is used in familiar and unfamiliar contexts (e.g., at home, outside of their own communities, by diverse authors and speakers).

Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph).

Determine the meaning of words and phrases as they are used in a text, including those that allude to significant characters (e.g., Herculean).

Interpret similes and metaphors in context.

Clarify the precise meaning of words by comparing and contrasting them with related words (i.e. compare and contrast words to synonyms, antonyms, and homographs to better understand each word).

Make connections between words and how they are used in real life (i.e., help students build or add on to existing schema when encountering new words).

Identify and use phrases that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Conjunctions.

Verb tenses.

Correlative conjunctions.

Use of "they" and "their" when referring to singular people or ideas.

Commas (introductory elements, and elements that need to be set off like a question or direct address).

Italics, underlining, quotes with titles.

Spell grade-level words correctly using reference materials to solve words and edit written work as needed.

Locate and refer to relevant details and evidence when explaining what a text says explicitly/implicitly and make logical inferences.

Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is supported by key details.

Compare and contrast two or more characters, settings, and events, drawing on specific details in the text. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts based on specific evidence from the text.

Determine the meaning of words, phrases, figurative language, academic and content-specific words, and analyze their effect on meaning, tone, and mood within a text.

Explain how a series of chapters, scenes, or stanzas fits together to determine the overall structure of a story, drama, or poem.<ul><li>Compare and contrast the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution.</li></ul>

In literary text, explain how a narrator's or speaker's point of view influences how events are described.<ul><li>In informational text, analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.</li></ul>

Analyze how visual and multimedia elements contribute to the meaning of literary and informational texts.

Explain how claims in a text are supported by relevant reasons and evidence, identifying which reasons and evidence support which claims.

Make informed judgments about quality of text; make connections to other texts, ideas, cultural perspectives, identities, eras, and personal experiences.

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.

Read grade-level text with purpose and understanding.

Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

Come to discussions prepared, explicitly draw on topics and texts along with personal knowledge and experiences to explore ideas under discussion.

Follow agreed-upon norms for discussions (e.g., gaining attention in respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).

Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussion.

Summarize a written text read aloud or information presented in diverse media and formats.