English Success Standards
English Success Standards
Grades K - 12
English, Language Arts, and Reading
May 26, 2008
The authors of this document claim no copyright nor authorship
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this document without remuneration.
Table of Contents
Grade or Description
Page
Definition of Terms
4
English, Language Arts, and Reading
Kindergarten
5
Grade 1
13
Grade 2
21
Grade 3
28
Grade 4
35
Grade 5
41
Intervention Strategies for Phonemic Awareness
46
Grade 6
49
Grade 7
55
Grade 8
60
Grade 9 -- English I
65
Grade 10 -- English II
73
Grade 11 -- English III
79
Grade 12 -- English IV
88
Bibliography -- Reference Materials
95
Contributors
97
3
DEFINITION OF TERMS
SYNTACTIC AWARENESS (GRAMMAR)
Syntactic awareness (i.e., grammar) refers to the student's
ability to put phrases, clauses, and sentences together into
correct and meaningful patterns. In this document, the term
"syntactic awareness" as used in Pre-Kindergarten and Kindergarten
indicates a listening/speaking skill--not the formal study of
grammar.
PHONEMIC AWARENESS
The spoken word consists of a sequence of elementary sounds
(phonemes). A phoneme is defined as the minimal change in sound
that will change one word into another word: sit-> bit; top
->shop (see Figure 1, Intervention Strategies for Phonemic
Awareness). Phonemic awareness is the ability to recognize and
manipulate the number, type, and sequence of phonemes within the
word. A syllable divides into two primary parts: onset and rime.
The rime is the vowel and any consonant sounds that come after it.
The onset, if it is there, consists of any consonant sounds that
precede the vowel (e.g., split -- spl- is the onset and -it is the
rime[see Figure 3, List of Phonemic Awareness Assessments]).
ALPHABETIC KNOWLEDGE
Alphabetic knowledge refers to the student's knowledge of
symbols used to write English. Such knowledge includes letter
names, alphabetic order, visual recognition of both lower and upper
cases, written production of both lower and upper cases, and lower
case and upper case correspondences.
PENMANSHIP
The student should be able to form legible letters--both lower
and upper cases--in both manuscript style and cursive style.
PRINT CONCEPTS
Print concepts are the conventions and formats used in written
English.
Directionality:
Left to right
Top to bottom
Front to back
Significance of spacing:
No space between letters of a word
A space between words
Empty line between paragraphs or indentation of paragraph
Titles and captions: as set apart from text
Punctuation and capitalization: as separating thoughts
Parts of a book (e.g., title page, table of contents, chapters,
index, glossary)
Format of different genres (e.g., stanzas for poetic form)
ORTHOGRAPHIC KNOWLEDGE (SPELLING)
Orthographic knowledge refers to the knowledge of how the sounds
(phonemes) of a language are mapped to the symbols (letters) of
that language for use in reading and writing. Prerequisites for
English orthographic knowledge are alphabetic knowledge and
knowledge of the sounds (phonemes) used in English. Orthographic
knowledge begins with the most basic mapping of letters to
represent the 44 - 45 English phonemes. Published phonics programs
typically cover 50 - 80 sound-symbol relationships or phonograms
(see Figure 2, Amplified Chart of Basic Phonograms). More advanced
orthographic knowledge consists of the mapping of letters to
represent English syllables and morphemes. Because over the
centuries English has imported vast amounts of vocabulary from
other languages and generally retained the foreign spelling
patterns, English orthography consists of over 2,000 sound-symbol
relationships.
SYLLABLE
A syllable is a sound unit in English that contains at least a
vowel and is legally pronounceable (e.g., "isp" is legal while
"agf" is not).
MORPHEME
A morpheme is the minimal structure in English that conveys
meaning. Morphemes range from a single letter (the "s" that makes a
noun plural) to multisyllabic structures (i.e., "inter,"
"micro").
*e.g. -- As used in this document -- "for example" -- not
requirements
i.e. -- As used in this document -- "that is to say"
English, Language Arts, and Reading -- Kindergarten.
Knowledge and Skills.
What the teacher is supposed to teach: What the students are
supposed to
learn:
(1) Listening and Speaking Skills. The student listens to
various types of children’s literature.
The student is expected to:
(A) Listen to notable literary selections which are rich in
vocabulary (e.g., Mother Goose rhymes, "Mary Had a Little Lamb,"
"Rain," "Twinkle, Twinkle, Little Star," "Cinderella," "The Little
Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen
Rabbit, Winnie-the-Pooh, One Morning in Maine).
(B) Discuss meaning of words and concepts from selections and
discussions.
(C) Describe mental pictures of settings and characters.
(D) Retell selections; summarize selections.
(E) Answer orally in his/her own words direct questions dealing
with the elements of the selections.
(F) Sing/recite rhymes and songs.
(G) Retell selections.
(H) Discuss the main idea or theme.
(I) Discuss sequence of events in selections.
(J) Summarize selections.
(K) Listen to develop an answer to a question which has been
asked by the teacher before the selections are read.
(M) Predict what happens next.
(N) Make up a new ending.
(2) Grammar/Usage. The student discusses and demonstrates
various sentence patterns.
The student is expected to (with adult assistance as
needed):
(A) Orally use complete sentences; correct incomplete sentences
when prompted.
(B) Change statement to question and vice versa.
(C) Demonstrate ability to state questions and statements in
positive and negative forms.
(D) Change a statement from present, to past, and to future
tenses.
(E) Change a statement from a singular to a plural subject and
vice versa.
(F) Change a statement from first person to second person to
third person -- singular and plural.
(G) Begin using the correct forms (person, number, tense) for
the verbs "come," "see," "go," "do," "bring," and "be" in
discussions, correcting self when prompted.
(H) Recognize as humorous, silly, or peculiar any statements
that are produced by the incorrect order of words.
(I) Correct silly or peculiar statements by correcting errors in
syntax.
(J) Identify capital letters and locate periods.
(K) Recognize that first letters in sentences should be
capitalized.
(L) Recognize punctuation at the end of declarative
sentences.
(M) Employ descriptive words to modify subjects and verbs
(3) Phonemic Awareness. The student orally demonstrates phonemic
awareness (the understanding that the spoken word consists of a
sequence of elementary sounds.)
The student is expected to:
(A) Words
(i) Change the meaning of a sentence by changing a word.
(ii) Distinguish between long and short words and long and short
objects (e.g., train, mosquito).
(iii) Segment orally a spoken phrase or sentence into words.
(iv) “Count” the number of words in an oral sentence by moving a
manipulative for each word.
(B) Syllables
(i) Segment orally a compound word into component words; blend
the words back into compound words.
(ii) Segment/blend orally words into syllables.
(iii) Move manipulatives to represent syllables in a word.
(iv) Give what is left after deleting a syllable of a
multisyllabic word.
(C) Rhymes
(i) Sing or recite rhyming songs or stories.
(ii) Determine whether words rhyme or not.
(iii)Generate rhyming words.
(iv) Identify the non-rhyming word from
rhyming words in a group of three words.
(D) Beginning sound
(i) Identify from a list of three words, those words that begin
with the same sound.
(ii) Generate a word that has same beginning sound as a given
word.
(iii) Identify, from a group of three words, the one that does
NOT begin with the same sound.
(E) Ending sound
(i) Identify words that end with the same sound from a group of
three words.
(ii) Select the odd word from a group of three
words, two of which end with the same sound.
(F) Middle sound
(i) Identify words that have the same medial sound from a group
of three words.
(ii) Select the odd word from a group of three words, two of
which have the same medial sound.
(G) Onset-rime
(i) Blend onset and rime into a word (e.g., b - ag ->
bag).
(ii) Segment word into onset and rime (e.g., bag - > b -
ag).
(iii) Generate rhyming words by blending various onsets with a
given rime.
(H) Phoneme
(i) Pronounce the sounds of a word to accentuate the individual
phonemes.
(ii) Elongate individual sounds and move a manipulative to
identify each sound in the spoken word.
(iii) Blend segmented phonemes of a word (e.g., b-a-g->bag)
into the word.
(iv) Prolong pronunciation of the individual sounds of a word by
moving a manipulative to "count" each phoneme of the word.
(v) Segment words into phonemes, clearly producing each
individual sound.
(vi) Copy the teacher in making the 44 - 45 sounds (phonemes) of
American English. (A chart describing how the sounds are made is
found in Figure 1. An amplified chart showing the basic phonograms
is found in Figure2.)
(vii) Determine whether the sounds are in his/her own name.
(viii) Count the sounds in her/his own name.
(4) Students who do not perform proficiently on informal
phonemic awareness assessments by the end of kindergarten need to
participate in intervention strategies (see Figures 1 and 3).
(5) Alphabetic Knowledge. The student demonstrates knowledge of
the names of the letters and the order of the alphabet.
The student is expected to:
(A) Sing/recite the alphabet song.
(B) Recite alphabet in order, a to z.
(C) When given a letter name, choose the correct letter, upper
and lower case; when given a letter, upper or lower case, indicate
the correct name for the letter.
(D) Arrange given letters in alphabetical order.
(6) Penmanship. The student can discuss and demonstrate the
basic principles of manuscript writing.
The student is expected to:
(A) Practice good posture when seated at a table/desk for
writing purposes.
(B) Practice proper pencil gripping (using correct fingers to
form vise to hold writing tool) while correctly positioning hand
and arm in relationship to paper and desk.
(C) Produce correct formation of letters using starting point,
directionality, and ending point for each letter.
(D) Identify the top/bottom, front/back, margins, lines on a
sheet of paper.
(7) Print Concepts. The student demonstrates knowledge of
concepts of print.
The student is expected to:
(A) Explain the purpose of reading.
(B) Track print left to right, top to bottom.
(C) Identify letters of the alphabet in a variety of type
styles.
(D) Demonstrate that letters represent sounds.
(E) Demonstrate that groups of letters, read from left to right,
can make a word.
(F) Demonstrate that a space separates words.
(G) Demonstrate that punctuation marks are separate and distinct
from words.
(H) Demonstrate that end of sentence punctuation separates
thoughts.
(I) Demonstrate that thoughts (sentences) begin with a capital
letter.
(J) Demonstrate that names of people and specific places are
capitalized.
(K) Identify cover, title page, and story text of
kindergarten-level story book.
(L) Identify simple story structure--title, introduction of
theme, supporting development, summary.
(8) Orthographic Knowledge (Spelling). The student demonstrates
knowledge of the 44 - 45 phonemes of English.
The student is expected to:
(A) Alphabetic knowledge
(i) Sing/recite the alphabet (e.g., alphabet song).
(ii) Recite alphabet in order, a to z.
(iii) Choose, when given a letter name, the correct letter
(upper and lower case). Indicate, when given a letter (upper or
lower case), the correct name for the letter.
(B) Letter-sound (phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45
English phonemes is dictated. The following list is a general
delineation of written representations of these 44 - 45 phonemes
and should be learned by the student as early as the student is
able to assimilate them:
Kindergarten Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy th
or oi wh
ar aw ee
sh au ng
ch oo
(ii) Write correct basic phonogram when each English phoneme is
dictated.
(iii) Say correct basic phoneme when each English phonogram is
dictated.
(iv) Identify which letters are consonants and which are
vowels.
(v) Understand that more than one letter is needed to write some
sounds in the English language (e.g., sh, ch, th, zh, ee, oi/oy,
au/aw, ou/ow).
(vi) Correctly read and spell any cvc (consonant sound-vowel
sound-consonant sound) word that uses the basic phonograms of
English.
(C) Word attack (advanced letter-sound)
(i) Use morpheme -s/es to form plurals of nouns that do not
require a change in base word (adding s or es to form plurals of
nouns that do not require change in base word [e.g., dog-> dogs,
fish->fishes] ).
(D) Word identification
(i) Read her/his own name.
(ii) Correctly read very high-frequency regular words (e.g.,
“and,” “that,” “not,” “for,” “with”) and irregular words (e.g.,
“the,” “of,” “you”).
(9) Composition. The student demonstrates beginning ability to
compose and edit writing.
The student is expected to (with adult assistance as
needed):
(A) Compose (orally) short sentences, changing first person
pronouns to second person to third person, singular and plural.
(B) Write a declarative sentence and use a period at the
end.
(C) Write an interrogative sentence and use a question mark at
the end.
(D) Work with a group to compose brief accounts of experiences,
letters, invitations, thank-you notes, story ideas (e.g., as
teacher writes these which are then used for group reading, for
individual reading, and later for individual copying).
(E) Develop a story independently and collaboratively and
respond to questions of others about the story.
(F) Discuss group and individual writing for complete ideas and
correct syntax.
(G) Know to capitalize the first word of sentence, the pronoun
"I," names of persons and specific places.
(10) Reading Comprehension and Fluency. The student demonstrates
sequential order.
The student is expected to:
(A) Tell a story in sequential order.
(B) Retell a story in sequential order.
(11) Independent Reading / Assigned Reading/ Guided Reading. The
student listens to progressively more complicated reading
selections.
The student is expected to:
(A) The student listens independently to stories and nursery
rhymes which are rich in vocabulary.
(B) Answer orally in her/his own words direct questions dealing
with elements of the selections (e.g., fables, fairy tales, poems,
classical literature, factual stories about notable people,
science, and history).
(C) Identify the story line and main idea(s) of the
selections.
(D) Retell orally what has been read to him/her.
(E) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(F) Read aloud (e.g., to teacher, mentor, tutor, aide) daily in
materials that are challenging but manageable (e.g., texts in which
no more than 1 in 10 words is difficult for the reader).
(12) Literary Emphasis. The student listens to traditional and
current children's literature which is rich in vocabulary
The student is expected to:
(A) Listen to stories being read aloud (e.g., "Mother Goose"
poems, "Dr.Seuss" books, Aesop's fables, James Thurber's Fables,
Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed,"
American and folk legends).
(B) Follow in book when appropriate.
(C) Identify the main literary elements in fables, tall tales,
and nursery rhymes.
(13) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Identify the following terms: author, illustrator.
(B) Identify examples of literary terms (mentioned above) in
literary selections.
English, Language Arts, and Reading -- Grade 1.
Knowledge and Skills
(1) Listening and Speaking Skills. The student listens to
various types of children’s literature.
The student is expected to:
(A) Listen to selections (e.g., nursery rhymes, fables, fairy
tales, poems, classical literature, rhyming stories, factual
stories about notable people, science, and history) which is rich
in vocabulary (e.g., "The Boy at the Dike," "The Frog Prince,"
"Jack and the Beanstalk," "The Pied Piper of Hamelin," "Pinocchio,"
"The Princess and the Pea," "Hansel and Gretel," "The Knee-High
Man," "Medio Pollito," "Rapunzel," " Sleeping Beauty," "Why the Owl
Has Big Eyes," "The Tale of Peter Rabbit," "The Steadfast Tin
Soldier," The Bears on Hemlock Mountain).
(B) Answer direct questions (in his/her own words) dealing with
the elements of the selection.
(C) Discuss the meaning of words or ideas from story.
(D) Discuss the main idea or theme.
(E) Retell stories.
(F) Predict what happens next.
(G) Make up a new ending.
(2) Grammar/Usage. The student recognizes and uses verbs,
contractions, capital letters, and end punctuation marks
correctly.
The student is expected to (with adult assistance as
needed):
(A) Identify words that name actions (verbs) and words that name
persons, places, or things (nouns).
(B) Distinguish between declarative and interrogative
sentences.
(C) Use proper form (person, number, tense) of the verbs "come,"
"see," "go," "do," "bring," "be," "have."
(D) Use contractions correctly (e.g., "isn't," "aren't,"
"doesn't," "don't").
(E) Use a capital letter at the beginning of a sentence, and use
proper end punctuation at the end of a sentence.
(F) Use capitalization for the pronoun "I" and with proper
names.
(G) Use correct punctuation marks at the end of declarative,
exclamatory, imperative, and interrogatory sentences.
(H) Use commas, periods, exclamation points, and question marks
correctly.
(I) Identify the beginning and ending of a paragraph.
(J) Locate common and proper nouns.
(K) Use descriptive adjectives with nouns.
(L) Use adverbs with action verbs.
(3) Phonemic Awareness. The student orally demonstrates phonemic
awareness (the understanding that the spoken word consists of a
sequence of elementary sounds).
The student is expected to:
(A) Recognize and generate rhymes.
(B) Say the correct sound of the 44 - 45 phonemes of English
(see Figure 1 for assistance).
(C) Three phonemes
(i) Using three phoneme words (consonant sound/vowel
sound/consonant sound), identify whether cvc words match on
initial, final, or medial phoneme.
(ii) Blend onset-rime into cvc word (e.g., b - at).
(iii) Divide cvc words into onset-rime
(e.g., m - ap).
(iv) Blend phonemes into cvc word
(e.g., l - a - p).
(v) Segment cvc word into phonemes
(e.g., lap > lap).
(D) Four Phonemes
(i) Blend four phonemes into a word (e.g., j-u-m-p->
jump).
(ii) Segment four-phoneme words into phonemes (e.g., jump ->
j-u-m-p).
(4) Penmanship. The student can demonstrate the basic principles
of manuscript writing (both lower and upper case).
The student is expected to:
(A) Practice good posture when seated at a table/desk for
writing purposes.
(B) Practice proper pencil gripping (using correct fingers to
form vise to hold writing tool) while correctly positioning hand
and arm in relationship to paper and desk.
(C) Produce correct formation of letters using starting point,
directionality, and ending point for each letter.
(D) Identify margins and margin forming lines.
(E) Identify appropriate times for writing outside the margin
lines.
(F) Start writing close to left margin line.
(G) Form all letters so they rest on baseline.
(H) Demonstrate correct starting point and stroke sequence for
each letter.
(I) Form both lower and upper case letters in correct manuscript
style.
(J) Form all letters so they occupy proper space in relationship
to other letters.
(K) Allow space between words.
(L) Start next line at the left margin when one line is
complete.
(M) Form both lower and upper case letters in correct manuscript
style.
(5) Print Concepts. The student demonstrates knowledge of
concepts of print.
The student is expected to:
(A) Identify parts of a book (e.g., cover, title page, table of
contents).
(B) Use table of contents to find name and page number of
stories or chapters.
(C) Name the marks of punctuation (e.g., period, comma, question
mark).
(D) Form the marks of punctuation (e.g., period, comma, question
mark).
.
(E) Recognize the format of a paragraph.
(6) Orthographic Knowledge (Spelling). The student demonstrates
knowledge of the 44 - 45 phonemes of English and their written
representations.
The student is expected to:
(A) Alphabetic knowledge
(i) Write the correct letter when given the letter name.
(ii) Give orally the correct letter name when given the
letter.
(iii) Identify letters of the alphabet in a variety of type
faces.
(iv) Arrange words in alphabetic order according to the first
letter.
(v) Use the principle of alphabetic order to locate information
in dictionary or other reference materials.
(B) Letter-sound ( phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45
English phonemes is dictated. The following list is a general
delineation of written representations of these phonemes and should
be learned by the student as early as the student is able to
assimilate them:
Advanced Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ck
or oi ew
ar aw ui
sh au ng
ch oo ph
th ee igh
wh ea ear(/er/)
These additional combinations should be learned in Grade 1 or no
later than Grade 2:
ey ti (/sh/) dge
ie ci (/sh/) gh (/f/)
ei si (/sh/ /zh/)
(ii) Write correct basic phonogram when each English phoneme is
dictated.
(iii) Say correct phoneme when shown each basic phonogram.
(iv) Read and spell correctly any cvc (consonant sound-vowel
sound-consonant sound) word that uses the basic phonograms of
English.
(v) Correctly read and spell any single syllable word of up to
four sounds (up to cvcc-ccvc) that uses the basic phonograms.
(C) Word attack (advanced letter-sound)
(i) Read words with long vowel signaled by final e or silent e
(e.g., a-e, e-e, i-e, o-e, u-e).
(ii) Read words with the most consistent vowel teams (ee, ai,
oa, ea).
(iii) Read and spell correctly words with the letter y as
in:
--yard, yes, canyon (consonant sound /y/) (occurs at the
beginning of a word or syllable)
--my, cry (one syllable word ending in long i
sound)
--gym (short i)
--baby, happy (short i and/or long e).
(iv) Read and spell correctly words with c (letter c usually
borrows k sound, but borrows s sound if letter c precedes the
letters i, e, or y).
(v) Apply flexibly “g before i, e, or y” to decode a letter such
as g or j phoneme (letter g usually says its own sound but often
borrows j sound if the letter g precedes the letters i, e, or
y).
(vi) Identify that proper names do not always follow spelling
conventions.
(vii) Identify the concept of "syllable" (i.e., a single speech
impulse).
(viii) Count the number of syllables in a word (e.g., by
clapping, by moving manipulative).
(ix) Identify open, closed, consonant-le and r-controlled vowel
syllables.
(x) Read and write common prefixes (e.g., re, un) and suffixes
(e.g., less, ness, ment).
(xi) Use common prefixes and suffixes to read and write
multisyllable words formed with closed syllables (e.g.,
ad-ven-ture).
(xii) Use common prefixes and suffixes to read and write
multisyllable words formed with open syllables (e.g., na-tion).
(xiii) Read, write, and spell consonant -le syllables (ble, cle,
dle, fle, gle, kle, ple, sle, tle, zle).
(xiv) Use consonant -le to read and write multisyllable words
made with closed and open syllables (e.g., ta-ble, hum-ble).
(xv) Read and spell single syllable words using r-controlled
vowels (e.g., burn, star)
(xvi) Read and spell multisyllable words with r-controlled
vowels with closed and open syllables (e.g., manner, mayor).
(xvii) Demonstrate possible pronunciations of the vowel in an
open syllable (long as in ta-ble; short as in ha-bit; third sound
as in wa-ter) and the usefulness of flexibility in applying this
information in word attack.
(xviii) Use:
s/es for making plurals of nouns
's to show possession
s, ed, and ing for verbs.
(xix) Double the final consonant as required to keep the
preceding vowel short when adding endings that begin with a vowel
(e.g., hoped, hopped).
(xx) Double final f, l, s when spelling single syllable words
with short vowel that ends in f, l, s (e.g., muff, doll, miss).
(xxi) Use ck to spell final k sound in single syllable words
with short vowel (e.g., buck) .
(xxii) Read and spell words ending in tion (/shun/), sion
(/shun/ or /zhun/), and cion (/shun/).
(7) Composition. The student demonstrates ability to compose and
edit writing.
The student is expected to (with adult assistance as
needed):
(A) Distinguish orally between complete sentences and incomplete
ideas.
(B) Utilize many opportunities to write complete sentences.
(C) Write expanded sentences by adding descriptive words.
(D) Work with a group to compose brief accounts of experiences,
letters, invitations, thank-you notes, story ideas,
autobiographical and biographical accounts. Decide first on the key
ideas and list them in sequential order (e.g., as teacher writes
these which are then used for group reading, for individual
reading, and later for individual copying).
(E) Write brief notes and invitations.
(F) Write short paragraphs of three to four original sentences
(e.g., place key ideas in sequential order).
(G) Use correct capitalization (the pronoun "I"; the first word
of sentences; names of persons and specific places, names of
holidays, weekdays, and months), punctuation (end of sentence
punctuation), comma between day and year, salutation and closing of
a letter), and apostrophe in contractions
(8) Word Identification. The student reads high-frequency
words.
The student is expected to:
(A) Read regular high-frequency words rapidly that “play fair”
by following spelling conventions.
(B) Read 100 irregular high-frequency words that do not “play
fair,” i.e., do not follow spelling conventions.
(9) Reading Comprehension and Fluency. The student recognizes
the characteristics of various types of texts.
The student is expected to:
(A) Identify text as written for entertainment (narrative) or
for information (expository).
(B) Identify the character(s), setting, and plot in a narrative
selection.
(C) Tell the main idea and relevant details of a selection.
(D) Answer short, factual questions over a book or a
selection.
(E) Distinguish fact from opinion in various texts.
(F) Read fluently with expression that reflects meaning.
(10) Independent Reading/Assigned Reading/Guided Reading. The
student listens independently to a wide variety of selections.
The student is expected to:
(A) Listen daily to selections (e.g., fables, fairy tales,
poems, classical literature, and factual stories about notable
people, science, and history) that are challenging (at or slightly
above the student's level of oral language comprehension).
(B) Read daily in selections that provide practice in decoding
strategies that have been previously taught.
(C) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(D) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader; a “typical” first grader
reads approximately 60 wpm).
(E) Answer orally in his/her own words direct questions dealing
with elements of the selection.
(F) Identify the storyline and main idea(s) of selections.
(G) Retell orally selections that have been read or listened
to.
(H) Read orally with accuracy and expression, observing end of
sentence punctuation and commas.
(I) Read and reread selections to improve fluency.
(11) Literary Emphasis. The student comprehends the content of
text selections from different lands.
The student is expected to:
(A) Identify the important literary content in the selections
about different lands.
(B) Explain the storyline in selections about different
lands.
(12) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: drama (putting on a play,
actors, actresses, characters, costumes, scenery, props), heroes,
and heroines.
(B) Identify examples of literary terms (mentioned above) in
literary selections.
(13) Inquiry, Research, Study Strategies. The student
demonstrates knowledge of basic library/media center usage.
The student is expected to:
(A) Check books out of the library/media center.
(B) Demonstrate proper care/handling of library/media center
materials.
English, Language Arts, and Reading -- Grade 2.
Knowledge and Skills.
(1) Listening Skills. The student listens to various types of
children’s literature.
The student is expected to:
.
(A) Listen to selections (e.g., nursery rhymes, fables, fairy
tales, poems, classical literature, rhyming stories, factual
stories about notable people, science, and history) which are rich
in vocabulary.
(B) Make predictions; connect selection to previous knowledge;
form mental pictures of settings and characters.
(C) Discuss the main theme, mood, setting (time or place), and
characters in the selections.
(D) Discuss meaning of words and concepts from selections and
discussions.
(E) Retell selections; summarize selections.
(2) Speaking Skills. The student participates in various oral
presentations and activities.
The student is expected to:
(A) Work individually and in small groups to make presentations
(e.g., demonstrations, reports, skits, plays); take turns in group
discussions; work in small groups to summarize main ideas.
(B) Make announcements; report a fire or accident.
(3) Grammar/Usage. The student generates correct examples of
basic sentence patterns and grammatical constructions.
The student is expected to:
(A) Use commas in a series.
(B) Use commas with dates.
(C) Capitalize proper nouns, greetings, and the salutation and
closing of a letter.
(D) Punctuate abbreviations with periods.
(E) Use apostrophes correctly in contractions.
(F) Use commas in a series and with dates.
(G) Recognize and generate sentences with action verbs.
(H) Find the subject of a verb.
(I) Identify which nouns are singular and which are plural.
(J) Identify and use multi-word descriptive adjectives with
nouns.
(K) Recognize common, one-word prepositions.
(L) Identify and compose simple sentences.
(M) Identify simple coordinate conjunctions (i.e., boy, or, yet,
for, and, nor), and demonstrate how to use them to make compound
sentences.
(N) Distinguish between complete and incomplete sentences;
self-correct incomplete sentences and make them complete
sentences.
(4) Phonemic Awareness. The student orally demonstrates phonemic
awareness (the understanding that the spoken word consists of a
sequence of elementary sounds).
The student is expected to:
(A) Blend and segment orally 3-, 4-, and 5-phoneme words as
follows:
(i) 3-phoneme words (cvc—e.g., m-a-t);
(ii) 4-phoneme words (ccvc—e.g., s-t-o-p; cvcc
e.g., j-u-m-p);
(iii) 5-phoneme words (cccvc--e.g., s-t-r-i-ng)
(cvccc--e.g., h-i-n-t-s);
(iv) multisyllable words (e.g., ad-ven-ture)
(B) Blend (orally) common beginnings or endings and root words
to form larger words (e.g., base + ball -> baseball; ac + tion
-> action; re + fry -> refry; depart + ment -> department;
re + model -> remodel; pitch + er -> pitcher).
(5) Penmanship. The student demonstrates the ability to write
cursively. (Local school districts may choose to begin cursive
writing in second semester of second grade or at the beginning of
third grade.)
The student is expected to:
(A) Distinguish cursive from manuscript writing.
(B) Explain the purpose of cursive writing.
(C) Identify appropriate times to use manuscript (e.g., maps,
charts) or cursive.
(D) Demonstrate how to form the connecting line between any two
given letters.
.
(E) Produce neat, legible cursive writing (e.g., consistent
slant, correct letter formation, correct size).
(6) Print Concepts. The student demonstrates how to use the
basic parts of a book.
The student is expected to:
(A) Identify basic parts of a book (e.g., cover, title page,
table of contents, index).
(B) Use basic parts of a book (mentioned above).
(7) Orthographic Knowledge (Spelling). The student demonstrates
knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and
3 for assistance).
The student is expected to:
(A) Alphabetic knowledge
(i) Arrange words in alphabetic order to the second letter.
(ii) Use alphabetic order to locate information in the
dictionary or other reference materials.
(B) Letter-sound (basic phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45
English phonemes is dictated (see Figure2 for assistance). The
following list is a general delineation of written representations
of these 44 - 45 phonemes and should be learned by the student as
early as the student is able to assimilate them:
Advanced Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy ck
or oi ew
ar aw ui
sh au ng
ch oo ph
th ee igh
wh ea ear(/er/)
These additional combinations should be learned in Grade 2 if
not previously learned.
ey ti (/sh/) dge
ie ci (/sh/) gh (/f/)
ei si (/sh/ /zh/)
(ii) Say the correct phoneme when shown each basic phonogram
(iii) Practice to automaticity the reading and spelling of
single syllable words of up to three sounds (up to cvc) that use
the basic phonograms of English.
(C) Word attack (advanced letter-sound)
(i) Practice to automaticity the first-grade objectives:
(I) final e signal for long vowel
(II) the most consistent vowel teams ee, ea,
ai, and oa
(III) c before i, e, or y
(IV) g before i, e, or y
(V) open, closed, consonant-le, r-controlled
syllables
(VI) common prefixes and suffixes
(VII) inflectional endings -s,-es,-'s,-ed,-ing
without change in base word
(VIII) double final f, l, s
(IX) final ck
(X) qu as borrowing kw sound
(XI) i, u, v not at end of words
(XII) sounds of y
(ii) Spell words correctly that drop the final e when the
endings (e.g., -ing, -ed, -able) begin with a vowel.
(iii) Correctly spell words that have endings which begin with a
vowel (e.g., -ing, -ed,-able) by keeping the final e if needed to
keep soft sound of g or c (e.g., noticeable, changeable) or if
needed to preserve the word (e.g., dyeing, acreage, mileage).
(iv) Correctly spell words that have a silent t in an -le
syllable with st (e.g., castle, thistle, whistle).
(v) Divide compound words into individual words (e.g., out +
law, air + line, in + to, with + out).
(vi) Define and spell correctly examples of homophones (i.e.,
sound the same, spelled differently) (e.g., its/it's).
(vii) Read and spell contractions correctly (e.g., I'm, he's,
she's, it's, I'll, he'll) and -n't (hasn't, haven't).
(D) Word identification
(i) Read rapidly and spell high-frequency, regular and irregular
words (according to professional lists).
(ii) Read and spell words with inflectional endings (e.g., -s,
-ed, -ing, -'s) and common prefixes (e.g., pre, re, un, dis) and
suffixes (e.g., ment, ly, able, ful, ness, ous, y).
(8) Composition. The student demonstrates ability to compose and
edit writing in various types of modes.
The student is expected to:
(A) Compose original sentences which contain descriptive words
and phrases.
(B) Write friendly letters and address envelopes.
(C) Write a paragraph which contains key ideas in proper
sequence.
(D) Distinguish among the four modes of writing (e.g.,
narrative, descriptive, persuasive, expository).
(E) Write a paragraph that models a well-written example of a
narrative paragraph.
(F) Edit for grammar, capitalization, and punctuation.
(G) Show revisions of written works by adding or deleting a
word, phrase, or sentence.
(H) Write a corrected final copy.
(I) Use correct margins, heading, title, indentation
(9) Reading Comprehension and Fluency. The student recognizes
characteristics of various types of texts.
The student is expected to:
(A) Identify text as written for entertainment (narrative), for
information (expository), for information in an entertaining way
(informative narrative).
(B) Demonstrate understanding of character(s), setting, and plot
in narrative selections.
(C) Identify the beginning, middle, and end of a selection.
(D) Answer inferential questions over a book or a selection.
(E) Tell the main idea and relevant details of selections.
(F) Connect text, using grade-level selections, to what he/she
knows, predict outcomes, draw conclusions, make generalizations,
and summarize.
(G) Tell the difference between fact and fantasy.
(H) Read fluently with expression that reflects meaning.
(10) Independent Reading / Assigned Reading / Guided Reading.
The student reads and studies notable literary selections which are
rich in vocabulary.
The student is expected to:
(A) Present brief, comprehensive narrative summaries of notable
literary selections which are rich in vocabulary (e.g., "Harriet
Tubman," "Hurt No Living Thing," "Seashell," "Smart,"
"Caterpillars," "A Christmas Carol," "The Emperor's New Clothes,"
"How the Camel Got His Hump," "Beauty and the Beast," "The Blind
Men and the Elephant" "The Spider and the Fly," "Who Has Seen the
Wind?" Charlotte's Web, "El Pájaro Cu," The Courage of Sarah Noble,
The Fourth of July Story, The Little House in the Big Woods).
(B) Decode text with fluency.
(C) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(D) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader; a “typical” second grader
reads approximately 70 wpm).
(11) Literary Emphasis. The student reads and comprehends
selections taken from American myths and tall tales.
The student is expected to:
(A) Identify the important literary content in selections taken
from American myths and tall tales.
(B) Explain the storyline of selections taken from American
myths and tall tales.
(12) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: biography, autobiography,
fiction, and nonfiction.
(B) Identify examples of literary terms (mentioned above) in
literary selections.
(13) Inquiry, Research, Study Strategies. The student uses
various areas of the library/media center.
The student is expected to:
(A) Locate the various areas of the library/media center (e.g.,
fiction, nonfiction, newspapers, computers).
(B) Use the various areas of the library/media center (mentioned
above).
English, Language Arts, and Reading -- Grade 3.
Knowledge and Skills.
(1) Listening Skills. The student listens to various types of
children’s literature,
The student is expected to:
(A) Listen to selections, including poetry, classical
literature, factual stories about persons, places, science, and
history.
(B) Make predictions, connect selection to previous knowledge,
form mental pictures of settings and characters.
(C) Discuss the main theme, mood, setting (time or place), and
characters in the selections.
(D) Discuss meaning of words and concepts from selections and
discussions.
(E) Retell selections, summarize selections.
(2) Speaking Skills. The student participates in various oral
presentations and activities,
The student is expected to:
(A) Work individually and in small groups to make presentations,
including demonstrations, reports, skits, and plays; take turns in
group discussions; work in small groups to summarize main
ideas.
(B) Make introductions; give directions and formulate
descriptions.
(3) Grammar/Usage. The student generates correct examples of
basic sentence patterns and grammatical constructions.
The student is expected to:
(A) Generate sentences with singular and plural nouns as
subjects.
(B) Write the correct plural forms of nouns.
(C) Write proper and common nouns correctly.
(D) Use capitalization for geographical names and historical
periods.
(E) Use quotation marks correctly in direct quotes.
(F) Identify correct examples of subject-verb agreement.
(G) Identify prepositions and locate their objects.
(H) Place prepositional phrases close to the word(s) they modify
in order to gain clarity of meaning.
(I) Locate nominative case personal pronouns (i.e., I, you, he,
she, it, we, you, they) in sentences.
(J) Locate objective case personal pronouns (i.e., me, you, him,
her, it, us, you, them) in sentences.
(K) Locate possessive case personal pronouns (i.e., my, mine,
your, his, her, hers, our, ours, yours, their, theirs) in
sentences.
(L) Find the antecedents for personal pronouns and make sure the
antecedents agree in number and gender.
(M) Recognize forms of to be" and locate predicate nouns,
predicate pronouns, and predicate adjectives.
(N) Identify present, past, and future tenses of regular verbs
and use them in correct sentences.
(O) Locate adjectives that modify nouns or pronouns.
(P) Locate adverbs that modify verbs, adjectives, and
adverbs.
(4) Phonemic Awareness. The student orally demonstrates phonemic
awareness (the understanding that the spoken word consists of a
sequence of elementary sounds).
The student is expected to:
(A) Divide orally multisyllabic words into syllables.
(B) Identify common beginnings and endings.
(5) Penmanship. The students writes cursively.
The student is expected to:
(A) Use neat, legible cursive writing on most school work.
(B) Produce neat, legible cursive writing (e.g., consistent
slant, correct letter formation.
(6) Print Concepts. The student demonstrates understanding of
the format of an outline and of poetic verse.
The student is expected to:
(A) Demonstrate the format of an outline.
(B) Demonstrate the format of poetic verse.
(7) Orthographic Knowledge (Spelling). The student demonstrates
knowledge of the 44 - 45 phonemes of English (see Figures 1, 2, and
3 for assistance).
The student is expected to:
(A) Alphabetic knowledge
(i) Arrange words in complete alphabetic order.
(ii) Use alphabetic order to locate information in dictionary
and other reference works.
(B) Letter-sound (basic phonics) knowledge
(i) Write with automaticity the correct basic phonogram when
each English phoneme is dictated.
(ii) Say correct phoneme with automaticity when shown each basic
phonogram.
(iii) Practice to automaticity reading and spelling
multisyllabic words using the basic phonograms.
(C) Word attack (advanced letter-sound)
(i) Develop flexibility and automaticity in basic word attack
skills using the following:
(I) final e signal for long vowel
(II) the most consistent vowel teams ee, ea,
oa, ai
(III) c before i, e, or y
(IV) g before i, e, or y
(V) open, closed, consonant-le, r-
controlled syllables
(VI) common prefixes and suffixes
(VII) inflectional endings -s, -es, -'s, -ed, -
ing (without change in base word, doubling final consonant when
needed)
(VIII) dropping final e when needed
(IX) double final f, l, s
(X) final ck
(XI) qu as borrowing kw sound
(XII) i, u, v not at end of words
(XIII) sounds of y
(ii) Pronounce correctly words that have two adjacent vowels
which make two separate sounds; know that two vowel letters usually
make one sound (e.g.,sail, boat, sea, pie, dues) but that they
could in fact be two separate vowel sounds (e.g., mosaic, create,
oasis, quiet, duet).
(iii) Utilize syllable division as a word-attack aid, not as an
exact science (dictionaries do not always agree on specifics); be
flexible in considering different ways of pronouncing a word.
(iv) Know a generally reliable way to divide words into
syllables (e.g., look for compound words, common beginnings, common
endings; if found, divide at those places:
--mark vowels, considering whether two vowels constitute one
sound or two sounds and considering whether r after a vowel
constitutes an r-controlled vowel;
--doubled consonants are divided (e.g., lit - tle);
--vowels usually grab a preceding single consonant (e.g., rap -
id).
(v) Begin to apply syllabication rules (mentioned above) to
spelling .
(vi) Add correct grammatical endings to words ending in
consonant-y: add ing (e.g., copy--copying); for other endings,
change y to i and add ending (e.g., copy--copied, copier).
(vii) Use the correct homophones (words with different spellings
but pronounced the same); read examples correctly (e.g.,
wood—would; their—there—they’re).
(viii) Identify some common word roots and give meanings for
them.
(D) Word identification
(i) Demonstrate immediate recognition of common prefixes
(e.g.,con, pro, per, pre, de, trans, mis, non, ex, sub, bi, mal,
circum, inter, intra, super, trans) and suffixes (e.g., tive, sive,
tion, ture, able, ible, age, ant, ent, ize, ance).
(ii) Demonstrate immediate recognition of words that are regular
or decodable using word attack skills that have been previously
taught.
(iii) Read and spell correctly inflectional endings, common
prefixes and suffixes.
(iv) Use common inflectional suffixes correctly.
(8) Composition. Using various forms, the student writes for a
variety of audiences and for a variety of purposes.
The student is expected to:
(A) ONE-PARAGRAPH NARRATIVE -- Literary Theme Tied to
Composition: King Arthur and the knights of the Round Table
· Plan a one-paragraph narrative composition based upon the
theme of King Arthur and the knights of the Round Table. Use
prewriting techniques (e.g., brainstorming, image mapping,
listing), making sure that key ideas are sequenced in chronological
order.
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish the mood (e.g., happy, sad, wishful, ominous,
festive).
· Establish the author's point of view (e.g., first person,
third person, third person limited, or third person
omniscient).
· Establish the setting.
· Use example(s) of dialogue.
· Write a concluding sentence which summarizes succinctly the
main ideas in the paragraph.
(B) ONE-PARAGRAPH DESCRIPTIVE -- Literary Theme Tied to
Composition: King Arthur and the knights of the Round Table
· Plan a one-paragraph descriptive composition based upon the
theme of King Arthur and knights of the Round Table. Use prewriting
techniques (e.g., brainstorming, image mapping, listing), making
sure that key ideas are sequenced in a definite order (e.g., order
of importance, chronological, spatial, logical).
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish a point of reference (e.g., front to back, top to
bottom, left to right, right to left, most important to least
important, close to far).
· Establish the mood (e.g., joyful, melancholy, reminiscent,
mysterious).
· Use vivid verbs, sensory details, descriptive adjectives,
similes, and metaphors.
· Write a concluding sentence which summarizes the key points in
the composition, making sure not to present any new
information.
· Tie sentences together with transitional words (e.g., also,
besides, in addition, as usual, generally, including, above all,
together with, instead, in summary, above).
(C) Understand use of proofreading symbols.
(D) Edit and revise syntax and include simple and compound
sentences.
(E) Edit and revise drafts for grammar, capitalization,
punctuation, spelling, and word choices using dictionaries and
thesauruses.
(F) Write a corrected final copy.
(G) Take notes from guest speakers, books, encyclopedias, and
media sources.
(H) Compile notes into a list of key, sequenced ideas.
(I) Write a short narrative poem (e.g., ballad, limerick,
parable) that uses literary devices (e.g., rhyme, meter, pattern of
verse, metaphors, similes).
(9) Decoding (Word Identification). The student reads with
ease.
The student is expected to:
(A) Read with automaticity and accuracy.
(B) Use syllabication rules.
(C) Decode multisyllable words with ease.
(10) Reading Comprehension and Fluency. The student reads
various types of texts with comprehension; the student uses
strategic reading skills with ease.
The student is expected to:
(A) Read fluently with expression which reflects meaning.
(B) Decode the text with ease and answer basic
literal-comprehension questions over simple narrative text which is
textually explicit (i.e., requires little or no background
knowledge) and which is short in length.
(C) Discuss character information, conflict/problem, resolution
of the problem, and the meaning of the author's message.
(D) Read for literal comprehension (information that is directly
stated) in narrative texts.
(E) Give the main ideas of an expository text.
(F) Distinguish between essential information (need to know) and
additional information (nice to know).
(G) Summarize the expository text.
(H) Give the sequential order of events in a selection.
(I) State, using grade-level selections, how the text connects
to what he/she knows, predict outcomes, draw conclusions, make
generalizations, find context clues, evaluate cause/effect, and
formulate a summary.
(11) Independent Reading/Assigned Reading/Guided Reading. The
student reads and studies literary selections which are rich in
vocabulary.
The student is expected to:
(A) Present brief, comprehensive narrative summaries of notable
literary selections which are rich in vocabulary (e.g., "Adventures
of Isabel," "The Bee," "The Crocodile," "Father William," "First
Thanksgiving of All," "Trees," Alice in Wonderland, "Aladdin and
the Wonderful Lamp," "The Hunting of the Great Bear," "The Little
Match Girl," "Three Words of Wisdom,” The Wind in the Willows, The
Little House on the Prairie, The Matchlock Gun, Benjamin West and
His Cat Grimalkin, Farmer Boy).
(B) Discuss and answer direct questions dealing with the
elements of the selections.
(C) Summarize the main ideas.
(D) Decode texts with ease.
(E) Synthesize essential information.
(F) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(G) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader; a “typical” third grader
reads approximately 80 wpm).
(12) Literary Emphasis. The student reads selections taken from
King Arthur and the knights of the Round Table.
The student is expected to:
(A) Identify the important literary content in selections taken
from King Arthur and the knights of the Round Table.
(B) Explain the storyline of selections taken from King Arthur
and the knights of the Round Table
(13) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: myths, fables, tall tales,
limericks, comedy, tragedy, play, playwright, theater, stage, act,
and scene.
B) Identify examples of literary terms (mentioned above) in
literary selections.
(14) Inquiry, Research, Study Strategies. The student utilizes
the library/media center.
The student is expected to:
(A) Locate various areas of the library/media center (e.g.,
reference, periodicals, production area).
(B) Use the card catalogue (i.e., both stand-alone and
computerized card catalogues).
(C) Identify the differences among subject, author, and title
cards.
(D) Locate the source in the library/media center by using the
information on the card catalogue card.
(E) Utilize guide words in the dictionary.
(F) Explain how encyclopedias are organized into volumes through
the alphabetic format; utilize the index volume in order to locate
a particular encyclopedia.
English, Language Arts, and Reading -- Grade 4.
Knowledge and Skills.
(1) Reading Comprehension and Fluency.
The student analyzes various types of texts.
The student is expected to:
(A) Evaluate how the author's purpose for writing a selection
influences the content of the selection.
(B) Determine the main idea and supporting details of a
selection.
(C) Draw conclusions, make generalizations, summarize, and
predict outcomes of selections.
(D) Replicate the sequence of a selection.
(E) Summarize a selection.
(F) Read orally with ease and fluency for an audience.
(2) Independent Reading/Assigned Reading/Guided Reading. The
student will read and study notable literary selections which are
rich in vocabulary.
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable
literary selections which are rich in vocabulary (e.g., Gulliver's
Travels, Legend of Sleepy Hollow, Rip Van Winkle, Robinson Crusoe,
Robin Hood, Treasure Island, "The Sword in the Stone" from The Once
and Future King, On the Banks of Plum Creek, "Concord Hymn,"
Connecticut Yankee in King Arthur's Court, Mary Poppins, Caddie
Woodlawn, Blue Willow, My Side of the Mountain, Carry On, Mr.
Bowditch; speeches by Patrick Henry and Sojourner Truth; poetry by
Ralph Waldo Emerson, Carl Sandburg, Ogden Nash, Henry Wadsworth
Longfellow).
(B) Read at least 25 books of various genres from accepted
fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(D) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader; a “typical” fourth grader
reads approximately 90 wpm).
(E) Demonstrate comprehension of literature which is read
aloud.
(3) Literary Emphasis. The student reads texts on myths and
legends.
The student is expected to:
(A) Identify the important literary content in myths and
legends.
(B) Explain the storyline in myths and legends.
(4) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: poetry (stanza and line),
fiction (novel, short story, plot—beginning, middle, and end),
strong beginning and ending, dialogue, moral, and proverb.
(B) Identify examples of the literary terms (mentioned above) in
literary selections.
(5) Inquiry, Research, Study Strategies. The student utilizes
various information sources.
The student is expected to:
(A) Use an index.
(B) Use graphic aids.
(C) Use the main parts of a telephone directory.
(D) Access information from a variety of printed schedules.
(E) Use circle graphs.
(F) Use time lines.
(G) Read and interpret tables.
(H) Follow written directions.
(I) Identify and use the parts of the dictionary: diacritical
markings, stress marks, multiple definitions, and guide words.
(J) Use encyclopedias to research a topic.
(6) Grammar/Usage. The student uses correct grammar and syntax
in various sentence patterns.
The student is expected to:
(A) Identify linking verbs which come from the state of being
verbs (e.g., to look, to smell, to sound, to taste, to feel, to
become, to remain, to appear, to seem, to stand, to stay, to
grow).
(B) Use linking verbs from "to be" and other state-of-being
verbs to write complete sentences.
(C) Identify compound subjects.
(D) Capitalize proper nouns correctly (e.g., geographical names,
languages, subjects in school if languages or specific
courses).
(E) Differentiate between simple and compound sentences.
(F) Write simple and compound sentences which are joined with
simple coordinate conjunctions (i.e., but, or, yet, for, and,
nor).
(G) Locate personal pronouns used as subjects.
(H) Identify demonstrative pronouns (i.e., this, that, these,
those) in sentences.
(I) Identify reflexive/intensive pronouns (e.g., myself,
ourselves).
(J) Locate regular comparative and superlative adjectives.
(K) Write sentences with several prepositional phrases back to
back.
(L) Put a comma after introductory prepositional phrases which
have five or more words.
(M) Locate regular action verbs and any adverbs which modify
them.
(N) Locate regular comparative and superlative adverbs.
(7) Composition. Using various forms, the student writes for a
variety of audiences and for a variety of purposes.
The student is expected to:
(A) MULTI-PARAGRAPH NARRATIVE COMPOSITION -- Literary Theme Tied
to Composition: Myths and Legends
· Plan a multi-paragraph narrative composition based upon the
theme of myths and legends. Use prewriting techniques (e.g.,
brainstorming, cubing, free writing, listing, image mapping),
making sure that key ideas are sequenced in chronological
order.
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish the mood (e.g., pensive, mysterious, jubilant,
reminiscent).
· Establish the author's point of view (e.g., first person,
third person, third person limited, or third person
omniscient).
· Establish the characters by defining, describing, and
differentiating them.
· Establish the setting(s).
· Establish the plot (i.e., telling the readers what is
happening).
· Write a topic sentence for each paragraph.
· Input an example(s) of dialogue and punctuate correctly.
· Input an example(s) of foreshadowing.
· Use transitional devices (e.g., moreover, as a result, for the
most part, specifically, as an example, especially, particularly,
likewise, next, then, soon, in the meantime, in summary) to
establish unity and coherence between sentences and between
paragraphs.
· Compose a concluding paragraph which ties up all plot
components.
(B) MULTI-PARAGRAPH DESCRIPTIVE COMPOSITION -- Literary Theme
Tied to Composition: Myths and Legends
· Plan out a multi-paragraph descriptive composition based upon
the theme of myths and legends. Use prewriting techniques (e.g.,
brainstorming, cubing, free writing, listing, image mapping),
making sure that key ideas are sequenced in a definite order (e.g.,
order of importance, chronological, spatial, logical).
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish a point of reference (e.g., front to back, top to
bottom, left to right, right to left, most important to least
important, close to far).
· Establish the mood (e.g., gleeful, wishful, melancholy,
ominous).
· Write a topic sentence for each paragraph.
· Use vivid verbs, sensory details, descriptive adjectives,
similes, and metaphors.
· Use transitional devices (e.g., incidentally, for now, soon,
while, except, in the distance, over there, usually, namely, first
of all) to establish unity and coherence.
· Write a concluding paragraph which summarizes the key points
in the composition, making sure not to present any new
information.
(C) Understand use of proofreading symbols.
(D) Edit and revise sentence structures to smooth out syntax,
and include a variety of different sentence patterns.
(E) Edit and revise drafts for grammar, punctuation, spelling,
capitalization, and word choice.
(F) Write corrected final copies of compositions.
(G) Take notes from field trips, guest speakers, interviews,
books, encyclopedias, and media sources.
(H) Compile notes into a list of key, sequenced ideas.
(I) Create and write short poems that utilize literary devices
(e.g., onomatopoeia, personification, allusion).
(J) Use correct poetic form (e.g., capital letters, line
length).
(8) Spelling / Vocabulary. The student acquires extensive
spelling/vocabulary knowledge through reading and systematic word
study.
The student is expected to:
(A) Use dictionaries in order to look up spelling,
pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of the numerical prefixes UNI,
MONO, BI, TRI, QUAD, PENT, QUIN, SES, SEP, HEX, OCT, DECA, CENT,
KILO, MILLI, POLY, MULTI, SEMI, HEMI.
(C) Tell the spelling/meanings of the Latin root words ACT/AG,
AGR, AM/AMIC, ANIMA, AUD, BEN, BREV, CAND, CAPIT, CAD, CID/CIS,
CLIN, COGN, CORD, CRED, CRYPT, CULP, DENT, DUC, EQU, ERR,
FAC/FIC/FEC, FER, FID, FIN.
(D) Analyze the spelling/meanings of unfamiliar words based on
the spelling/meanings of the individual word elements.
(E) Spell and use words regularly and correctly from
professional lists prepared for grade level.
(F) Set up a cumulative, individualized record of new
spelling/vocabulary words found in literary selections.
English, Language Arts, and Reading -- Grade 5.
Knowledge and Skills.
(1) Reading Comprehension and Fluency. The student analyzes
various types of texts.
The student is expected to:
(A) Identify cause and effect relationships.
(B) Use classification strategies.
(C) Demonstrate the ability to compare and contrast.
(D) Synthesize ideas.
(E) Read and interpret news stories.
(F) Read orally with ease and fluency for an audience.
(2) Independent Reading/Assigned Reading/Guided Reading. The
student reads and studies notable literary selections which are
rich in vocabulary.
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable
literary selections (e.g., poetry: Emily Dickinson, Henry Wadsworth
Longfellow, Lord Tennyson, Walt Whitman, Lewis Carroll, Robert
Frost, Ralph Waldo Emerson; Adventures of Tom Sawyer, Little House
on the Prairie, Little Women, A Midsummer Night's Dream, Narrative
of the Life of Frederick Douglass, Black Beauty, Island of the Blue
Dolphins, The Prince and the Pauper, Swiss Family Robinson,
Sounder, Landing of the Pilgrims, The Wheel on the School, The Good
Master, Call It Courage, tales from Sherlock Holmes).
(B) Read independently at least 25 books of various genres from
accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(D) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader; a “typical” fifth grader
reads approximately 100 wpm).
(E) Demonstrate understanding of literature which is read
aloud.
(3) Literary Emphasis. The student reads texts about famous
people.
The student is expected to:
(A) Read the important literary content by or about famous
people.
(B) Explain the storyline of important literary content about
famous people.
(4) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: pseudonym (pen name), two kinds
of drama (tragedy and comedy), Shakespearean Theater, sense
imagery, metaphor and simile, symbol, personification,
onomatopoeia, alliteration, and characterization.
(B) Identify examples of the literary terms (mentioned above) in
literary selections.
(5) Inquiry, Research, Study Strategies. The student utilizes
various information sources.
The student is expected to:
(A) Use various note-taking strategies (e.g., prioritizing,
verbatim definitions, listing, abbreviations, outlining).
(B) Use various test-taking strategies (e.g., bubbling answers,
following directions, rechecking answers, eliminating "nonsense"
answers, making choice of answer and then "proofing" the
choice).
(C) Demonstrate ways to memorize facts.
(D) Identify the parts of a card catalogue card: author, title,
subject, call number, page numbers, publisher, place of
publication, copyright, and subject headings.
(E) Use various indices (e.g., encyclopedia, atlas, almanac) to
locate information and to do research.
(6) Grammar/Usage. The student uses correct grammar and syntax
in various sentence patterns.
The student is expected to:
(A) Use prepositional pairs correctly in sentences (e.g.,
"between/among).
(B) Use correctly the preposition "to," the infinitive "to," the
adverb "too," and the adjective "two."
(C) Know the principal parts of regular verbs.
(D) Use regular verbs in the present, past, and future
tenses.
(E) Use the correct forms of some special verbs (e.g., "to
bring/to take," "to let/to leave," "to lend/to loan," "to teach/to
learn") in writing and in speaking.
(F) Use possessive pronouns and contractions correctly (e.g.,
"whose/who's," "its/it's").
(G) Recognize and capitalize proper adjectives.
(H) Use regular comparative and superlative adjectives in
complete sentences.
(I) Locate examples of regular comparative and superlative
adverbs.
(J) Use regular comparative and superlative adverbs in complete
sentences.
(K) Use hyphens correctly to divide words into syllables to
indicate inclusive numbering (21-99), to form compounds with semi-,
half-, self-, and ex, and to form the compound of two closely
related words used as a modifier (e.g., school-wide
recognition).
(L) Indent paragraphs, capitalize abbreviations, put commas in
compound sentences, use italics for titles and emphasis, and use
proper spacing and quotation marks for direct quotes.
(7) Composition. Using various forms, the student writes for a
variety of audiences and for a variety of purposes.
The student is expected to:
(A) ONE-PARAGRAPH EXPOSITORY -- Literary Theme Tied to
Composition: Famous People
· Plan a one-paragraph expository paragraph based upon the theme
of famous people.
· Choose a topic which is text-based (i.e., reading-based,
fact-based) with evidence provided from non-fiction or fiction
sources.
· Use prewriting techniques (e.g., brainstorming, cubing, free
writing, clustering/mapping/webbing, image mapping, listing),
making sure that supportive details are sequenced in logical and
coherent order.
· Produce a simple outline.
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish the purpose (e.g., to inform, to explain, to give
the historical facts behind the way something was invented, to
present the facts about a famous person's childhood, to relate
factual information from an interview).
· Establish the credibility of the source(s).
· Write an over-arching topic sentence which clearly tells the
readers what is to be discussed in the paragraph (i.e., topic
sentence controls or limits the scope).
· Use supportive details that explain, define, and give meaning
to the topic sentence idea.
· Use only third-person pronouns (e.g., he, she, it, they, him,
her, it, them, his, her, hers, its, their, theirs, himself,
herself, themselves).
· Give no personal opinions, feelings, or beliefs.
· Write a concluding sentence which summarizes the key points in
the paragraph, making sure not to present any new information.
(B) MULTI-PARAGRAPH EXPOSITORY COMPOSITION -- Literary Theme
Tied to Composition: Famous People
· Plan a multi-paragraph expository composition based upon the
theme of famous people.
· Use prewriting techniques (e.g., brainstorming, cubing, free
writing, clustering/mapping/webbing, image mapping, listing),
making sure that supportive details are sequenced in logical and
coherent.
· Produce an outline.
· Establish the audience (e.g., peers, parents, teachers,
school-wide, global).
· Establish the purpose (e.g., to inform, to explain, to tell
the historical facts behind a great discovery, to relate factual
information from an interview).
· Establish the credibility of the sources used and mention them
informally within the composition.
· Write a thesis statement (e.g., a succinct statement, usually
placed as the last sentence in the introductory paragraph, which
tells the reader what will be covered in the composition).
· Write topic sentences, supportive details placed in logical
order, and transitional devices.
· Write a concluding paragraph which summarizes the key points
in the composition, making sure not to present any new
information.
· Use only third-person pronouns.
· Give no personal opinions, feelings, or beliefs.
(C) Edit and revise syntax for clarity.
(D) Use a wide variety of sentence patterns.
(E) Edit and revise drafts for grammar, punctuation,
capitalization, spelling, and word choices.
(F) Write corrected final copies of compositions.
(G) Write various one-paragraph and multi-paragraph writings
(e.g., business letters, book reports, messages/lists, formal
e-mails, order letters, letters of inquiry or request, letters of
complaint, envelopes).
(H) Create and write short poems using literary devices (e.g.,
hyperbole, alliteration, rhymed verse, unrhymed verse).
(I) Revise own writings and those of peers (e.g., revising to
clarify, to establish purpose/audience/mood, to improve word
choices, to increase organizational coherence/unity, to improve
style, to promote word economy).
(8) Spelling / Vocabulary. The student acquires extensive
spelling/vocabulary knowledge through reading and systematic word
study.
The student is expected to:
(A) Use dictionaries in order to look up spelling,
pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of Old English and foreign
suffixes ABLE/IBLE, AL, ATE, EN, ESCENT, ESQUE, FIC, FUL, ISH,
LESS, LIKE, LY, OSE, OUS, SOME, WARD, Y.
(C) Explain that words containing the aforementioned suffixes
are adjectives.
(D) Identify the spelling/meanings of at least 25 pairs of
homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on
the spelling/meanings of the individual word elements.
(F) Spell and use words regularly and correctly from
professional lists prepared for grade level.
(G) Set up a cumulative, individualized record of new
spelling/vocabulary words found in literary selections.
INTERVENTION STRATEGIES FOR PHONEMIC AWARENESS
The best documented approaches for students with severe phonemic
awareness problems utilize intensive one-on-one instruction. Such
programs appear to reduce reading failure to 2.8 - 4% (Torgesen,
1996). The most studied of these intensive programs teaches
students to be aware of how their mouth makes the 44 phonemes of
English and how to use this kinesthetic information to monitor and
self-correct their reading and writing.
The student learns what his/her mouth and tongue do to make
sounds as well as to label each sound. By giving each sound a label
that directly refers to sound production, a student can think
meta-linguistically. Ex. the /p/ sound is labeled a "quiet
lip-popper." The student then combines auditory feedback with
knowledge of the sound. Since phonemic awareness includes the
ability to manipulate the sounds, the student needs to be taught to
track sounds using first the mouth pictures and then the colored
blocks.
Since phonemic awareness includes the ability to manipulate the
sounds, the student learns to track sounds using first the mouth
pictures, then colored blocks, and finally letters. The techniques
provide the student with increased opportunities throughout the day
for positive literacy-learning experiences.
HOW SOUNDS ARE FORMED
CONSONANT SOUNDS
Teach the concept of pair--differing in one characteristic.
Describe how "shoes" or "gloves" are different only in one
characteristic--fitting left or right.
Teach the concept of voiced and unvoiced phonemes (e.g., s and
z).
Describe how some sounds make the voice box vibrate and some do
not (e.g., s, z).
Teach the p and b--lip stops (bilabial plosives).
Describe how the lips pop open on the p and b.
Teach the t and the d -- tongue stops (alveolar plosives).
Describe how the tongue taps the mouth of the roof behind the
teeth when pronouncing the t and the d.
Teach the k and the g -- throat stops (velar plosives).
Describe how the tongue scrapes in the back of the throat when
pronouncing the k and the g.
Teach the f and the v -- lip airs (labiodental fricatives).
Describe how air passes between the teeth on the lower lip when
pronouncing the f and the v.
Teach the voiced and the unvoiced th -- tongue airs (interdental
fricatives).
Describe how air passes between the teeth on the tongue when
pronouncing the th sound.
Teach the s and the z -- narrow sounds (alveolar
fricatives).
Describe how the air passes between the closed teeth when
pronouncing the s and the z.
Teach the sh and the zh -- wide sounds (palatal fricatives).
Describe how the air passes between the pursed lips when
pronouncing the sh and the zh.
Teach the ch and the j -- wide stops (affricates/stop
fricatives).
Describe how the air is pushed over the tongue in the back when
pronouncing the ch and the j.
Teach the m, n, and the ng -- nasal sounds (bilabial, alveolar,
and velar stops).
Describe how the air is blocked by the tongue (at lips, teeth,
back of mouth) and escapes through the nose when pronouncing the m,
n, and the ng.
Teach the h, w, and the wh -- wind sounds (velar stop,
labiovelar glide, and glottal glide).
Describe a puff of air passing out the open mouth, with pursed
lips, or tightening of the throat when pronouncing the the h, w,
and the wh
Teach the l, and the r -- lifters (liquids).
Describe how the tongue lifts in front or the back when
pronouncing the l and the r.
Teach the "borrowers" (c, x, qu, y) if needed for students'
names.
Describe how c, x, qu, and y do not have their own sounds but
borrow basic sounds from other letters.
c borrows k or s sounds (e.g., Candy, Cindy).
x borrows z, ks, gz (e.g., xerox, tax, exact).
qu borrows kw, or k (e.g., quick, unique).
y borrows ee, ie, i (e.g., Mandy, my, gym).
VOWEL SOUNDS
Teach the front vowel sounds (e.g., meet, bit, gate, set, at,
up).
Describe how tongue is in front of mouth and gradually goes from
near top teeth to behind bottom teeth as mouth gradually opens.
Teach the open vowel sound (e.g., Bob).
Describe sound made by wide open mouth.
Teach the back rounded vowels (e.g., Paul, Poe, foot, boot).
Describe tongue in back of mouth and lips gradually
rounding.
Teach the diphthongs (e.g., ice, oil, out).
Describe mouth sliding between two-vowel positions.
Teach the basic r-controlled vowels er (her, fur, sir), ar
(car), or (for).
Contrast a (am) - ar (car), e (let) - er (her), o (Bob) - or
(for).
The following r-controlled vowels lack a simple spelling and are
not always taught to beginning readers: near, bear, tour.
Copy the teacher in making the basic sounds of American
English.
AMPLIFIED CHART OF PHONOGRAMS
(with key words to aid in pronunciation)
Phonogram Key Word
Phonogram Key Word
Phonogram Key Word
b
boy
u
up
ew
grew
c
cat
cent
a-e
e-e
late
here
ui
ey
fruit
d
dig
i-e
time
they
f
fire
o-e
hope
monkey
g
go
gym
u-e
ch
use
child
ck
oa
back
soap
h
hit
chord
ph
phone
j
jump
chef
er
her
k
kit
sh
shell
ir
girl
l
leaf
th
this
ur
hurt
m
man
thing
ar
car
n
not
wh
when
or
for
p
pig
ng
long
igh
right
qu
quick
oo
moon
kn
knock
r
ran
foot
ti
nation
s
sit
has
ea
eat
bread
si
mission
vision
t
top
break
ie
chief
v
vine
ee
meet
pie
w
well
ow
how
movie
x
fox
snow
ei
receive
y
yet
cry, baby
(sub for i)
oy
oi
ou
boy
oil
loud
ough
veil
dough
through
z
zoo
pour
ought
a
at
ay
day
bough
e
egg
ai
paid
enough
i
igloo
aw
law
cough
o
ox
au
fault
The key words are listed to give teachers a clear explanation of
the sounds for each phonogram and are not meant for students to
study or memorize. Key words are not particularly useful for
children with phonemic awareness problems because these children
cannot reliably extract the sound from the word.
English, Language Arts, and Reading -- Grade 6
Knowledge and Skills.
(1) Reading Comprehension and Fluency.
The student analyzes various texts.
The student is expected to:
(A) Make inferences.
(B) Paraphrase and then summarize nonfiction selections.
(C) Identify propaganda/persuasion techniques.
(D) Read orally with ease and fluency for an audience.
(2) Independent Reading / Assigned Reading /
Guided Reading. The student reads and studies notable literary
selections which are rich in vocabulary.
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable
literary selections (e.g., poetry: William Wordsworth, Rudyard
Kipling, James Weldon Johnson, Robert Frost, Emily Dickinson; Dr.
Jekyll and Mr. Hyde, Little Men, Little Women, National Velvet,
“The Devil and Daniel Webster,” Adam of the Road, The Door in the
Wall, Old Yeller, Where the Red Fern Grows, Across Five Aprils, The
Call of the Wild, The Bronze Bow, The Yearling, Little Town on the
Prairie, and Amos Fortune, Free Man).
(B) Read independently at least 25 books of various genres from
accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level
(e.g., texts in which no more than 1 in 20 words is difficult for
the reader).
(D) Read daily in instructional-level materials that are
challenging but manageable (e.g., texts in which no more than 1 in
10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud
by others.
(3) Literary Emphasis. The student reads texts about .American
history—past and contemporary.
The student is expected to:
(A) Identify the important literary content in texts about
.American history—past and contemporary.
(B) Explain the storyline in texts about .American history—past
and contemporary.
(4) Literary Terms. The student defines and identifies examples
of various literary terms.
The student is expected to:
(A) Define the following terms: characteristics of an epic,
structure in poetry (meter, iamb, couplet, rhyme scheme, free
verse), point of view, mood/tone, and hyperbole.
(B) Identify examples of the following literary terms (mentioned
above) in literary selections.
(5) Inquiry, Research, Study Strategies. The student utilizes
various information sources.
The student is expected to:
(A) Find information in periodicals by using an index to
periodicals and/or by using computer programs for locating topics
in periodicals in order to do research.
(B) Decide what information is important to put in an outline
(both fiction and nonfiction selections).
(C) Outline both fictional and nonfictional selections.
(D) Identify strategies that help people to study effectively
with a group.
(E) Identify strategies which help to complete a group
project.
(F) Demonstrate how to access a database, the Internet, and the
World Wide Web.
(G) Set up a spreadsheet.
(6) Grammar/Usage. The student uses correct grammar and syntax
in various sentence patterns.
The student is expected to:
(A) Differentiate between "to" used as a preposition and "to"
used as a part of an infinitive.
(B) Know the principal parts of irregular verbs.
(C) Conjugate regular and irregular verbs in the present, past,
and future tenses.
(D) Use regular and irregular verbs (i.e., present, past, future
tenses) in complete sentences.
(E) Conjugate present perfect, past perfect, and future perfect
tenses.
(F) Identify present perfect, past perfect, and future perfect
tenses in sentences.
(G) Use present perfect, past perfect, and future perfect tenses
in complete sentences.
(H) Identify the present perfect, past perfect, and future
perfect tense forms which come from "to be."
(I) Generate transitive active verbs.
(J) Locate the direct object of a transitive active verb.
(K) Use correlative conjunctions in sentences (e.g.,
whether...or, either...or).
(L) Use correct subject-verb agreement with correlative
conjunctions.
(M) Differentiate between an independent clause and a dependent
clause.
(N) Write the correct form of possessive nouns.
(O) Recognize collective nouns.
(P) Differentiate among nominative, objective, and possessive
case pronouns.
(Q) Find the antecedents for personal pronouns; and make sure
the antecedents agree in person, number, and gender.
(R) Use (regular) comparative and superlative adjectives
correctly in complete sentences.
(S) Use (regular) comparative and superlative adverbs correctly
in complete sentences.
(T) Punctuate titles correctly (e.g., books, plays, movies, TV
programs, poems, short prepositions).
(7) Composition. Using various forms, the student writes for a
variety of audiences and for a variety of purposes.
Literary Theme Tied to Composition: American History -- Past and
Contemporary