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CONTENT STANDARD 1
1. Reading
A. Word Analysis,
Fluency, and Systematic Vocabulary Development
Students understand the basic
features of reading. They select and know how to translate letter patterns
into spoken language using phonics, syllabication and word parts. They
apply this knowledge to achieve fluent oral and silent reading.
B. Reading Comprehension
Students read and understand
grade-level-appropriate material. They draw upon a variety of
comprehension strategies as needed, including generating and responding to
essential questions, making predictions, and comparing information from
several sources.
C. Literary Response
Analysis
Students read and respond to
wide variety of significant works of children’s literature. They
distinguish between the structural features of text and the literary terms
or elements (i.e., theme, plot, setting, and characters).
Performance Indicators
Word Recognition
1.A.4.1 Read narrative and
expository text aloud with grade-appropriate fluency and accuracy and
with appropriate pacing, intonation, and expression.
Vocabulary and Concept
Development
1.A.4.2 Applying knowledge
of word origins, derivations, synonyms, antonyms, and idioms to
determine the meaning of words and phrases.
1.A.4.3 Use knowledge of
root words to determine the meaning of unknown words within a passage.
1.A.4.4 Know common Greek-
and Latin-derived roots and affixes and use this knowledge to analyze
the meaning of complex words (e.g., international).
1.A.4.5 Use a thesaurus to
determine related words and concepts.
1.A.4.6 Distinguish and
interpret multiple meaning words.
Structural Features of
Information Materials:
1.B.4.1 Identify structural
patterns found in informational texts (e.g., compare and contrast, cause
and effect, sequential or chronological order, proposition and support)
to strengthen comprehension.
Comprehension and
Analysis of Grade-Level-Appropriate Text:
1.B.4.2 Use appropriate
strategies when reading for different purposes (e.g., full
comprehension, locating information, and personal enjoyment).
1.B.4.3 Make and confirm
predictions about text by using prior knowledge and ideas presented in
the text itself, including illustrations, titles, topic sentences, key
words, and foreshadowing clues.
1.B.4.4 Evaluate new
information and hypotheses by testing them against known information and
ideas.
1.B.4.5 Compare and
contrast information on the same topic after reading several passages or
articles.
1.B.4.6 Distinguish between
cause and effect and fact and opinion in expository text.
1.B.4.7 Follow
multiple-step instructions from a basic technical manual (e.g., how to
use computer commands or video games).
Structural Features of
Literature
1.C.4.1 Describe the
structural differences of various imaginative forms of literature,
including fantasies, fables, myths, legends, and fairy tales.
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.4.2 Identify the main
events of the plot, their causes, and how each influences future
action(s).
1.C.4.3 Use knowledge of
the situation and setting and of a character’s traits and motivations to
determine the causes for that character’s actions.
1.C.4.4 Compare and
contrast tales from different cultures by tracing the exploits of one
character type and develop theories to account for similar tales in
diverse cultures (e.g., trickster tales).
1.C.4.5 Identify and define
the presence of figurative language in literary works, including simile,
metaphor, hyperbole, and personification.
CONTENT STANDARD 2
2. Writing
A. Writing Strategies
Students write clear and
coherent sentences and paragraphs that develop a central idea. Their
writing considers audience and purpose. They successfully use stages of
the writing process (i.e., pre-writing, drafting, revising, and editing
successive versions).
B. Writing Applications
(Genres and Their Characteristics)
Students write compositions
that describe and explain familiar objects, events, and experiences.
Student writing demonstrates a command of standard English and the
drafting, research, and organizational strategies outlined in WRITING
Standard 2.A.
Performance Indicators
Organization and Focus:
2.A.4.1 Select focus,
organization, and point of view based upon purpose, audience, length,
and format requirements.
2.A.4.2 Create multiple
paragraph compositions that
(a) provide an introductory
paragraph.
(b) establish and supports
a central idea with a topic sentence at or near the beginning of the
first paragraph.
(c) include supporting
paragraphs with simple facts, details, and explanations.
(d) conclude with a
paragraph that summarizes the points
(e) Is indented properly.
2.A.4.3 Use traditional
structures for conveying information, (e.g., chronological order, cause
and effect, similarity and difference, and posing and answering a
question).
Penmanship
2.A.4.4 Write fluidly and
legibly in cursive or joined italic, easily transcribing manuscript into
cursive and vice-versa.
Research and Technology
2.A.4.5 Quote or paraphrase
information sources, citing them appropriately.
2.A.4.6 Locate information
in reference texts by using organizational features (e.g., prefaces,
appendices).
2.A.4.7 Use various
reference materials as an aid to writing (e.g., dictionary, thesaurus,
card catalog, encyclopedia, on-line information).
2.A.4.8 Understand the
structure and organization of (and use) almanacs, newspapers, and
periodicals.
2.A.4.9 Demonstrate basic
keyboarding skills and familiarity with the vocabulary of technology
(e.g., cursor, software, memory, disk drive, hard drive).
2.A.4.10 Edit and revise
selected drafts to improve coherence and progression by adding,
deleting, consolidating, and rearranging text.
2.B.4.1 Write narratives
that
(a) relate ideas,
observations, and/or memories.
(b) provide a context to
enable the reader to imagine the world of the event or experience.
(c) use concrete sensory
details.
(d) provide insight into
why this incident is memorable.
2.B.4.2 Write responses to
literature that
(a) demonstrate an
understanding of the literary work.
(b) support judgments
through references both to the text and to prior knowledge.
2.B.4.3 Write information
reports that
(a) frame a key question
about an issue or situation.
(b) include facts and
details for focus.
(c) draw from more than one
source of information (e.g., speakers, books, newspapers, media
sources).
2.B.4.4 Write summaries
that contain the main ideas of the reading selection and the most
significant details.
CONTENT STANDARD 3
3. Written and Oral
English Language Conventions
Students write and speak with
a command of standard English conventions that are appropriate to each
grade level.
Performance Indicators
Sentence Structure
3.4.1 Use simple and
compound sentences in writing and speaking.
3.4.2 Combine short,
related sentences with appositives, participle phrases, adjectives,
adverbs, and prepositional phrases.
Grammar
3.4.3 Identify and use
regular and irregular verbs, adverbs, prepositions, and coordinating
conjunctions in writing and speaking.
Punctuation
3.4.4 Use commas in direct
quotations, apostrophes in possessives and contractions, and
parentheses.
3.4.5 Use underlining,
quotations, or italics to identify titles.
Capitalization
3.4.6 Capitalize names of
magazines, newspapers, works of art, musical compositions, names of
organizations, and the first word in quotations.
Spelling
3.4.7 Spell correctly
roots, inflections, suffixes and prefixes, and syllable constructions.
CONTENT STANDARD 4
4. Listening and Speaking
A. Listening and
Speaking Strategies
Students listen critically
and respond appropriately to oral communication. They speak in a manner
that guides the listener to understand key ideas by using proper phrasing,
pitch, and modulation.
B. Speaking Applications
(Genres and Their Characteristics)
Students deliver brief
recitations and oral presentations about familiar experiences or interests
that are organized around a coherent thesis statement. Student speaking
demonstrates a command of standard English and the organization and
delivery strategies outlined in Listening and Speaking Standard 4.A.
Performance Indicators
Comprehension
4.A.4.1 Ask thoughtful
questions and respond to relevant questions with appropriate elaboration
in oral settings.
4.A.4.2 Summarize major
ideas and supporting evidence presented in spoken messages and formal
presentations.
4.A.4.3 Identify how
language usages (e.g., sayings, expressions) reflect regions and
cultures.
4.A.4.4 Give precise
directions and instructions.
Organization and
Delivery of Oral Communication
4.A.4.5 Present effective
introductions and conclusions that guide and inform the listener’s
understanding of key ideas and evidence.
4.A.4.6 Use traditional
structures for conveying information (e.g., cause and effect, similarity
and difference, and posing and answering a question).
4.A.4.7 Emphasize points in
ways that assist the listener/viewer in following key ideas and
concepts.
4.A.4.8 Use details,
examples, anecdotes, or experiences to explain or clarify information.
4.A.4.9 Use volume, pitch,
phrasing, pace, modulation, and gestures appropriately to enhance
meaning.
Analysis and Evaluation
of Oral Media Communication
4.A.4.10 Evaluate the role
of the media in focusing attention on events and in forming opinions on
issues.
4.B.4.1 Make narrative
presentations that
(a) relate ideas,
observations, and/or recollections about an event or experience.
(b) provide context that
enables the listener to imagine the circumstances in which the event or
experience occurred.
(c) provide insight into
why the selected incident is memorable.
4.B.4.2 Make informational
presentations that
(a) frame a key question.
(b) contain facts and
details that help listeners focus.
(c) incorporate more than
one source of information (e.g., speakers, books, newspapers, television
or radio reports).
4.B.4.3 Deliver oral
summaries of articles and books that contain the main ideas of the
event/article and the most significant details.
4.B.4.4 Recite brief poems
(i.e., two or three stanzas), brief soliloquies, or dramatic dialogues,
using clear diction, tempo, volume, and phrasing.
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