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CONTENT STANDARD 1
1. Reading
A. Word Analysis, Fluency, and
Systematic Vocabulary Development
Students use their knowledge of word origins
and word relationships, as well as historical and literary context clues,
both to determine the meaning of specialized vocabulary and to understand
the precise meaning of grade-level-appropriate words.
B. Reading Comprehension (Focus on
Informational Materials)
Students read and understand
grade-level-appropriate material. They describe and connect the essential
ideas, arguments, and perspectives of text, and they relate text
structure, organization, and purpose.
C. Literary Response and Analysis
Students read and respond to historically or
culturally significant works of literature. They begin to find ways to
clarify the ideas and make connections between literary works.
Performance Indicators
Word Recognition:
1.A.5.1 Read narrative and expository text
aloud with fluency and accuracy, and with appropriate pacing,
intonation, and expression.
Vocabulary and Concept Development:
1.A.5.2 Use word origins to determine the
meaning of unknown words.
1.A.5.3 Understand and explain frequently
used synonyms, antonyms and homographs.
1.A.5.4 Know abstract, derived roots and
affixes from Greek and Latin, and use this knowledge to analyze the
meaning of complex words (e.g., controversial).
1.A.5.5 Understand and explain the
figurative and metaphorical use of words in context.
Structural Features of Informational
Materials:
1.B.5.1 Understand how text features (e.g.,
format, graphics, sequence, diagrams, illustrations, charts, maps) make
information accessible and usable.
1.B.5.2 Analyze text which is organized in
sequential or chronological order.
Comprehension and Analysis of
Grade-Level-Appropriate Text:
1.B.5.3 Discern main ideas and concepts
presented in texts, identifying and assessing evidence that supports
those ideas.
1.B.5.4 Draw inferences, conclusions, or
generalizations about text and support them with textual evidence and
prior knowledge.
Expository Critique:
1.B.5.5 Distinguish among facts, supported
inferences, and opinions in text.
Structural Features of Literature
1.C.5.1 Identify and analyze the
characteristics of poetry, drama, fiction, and non-fiction as literary
forms chosen by an author for a specific purpose.
Narrative Analysis of
Grade-Level-Appropriate Text
1.C.5.2 Identify the main problem or
conflict of the plot and how it is resolved.
1.C.5.3 Contrast the actions, motives, and
appearances of characters in a work of fiction and discuss the
importance of the contrasts to the plot or theme (e.g., loyalty,
selfishness, conscientiousness).
1.C.5.4 Understand that theme refers to the
meaning or moral of a selection, and recognize themes whether implied or
stated directly, in sample works.
1.C.5.5 Describe the functions and effect
of key literary devices (e.g., imagery, metaphor, symbolism).
Literary Criticism
1.C.5.6 Evaluate the meaning of archetypal
patterns and symbols that are found in myth and tradition by using
literature from different eras and cultures.
1.C.5.7 Evaluate the author’s use of
various techniques to influence readers’ perspectives (e.g., appeal of
characters in a picturebook, logic and credibility of plots and
settings, use of figurative language).
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 narrative, expository ,
persuasive, and descriptive text of at least 500 to 700 words. Student
writing demonstrates a command of standard English and the research,
organizational, and drafting strategies outlined in WRITING Standard 2.A.
Performance Indicators
Organization and Focus
2.A.5.1 Create multiple-paragraph narrative
compositions that
(a) establish and develop a situation or
plot.
(b) describe the setting.
(c) present an ending.
2.A.5.2 Create multiple-paragraph
expository compositions that
(a) establish a topic, key ideas or events
in sequence and/or chronological order.
(b) provide details and transitional
expressions which link paragraph to paragraph in a clear line of
thought.
(c) offer a concluding paragraph that
summarizes the key ideas and details.
Research and Technology
2.A.5.3 Use organizational features of
printed texts (e.g., citations, end notes, bibliographic references) to
locate relevant information.
2.A.5.4 Create simple documents using
electronic media, employing organizational features (e.g., passwords,
entry and pull-down menus, word searches, thesaurus, spell checks).
2.A.5.5 Use a thesaurus to identify
alternative word choices and meanings.
Revising and Evaluating Writing
2.A.5.6 Edit and revise manuscripts to
improve the meaning and focus of writing by adding, deleting,
consolidating, clarifying, and rearranging words and sentences.
2.B.5.1 Write narratives that
(a) establish a plot, point of view,
setting, and/or conflict.
(b) show rather than tell the events of the
story.
2.B.5.2 Write responses to literature that
(a) demonstrate an understanding of a
literary work.
(b) support judgments through references
both to the text and to prior knowledge.
(c) develop interpretations that exhibit
careful reading and understanding.
2.B.5.3 Write research reports about key
ideas, issues, or events that
(a) frame questions that direct the
investigation.
(b) establish a controlling idea/topic.
(c) develop the topic with simple facts,
details, examples and explanations.
2.B.5.4 Write persuasive letters or
compositions that
(a) state a clear position in support of
proposal.
(b) support a position with relevant
evidence.
(c) follow a simple organization pattern.
(d) address reader concerns.
CONTENT STANDARD 3
3. Written and Oral English Conventions
Students write and speak with a command of
standard English conventions that are appropriate to each grade level.
Performance Indicators
Sentence Structure
3.5.1 Identify and correctly use
prepositional phrases, appositives, and independent and dependent
clauses, use transitions and conjunctions to elaborate ideas.
Grammar
3.5.2 Identify and correctly use verbs that
are often misused (e.g., lie/lay, sit/set, rise/raise); modifiers, and
pronouns.
Punctuation
3.5.3 Use a colon to separate hours and
minutes and to introduce a list; use quotation marks around exact words
of speaker and titles of poems, songs, short stories, etc.
Capitalization
3.5.4 Use correct capitalization.
Spelling
3.5.5 Spell roots, suffixes, prefixes,
contractions, and syllable constructions correctly.
CONTENT STANDARD 4
4. LISTENING AND SPEAKING
A. Listening and Speaking Strategies
Students deliver focused, coherent
presentations that convey ideas clearly and relate to the background and
interest of the audience. They evaluate the content of oral communication.
B. Speaking Applications (Genres and
Their Characteristics)
Students deliver well-organized formal
presentations employing traditional rhetorical strategies (i.e.,
narration, exposition, persuasion, and description). 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.5.1 Ask questions that seek information
not already discussed.
4.A.5.2 Interpret speaker’s verbal and
non-verbal messages, purposes, and perspectives.
4.A.5.3 Make inferences or draw conclusions
based on an oral report.
Organization and Delivery of Oral
Communication
4.A.5.4 Select a focus, organizational
structure, and point of view for an oral presentation.
4.A.5.5 Clarify and support spoken ideas
with evidence and examples.
4.A.5.6 Engage audience with appropriate
verbal cues, facial expressions, and gestures.
Analysis and Evaluation of Oral and
Media Communications
4.A.5.7 Identify, analyze, and critique the
persuasive techniques (e.g., promises, dares, flattery, and glittering
generalities), and identify any logical fallacies used in oral
presentations and media messages.
4.A.5.8 Analyze media as sources for
information, entertainment, persuasion, interpretation of events, and
transmission of culture.
4.B.5.1 Deliver narrative presentations
that
(a) establish a situation, plot, point of
view, and setting with descriptive words and phrases.
(b) show rather than tell the listener what
happens.
4.B.5.2 Deliver informative presentations
about a key idea, issue, or event that
(a) frame questions to direct the
investigation.
(b) establish a controlling idea/topic.
(c) develop the topic with simple facts,
details, examples and explanations.
4.B.5.3 Deliver oral responses to
literature that
(a) summarize significant events and
details.
(b) provide several clear ideas or images
communicated by the work.
(c) use examples and/or textual evidence to
support conclusions.
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